Figure 5 - uploaded by Yinjuan Shao
Content may be subject to copyright.
Source publication
A mobile group blog is an example of a Web 2.0 social space, as well as a tool for the instant collection of contextual information, the immediate sharing of information and later reflection. Records in the form of multimedia created through mobile blogging can assist people to keep a versatile representation of artefacts they encounter on the move...
Similar publications
This article discusses librarian support of medical education programs and patient care with blogs and wikis. Pedagogical background for using Web 2.0 tools in educational settings is explored and example applications given. A survey of health sciences libraries usage of blogs and wikis was conducted in 2009-2010. Using the results from the survey...
p>With the availability of Web 2.0 technologies, blogs have become useful and attractive tools for teachers of English as a Foreign Language (EFL) in their writing classes. Learners do not need to understand HTML in order to construct blogs, and the appearance and content can be facilitated via the use of photos, music, and video files (Vurdien, 20...
This mixed-methods study reports the findings of the integration of Web 2.0 tools in a one-semester extensive reading project. 27 Turkish-L1 learners of English read graded readers based on their proficiency, identified using a level test. Then they were asked to use various Web 2.0 tools to prepare a post-reading activity for each book they read a...
This paper reports on an exploratory study that employed Twitter and blogs as instructional Web 2.0 tools to support student learning in an undergraduate-level class. Case study methodology entailing a usage survey, an exit survey, and 12 in-depth semi-structured interviews was sought to examine patterns and characteristics of students’ usage of so...
Citations
... The designers believe that content is the most important part of the portal and it should be valuable, easy to read/watch/listen to and understand. In another study, a group mobile blog, Nottsmoblog as a tool for the instant collection of contextual information, sharing of information and reflection for a group of Chinese overseas students in Nottingham, UK was created and introduced [40]. The purpose of that tool was for Chinese students to quickly understand the host culture, history and society. ...
While the number of migrants and mobility students are increasing all over the world, most organizations’ websites are designed for the local people. Since immigrants are new in society, finding unbiased, correct, and updated information from the original sites in the host country appears to be a challenge for them. This article describes the empirical attempt for creating a website for immigrants. As the assumption, immigrants are adult learners who learn information through websites in the host country and cultural competence is the learning content. Accordingly, Human Resource Development (HRD) as andragogical theory based on Transformative Learning Theory (TLT), which describes assumptions for adult learning, along with a user-centered model of web designing are employed for creating and designing content in the portal for enhancing cultural adaptation. Due to the nationality of the main author, the context of the study is Persian speaking immigrants in Finland. The website includes the required information for immigrants, which are chosen from original Finnish websites of different organizations in Finland. The content of the website is selected based on the cultural background needs of users and is organized based on adult learning theories. During the period of one month, a remarkable number of users visited the website and sent positive feedback through the Facebook page of the site. This feedback provides an excellent guide for updating the site in/during the next phase. You can find the video of presentation on Youtube: https://www.youtube.com/watch?v=K1dzYF3fRwA
... Application of mobile technologies in online education was the issue for investi gation in works by M. E. Jantjies [24] and F. Fotouhi-Ghazvini [17] (in teaching lan guages); S. O. Semerikov [40] (in teaching Computer Sciences); A. Abu-Al-Aish |1], S. S. Baharom [3], P. W. Bird [5], C. Billington [4], M. Hepburn [23], J. J. Trinder [47] and E. A. Wali [49] (in the tertiary education system); Y. Shao [41 ] (in open education); V. Jotham [25] and N. N. Chan [8] (in everyday life). npa ICT alters both teaching and learning by adding active elements to the academic envi ronment and is considered as a powerful tool for providing academic services. ...
The research is aimed at theoretical substantiation, development and experimental verification of methods of applying mobile technologies to university students training during the COVID-19 lockdown. The research objective implies adapting mobile ICT to online learning during the COVID-19 lockdown. There are analyzed Ukrainian and foreign researches into the issues of mobile ICT application to the University students training. The authors have developed methods of applying Audience Response Systems by taking Plickers as an example; Mobile Multimedia Authoring Tools development through using augmented reality; Mobile Learning Management Systems by taking Moodle; Mobile Modeling and Programming Environments through using Pydroid; Mobile Database Management Systems by taking Google Cloud SQL. There is comparative assessment of functionality of five systems of mobile ICT for online learning during the COVID-19 lockdown. Efficiency of the developed technology is experimentally verified and confirmed.
... Elisabeth Jantjies [5], and Faranak Fotouhi-Ghazvini [6] (in teaching languages), Serhiy О. Semerikov [7] (in teaching Computer Sciences), Ahmad Abu-Al-Aish [8], Sakina Sofia Baharom [9], Peter W. Bird [10], Christopher Billington [11], Esra A. Wali [12], Jonathan J. Trinder [13] and Marian Hepburn [14] (in the tertiary education system), Yinjuan Shao [15] (in open education), Victoria Jotham [16] and Nee Nee Chan [17] (in everyday life). Application of audience response systems (ARS) is described in [1], where the authors indicate that tests can be designed directly by tutors, and delivered via a network. ...
The research is aimed at theoretical substantiation, development and experimental verification of methods of applying mobile technologies by university students. The research objective implies adapting audience response systems and mobile tools of multimedia development to be used in the classroom environment at universities. The research object is application of mobile ICT to the training process. The research subject is methods of applying audience response systems and mobile tools to conducting practical classes at the university. There are analyzed Ukrainian and foreign researches into the issues of mobile ICT application to the university students training. The authors have developed methods of applying audience response systems by taking Plickers as an example and mobile tools of multimedia development through using augmented reality tools. There is comparative assessment of functionality of audience response systems and mobile tools of developing multimedia with augmented reality. Efficiency of the developed technology is experimentally verified and confirmed.
... Comas-Quinn et al. [21] concluded that the students' use of mobile blogs promoted interaction and a sense of community in an informal setting. In 2010, Shao [22] explored the applicability of mobile blogging for Chinese students who were new comers to Britain. The findings indicated that the Sino mobile group blog could also help the participants understand more effectively and fully the authentic target culture and everyday www.aetic.theiaer.org ...
This paper gives an overview of electronic learning (E-Learning) and mobile learning (M-Learning) adoption and diffusion trends, as well as their particular traits, characteristics and issues, especially in terms of cross-cultural and universal usability. E-Learning and M-Learning models using web services and cloud computing, as well as associated security concerns are all addressed. The benefits and enhancements that accrue from using mobile and other internet devices for the purposes of learning in academia are discussed. The differences between traditional classroom-based learning, distance learning, E-Learning and M-Learning models are compared and some conclusions are drawn.
... Different scholars investigated the impact of using mobile blogging on English language learner and found out that they are effective tools for assessing learners' performance outcomes and building mutual interaction between instructors and their students (Hus et al., 2008), facilitating interaction and developing a sense of community among foreign students studied abroad in Spain (Qomas -Quinn et al., 2009), the practicality of mobile technology and mobile blogs of building community in a French class even when the communities were physically separated (Petersen et al., 2009) and in encouraging and sharing the teacher trainees' reflections on teaching (Wishart, 2000). Moreover, Shao (2010) pointed out that mobile group blog helped Chinese students who were newly comers to Britain to understand the authentic target culture and language use. -Studies address mobile learning through different platforms FallahKhair et al. (2007) described an approach of developing a cross-platform through using mobile phones and television programs for informal language learning which in turn led to fostering language learners' repertoire of the target language, culture and context of use. ...
... Lu, 2008;Motallebzadeh & Ganjali, 2011), b) microblogging (mobile blogging) (e.g. Borau, Ullrich, Feng & Shen, 2009;Shao, 2010), c) ambient intelligence systems (e.g. Leonidis et al, 2012) and augmented Reality (AR) (e.g. ...
This study aims to investigate how 125 students enrolled in an English Preparatory Program at a state university use and view mobile phones for different language learning purposes. To achieve this aim, the researchers utilized a questionnaire made up of three parts, namely, the demographic section, mobile phone usage and practice related section, and a section on the acceptance of mobile phones for language learning. They also interviewed with 10 students to obtain further information on their responses and transcribed students' responses to the questions as they heard from students' utterances. Results revealed that most of the students used mobile phones for voice communication and sending/receiving SMS messages. Furthermore, results showed that students generally accepted the use of mobile phones for language learning despite having some concerns about the quality that mobile phones can bring to learning English as a foreign language within/beyond the classroom context.
... The study concluded that the students' sharing of their blogs, helped mutual interactivity and engender an informal learning community. A recent study [21] (2010) of the experiences of Chinese students to Britain found that mobile group blogs could help in understanding the target language and culture more effectively. These mobile blogs could also help future potential students in China in the preparation for language learning and understanding the idiosyncrasies of the British culture. ...
A literature survey of Mobile Assisted Language Learning (MALL) has been undertaken. Specific academic examples are given. Various types of MALL software are covered including their advantages and limitations. The research results show that use of MALL software gives the learner convenience to study at their own pace and consequently improve their language retention and learning.
... In this section, we list some findings of the mobile blogging activities. More findings are available in "mobile group blogging in learning" (Shao, 2010). In Figure 3, the dots represent the time when blog entries were submitted and the lines between dots represent the duration when there was no moblogging activity. ...
... Every blogger can input the title and texts of their post in the textboxes, choosing pictures that had previously been taken and stored in the mobile device. Categories were preset by the researcher in the light of our pilot studies on overseas students' adaptation to the life in the UK(Shao, 2010). After categories and pictures are chosen, individual bloggers in this group can express what they see, what they experience and what they feel about their new life in the form of texts and images, in their favorite language straight to the mobile group blog site from mobile devices. ...
This ten chapter volume intends to approach a number of current issues “from well-established web-based learning environments to mobile learning, through current web 2.0 applications such as blogs, which foster intercultural contexts and/or diverse means of computer-mediated interaction”. In this sense, the valuable book aims to enable readers to gain a deep understanding of the field and to provide research procedures and processes to facilitate the learning of foreign languages through the use of information technology. If you expect the content of this book to be relevant to you, I recommend that you buy a copy for your own use.
Jesús García Laborda
... In this section, we list some findings of the mobile blogging activities. More findings are available in "mobile group blogging in learning" (Shao, 2010). In Figure 3, the dots represent the time when blog entries were submitted and the lines between dots represent the duration when there was no moblogging activity. ...
... Every blogger can input the title and texts of their post in the textboxes, choosing pictures that had previously been taken and stored in the mobile device. Categories were preset by the researcher in the light of our pilot studies on overseas students' adaptation to the life in the UK(Shao, 2010). After categories and pictures are chosen, individual bloggers in this group can express what they see, what they experience and what they feel about their new life in the form of texts and images, in their favorite language straight to the mobile group blog site from mobile devices. ...
This chapter addresses different modalities of assessment, provides an overview of the assessment processes of the basic skills (reading, writing, listening and speaking) tested by the Cambridge First Certificate in English (FCE) examination, and explores the ways in which the FCE Online Course and Tester –the resources provided through the InGenio CALL authoring shell, content manager and courseware delivery platform– contribute to the effectiveness and efficiency of the assessment of those skills. These materials are flexible enough to be adapted to different degrees of learning autonomy, thus allowing students to assess their own progress while enabling their learning process to be monitored by a tutor or a teacher in those cases where the materials are used by them as a complement for their language lessons. Such is the case of some teachers at the Universidad Politécnica de Valencia (UPV) who are already successfully making use of some of the materials published through InGenio as a way to include additional contents and monitor and assess their students’ achievements and progress. One of the most important features concerning these online language learning materials is that they allow students to choose between two main modalities of assessment, one of them enabling them to supervise their own learning process; and the other one leading to the development of their autonomy and sense of responsibility while getting support from a tutor or teacher.
Keywords: modalities of assessment, FCE, online language learning, autonomy.
... Every blogger can input the title and texts of their post in the textboxes, choosing pictures that had previously been taken and stored in the mobile device. Categories were preset by the researcher in the light of our pilot studies on overseas students' adaptation to the life in the UK (Shao, 2010). After categories and pictures are chosen, individual bloggers in this group can express what they see, what they experience and what they feel about their new life in the form of texts and images, in their favorite language straight to the mobile group blog site from mobile devices. ...
Downloadable from publisher's website
http://research-publishing.net/publications/thouesny-bradley-2011/
