Mobile Phones as a Challenge for m-Learning: Examples for Mobile Interactive Learning Objects (MILOs)

Holzinger, Andreas; Nischelwitzer, Alexander; Meisenberger, Matthias

doi:10.1109/percomw.2005.59

Cited by 91 publications

(65 citation statements)

References 21 publications

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“…Users can communicate through Internet with remote servers. These servers can exchange their computing slots themselves [10] .Cloud computing is one of the new technology trends likely to have a significant impact on the teaching and learning environment. In Cloud computing, resources can be either externally owned (public Cloud -as provided by Google and Amazon) or internally owned (private Cloud).…”

Section: B Cloud Learningmentioning

confidence: 99%

M-Learning for Teaching in Molding and Casting with Plaster by Using QR Codes

Jabjone¹,

Jabjone²

2014

IJIET

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Abstract-The objective of this paper is to present the m-learning for teaching in molding and casting with plaster by using QR Codes (MLM) which offers Thai sign language video correspondence to every contents in learning environment. It was developed as a response to stakeholder at Nakhon Ratchasima Rajabhat University, Thailand. The participations in this study were seven deaf and hard hearing student who faced the problem when study in the classroom. This MLM provided the content and video to demonstrate and showed the technique which student could follow and practice by themselves. This MLM used a Universal Design for learning (UDL) approach to explore the iterative development of mobile to meet stakeholder needs. Koole's FRAME model was used to guide the design process, and evaluated their pedagogical effectiveness. The student can access to the lesson by scanning Quick Response (QR) codes. All relative resource can storage using cloud computing. Participants had a positive response to the m-learning. The students and instructors reported enjoying learning with their mobile devices, and found the MLM easy to access and use.Index Terms-Deaf and hard hearing, mobile learning, QR codes, universal design for learning (UDL).

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Section: B Cloud Learningmentioning

confidence: 99%

M-Learning for Teaching in Molding and Casting with Plaster by Using QR Codes

Jabjone¹,

Jabjone²

2014

IJIET

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“…However, in an m-Learning environment, educational contents should be separated into a smaller learning object unit that is dependent on the learning context of a learner and on the resource limitations and capability of m-Learning devices [42].…”

Section: Educational Contents In An M-learning Environmentmentioning

confidence: 99%

Design and Development of m-Learning Service Based on 3G Cellular Phones

Chung¹,

Lee²

2012

Journal of Information Processing Systems

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Abstract-As the knowledge society matures, not only distant, but also off-line universities are trying to provide learners with on-line educational contents. Particularly, high effectiveness of mobile devices for e-Learning has been demonstrated by the university sector, which uses distant learning that is based on blended learning. In this paper, we analyzed previous m-Learning scenarios and future technology prospects. Based on the proposed m-Learning scenario, we designed cellular phonebased educational contents and service structure, implemented m-Learning system, and analyzed m-Learning service satisfaction. The design principles of the m-Learning service are 1) to provide learners with m-Learning environment with both cellular phones and desktop computers; 2) to serve announcements, discussion boards, Q&A boards, course materials, and exercises on cellular phones and desktop computers; and 3) to serve learning activities like the reviewing of full lectures, discussions, and writing term papers using desktop computers and cellular phones. The m-Learning service was developed on a cellular phone that supports H.264 codex in 3G communication technology. Some of the functions of the m-Learning design principles are implemented in a 3G cellular phone. The contents of lectures are provided in the forms of video, text, audio, and video with text. One-way educational contents are complemented by exercises (quizzes)

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“…Each tag triggered the reproduction of a multimedia content in the mobile device when the student touched it. The student was able to reproduce the learning contents as many times as needed (due to the limitation of the screen size different kinds of media should be applied instead of text [1]). The student was in control of the learning activity exploring the information provided by the learning objects (servers in the simulated room) constituting a situated learning environment.…”

Section: The E-learning Scenariomentioning

confidence: 99%

“…The use of mobile devices in learning activities can enhance the shift from pure instructor centered classroom teaching to constructivist learner centered educational settings [1]. Several experiments during the last years have concentrated on studying how the use of mobile phones and PDAs in educational settings can enhance the learning process and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness and Motivational Impact of Replacing a Human Instructor by Mobile Devices for Teaching Network Services Configuration to Telecommunication Engineering Students

Muñoz-Organero

Ramírez-González

Muñoz‐Merino

et al. 2010

2010 10th IEEE International Conference on Advanced Learning Technologies

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Abstract-The introduction of mobile technologies in class provide instructors with tools for contextualized, active, situated, any-time any-where learning. In fact, the role of the instructor can be partially delegated to the student by the use of a mobile device. This paper assesses if this delegation can be brought to the limit of eliminating the need of the physical presence of the instructor in the particular context of a situated learning environment consisting of a server room where third year Telecommunication Engineering students learn how to configure network services such as DNS, SMTP and HTTP. The paper presents the results of two experiments inside the "advanced telematic applications" course at the Carlos III University of Madrid. Two groups of students participated in the experiments, one following traditional instructor based classes and the other using NFC enabled mobile phones. The paper analyzes both learning increments and motivational aspects.

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Mobile Phones as a Challenge for m-Learning: Examples for Mobile Interactive Learning Objects (MILOs)

Abstract: The widespread use of mobile phones (

Cited by 91 publications

References 21 publications

M-Learning for Teaching in Molding and Casting with Plaster by Using QR Codes

M-Learning for Teaching in Molding and Casting with Plaster by Using QR Codes

Design and Development of m-Learning Service Based on 3G Cellular Phones

Evaluating the Effectiveness and Motivational Impact of Replacing a Human Instructor by Mobile Devices for Teaching Network Services Configuration to Telecommunication Engineering Students

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