Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums

Vavoula, Giasemi; Sharples, Mike; Rudman, Paul; Meek, Julia; Lonsdale, Peter

doi:10.1016/j.compedu.2009.02.007

Cited by 176 publications

(112 citation statements)

References 25 publications

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“…The MyArtSpace project enables children visiting a museum with their school to work in groups and carry out inquiries related to the museum content (for more details see Vavoula et al, 2009). Before the visit, the teacher sets the class a big question to explore in the museum, and works with them to develop related skills of evidence assessment and collection.…”

Section: Mobile Learning In Museums and Informal Learning Settingsmentioning

confidence: 99%

The Genesis and Development of Mobile Learning in Europe

Kukulska‐Hulme

Sharples

Milrad

et al.

Combining E-Learning and M-Learning

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means, electronic or mechanical, including photocopying, without written permission from the publisher. Product or company names used in this set are for identification purposes only. Inclusion of the names of the products or companies does not indicate a claim of ownership by IGI Global of the trademark or registered trademark. Library of Congress Cataloging-in-Publication DataCombining e-learning and m-learning : new applications of blended educational resources / David Parsons, editor. p. cm. Includes bibliographical references and index. Summary: "This book reviews new systems and frameworks for the application of mobile technologies in educational contexts, providing insight on ethical and cross-cultural considerations of mobile learning, as well as different teaching and learning styles"--Provided by publisher. ISBN 978-1-60960-481-3 (hardcover) --ISBN 978-1-60960-482-0 (ebook) 1.

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Section: Mobile Learning In Museums and Informal Learning Settingsmentioning

confidence: 99%

The Genesis and Development of Mobile Learning in Europe

Kukulska‐Hulme

Sharples

Milrad

et al.

Combining E-Learning and M-Learning

Self Cite

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“…However, in previous studies, the use of mobile devices was limited to supplementary activities to the regular learning processes, such as engaging in online interaction with peers and instructors using a specific social media application (Gikas & Grant, 2013;Hoffman, 2009;Pang, 2009), creating and sharing video/audio files, taking photographs, and receiving or sending text messages (Vavoula, Sharples, Rudman, Meek, & Lonsdale, 2009), and using other miscellaneous functions such as calculators or dictionaries embedded in mobile devices (Taleb & Sohrabi, 2012). Students want more than these fragmentary uses that partially enhance learning activities designed within a certain course; they want to be able to access learning contents, such as reading materials or multimedia resources (Al-Mushasha, 2010;Cheon, Lee, Crooks, & Song, 2012), discuss course content, communicate with teachers, and access course information (Cheon et al, 2012).…”

Section: Literature Review Mobile Learningmentioning

confidence: 99%

Adoption of the mobile campus in a cyber university

Han

2014

IRRODL

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The advantages of mobile technologies have not been lost on higher education institutions, and they have tried to provide educational services through the use of mobile learning management system (LMS). However, offering such services does not necessarily mean that the students will adopt the new technology. Thus, the purpose of this study was to examine what factors facilitate and hinder the students' adoption of the mobile campus. The study was based on the diffusion of innovation model and compared the perceptions of mobile LMS users and nonusers. Eighty-five students in a cyber university responded to the survey, and the results revealed that even though nonusers perceived the advantages of using mobile LMS, they did not adopt the system because of its complexity and resistance. A discussion and the implications for further development of mobile LMS followed. Keywords: Mobile LMS; diffusion of innovation; cyber university Adoption of the Mobile Campus in a Cyber UniversityHan and Han Vol 15 | No 6Creative Commons Attribution 4. Second, what are the differences between the traditional learning management system and the mobile campus?Adoption of the Mobile Campus in a Cyber University Han and HanVol 15 Mobile LMS in Higher EducationA traditional LMS is usually a Web-based platform that enables the planning and delivery of learning events for both virtual and instructor-driven face-to-face classes (Greenberg, 2002). Through the LMS, students are able to access their course materials, with the existing PC and Web-based LMS affects its adoption. Complexity is the extent to which the innovation is easy to comprehend and use; mobile LMS should afford ease of use. Trialability is the degree to which a potential user can experiment with the innovation without having to commit to use it. Thus, the greater the opportunity for students to try out mobile LMS, the easier it is for them to evaluate its effectiveness and ultimately adopt it. Finally, Observability is the extent to which a potential adopter can see the usefulness of the innovation in his/her situation. For example, if students in higher education institutions can easily observe other students' use of mobile LMS and realize its educational benefits, they would be more willing to adopt it.The perception of the attributes of innovation might differ between those who have already adopted mobile LMS and those who have not. Hence, in this study, the perceptions of users and nonusers will be compared to determine which attributes foster or hinder the adoption of mobile LMS. Also, by analyzing the limitations of current mobile LMS from the perspective of users' perceptions, the implications for the future development of mobile LMS can be discussed. Methods ParticipantsThe participants, recruited from A Cyber University located in Seoul, South Korea, were undergraduates majoring in Educational Technology, Social Welfare, Counseling Psychology, Child Studies and Education, and Hospitality and Tourism Management.The students were invited to voluntarily take pa...

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“…Digital technology can take the fabrication much further and make the physical object an entry point for a further personalised digital service that makes use of the onsite visit log to extend the experience online in the form of a post-visit environment offered by the museum to visitors. Museums have long acknowledged the importance of a long-term connection and communication with visitors, but the focus so far has been on specific activities for school visits and informal learning [20,33]. We see much potential in extending this approach to all visitors and enabling museums to start a long-term relationship with visitors, many of whom are returning visitors [9,25].…”

Section: Related Workmentioning

confidence: 99%

Tangible data souvenirs as a bridge between a physical museum visit and online digital experience

Petrelli

Marshall

O'Brien

et al. 2016

Pers Ubiquit Comput

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This paper presents the design, implementation, use and evaluation of a tangible data souvenir for an interactive museum exhibition. We define a data souvenir as the materialisation of the personal visiting experience: a data souvenir is dynamically created on the basis of data recorded throughout the visit and therefore captures and represents the experience as lived. The souvenir provides visitors with a memento of their visit and acts as a gateway to further online content. A step further is to enable visitors to contribute, in other words the data souvenir can become a means to collect visitor-generated content. We discuss the rationale behind the use of a data souvenir, the design process and resulting artefacts, and the implementation of both the data souvenir and online content system. Finally, we examine the installation of the data souvenirs as part of a long-lasting exhibition: the use of this souvenir by visitors has been logged over 7 months and issues around the gathering of user-generated content in such a way are discussed.

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Myartspace: Design and evaluation of support for learning with multimedia phones between classrooms and museums

Cited by 176 publications

References 25 publications

The Genesis and Development of Mobile Learning in Europe

The Genesis and Development of Mobile Learning in Europe

Adoption of the mobile campus in a cyber university

Tangible data souvenirs as a bridge between a physical museum visit and online digital experience

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