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To ensure the success of future mobile learning environments, it is essential to develop affordable and effective applications that are well matched to the needs of the users. Depending on their unique requirements, effective mobile learning applications should keep up with their learning activities rather than simply providing them with convention...
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... is the author's belief that this application allows the learner to be hooked more seriously into subsequent learning activities. We developed this location-aware learning organiser with a PDA phone (HP IPAQ™ 6700) with a separate Bluetooth GPS device (See Figure 5). It is able to locate the current position of each learner on the university map, and to access the server using a mobile carrier network (Vodafone New Zealand). ...
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Citations
... They allow users to carry an augmented reality tablet into the water and learn about ocean species while diving. Here, the opportunity for the user is to experience situated learning [109], while the technology problem is to get the augmented-reality camera to work despite the impacts of underwater light refection [133]. Indeed, the designers of Dolphyn [9,10] reported that their design process necessitated careful waterproofng considerations and extra efort to consider limited input options such as joysticks and buttons that could operate while immersed in water. ...
Aquatic recreation encompasses a variety of water-based activities from which participants gain physical, mental, and social benefits. Although interactive technologies for supporting aquatic recreation activities have increased in recent years, the HCI community does not yet have a structured understanding of approaches to interaction design for aquatic recreation. To contribute towards such an understanding, we present the results of a systematic review of 48 papers on the design of interactive technology for aquatic recreation, drawn from the ACM, IEEE, and SPORTDiscus libraries. This review presents an aquatic recreation user experience framework that details water's problems and opportunities concerning HCI. Our framework brings us closer to understanding how technology can interact with users and the aquatic environment to enhance the existing recreational experiences that connect us to aquatic environments. We found that designers can elicit delight, enablement, challenge, and synergy in aquatic recreation experiences.
... It requires 'just-in-time' and byte-sized learning that will be available on demand (Dzartevska, 2009). Through mobile learning, learners can be hooked into the situations where learning actually occurs (Ryu, 2009). Mobile learning is a solution that opens new possibilities to already existing technologies (Dzartevska, 2009). ...
... Situated learning theory emphasizes that learning occurs in the context of activities that enable the learners to acquire skills. Situational and activity based learning is important from the perspective of learning and understanding physical environment (Ryu, 2009). The famous Ambient Wood project undertaken by the Sussex University demonstrated that the learning activity and experience involving exploration and understanding of physical environment can be greatly enhanced by the use of digital mobile devices (Rogers et al., 2005). ...
... Effective mobile learning applications should keep up with the learning activities of distant learners rather than simply providing learners with conventional course content on mobile devices (Ryu, 2009). Mobile learning have a major influence on classroom interactivity unlike the traditional academic learning. ...
Growing planetary challenges demand environmental consciousness and energetic workforce. The environmental education and education for sustainable development are essential for the knowledge workers so as to intellectually empower them with cognitive skills, analytical abilities and problem solving capabilities leading to the efficient development and implementation of sustainable development policies and programmes. Increasing Access through Mobile Learning for EE and ESD is the need of the hour, especially for developing countries where the use of mobile technology is increasing at a phenomenal rate. Mobile learning will augment the efficacy of participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for environment and sustainable development. M-Learning enables learners to merge their learning experiences in a shared collaborative environment. This paper shows how mobile learning can transform the delivery of EE and ESD.
... According to Ryu and Shen [18,56], to ensure success of future m-learning, it is essential to develop affordable and effective applications that are matched to the needs and learning styles of users in culturally appropriate ways. Lee and Chan [48] list some attributes of mobile learning applications that are functions of instructional media design. ...
In the light of technology-driven social change that creates new challenges for universities, this paper considers the potential of mobile learning as a subset of e-learning to effect a paradigm shift in higher education. Universities face exponential growth in demand for higher education, significant decreases in government funding for education, a changing in understanding of the nature of knowledge, changing student demographics and expectations, and global competition. At the same time untethered mobile telephony is connecting large numbers of potential learners to communications networks. A review of some empirical literature on the current status of mobile learning that explores alternatives to help universities fulfil core functions of storage, processing, and disseminating knowledge that can be applied to real life problems, is followed by an examination of the strengths and weaknesses of increased connectivity to mobile communications networks to support constructivist, self-directed quality interactive learning for increasingly mobile learners. This paper also examines whether mobile learning can align the developing technology with changing student expectations and the implications of such an alignment for teaching and institutional strategies. Technologies considered include mobile computing and technology, wireless laptop, hand-held PDAs, and mobile telephony.
... However this might also point out at the emerging of two types of mobile learning approaches– one a classroom centred mobile learning as a type of blended learning-(see also Song 2008), and the other -extramural learning as illustrated in (Motiwalla 2007; Ryu, 2008). The choice of participants in most cases involved students or other types of learners as appropriate to the context. ...
Mobile learning (m-Learning) is an ubiquitous learning activity supported by the appropriate mobile technology and pedagogical approach. Mobile learning research has experienced a significant growth in the last half a decade, following the increase in innovative applications and the expansion of the contexts in which mLearning is deployed. Based on a review of publications found in international conference proceedings and journals, this study classifies mLearning research according to its focus, and proposes a classification framework. Patterns in shifting research focus are identified and some defining characteristics of the approaches undertaken are elicited. The results of the analysis show that while mobile learning research continues to be motivated by the innovative mobile technology it is also increasingly concerned with the development of a theoretical foundation in order to underpin the new paradigm and inform contemporary mobile learning design and practice.
Growing planetary challenges demand environmental consciousness and energetic workforce. The environmental education and education for sustainable development are essential for the knowledge workers so as to intellectually empower them with cognitive skills, analytical abilities and problem solving capabilities leading to the efficient development and implementation of sustainable development policies and programmes. Increasing Access through Mobile Learning for EE and ESD is the need of the hour, especially for developing countries where the use of mobile technology is increasing at a phenomenal rate. Mobile learning will augment the efficacy of participatory teaching and learning methods that motivate and empower learners to change their behaviour and take action for environment and sustainable development. M-Learning enables learners to merge their learning experiences in a shared collaborative environment. This paper shows how mobile learning can transform the delivery of EE and ESD.
The browser war is far from over, and the HTML5 tag has not improved video access despite its promises to work without specifying a plug-in. This chapter discusses m-learning with respect to video. It outlines the m-learning paradigm in conjunction with the technical aspects of video display in browsers, when varying media formats are used. The tag used in this work renders videos from two sources with different MIME types. Feeds from the video sources, namely YouTube and UCT Matterhorn, are pulled by a Website that acts as a content aggregator. The content aggregator presents the various user-generated contents and lectures from the two repositories to both lecturers and students as a single source. By leveraging on HTML5, CSS3, and JavaScript, the application should render uniform video display and gather comments among various students, who use various personal mobile devices. Results show that a uniform display cannot be achieved when developing an application for personal mobile devices.
At the authors' university, interpreting pedagogies reflect the situated-learning theories proposed by Lave and Wenger (1991) and others especially in specialized areas such as health and legal interpreting. This paper reports on a project where health interpreting students in a language-neutral cohort were given the opportunity to practise interpreting with the aid of authentic material involving paramedic-patient interactions. Authentic audiovisual clips were posted online. Pauses and blank screens were inserted at points where the speakers took turns, to allow student interpreters to record their interpretation with minimal disruption. Recordings were anonymized and detailed feedback was given by language-specific markers following performance-based criteria. Formative feedback was passed on for students to reflect on their performance. Error analysis was carried out to measure students' performance when interpreting natural language. Student responses were gauged using pre- And post-intervention surveys. Students enjoyed being able to face actual challenges of interpreting 'in the setting', with the added advantage of receiving formative feedback that enabled them to reflect upon and improve their performance. One of the main challenges identified was that of interpreting informal paramedic discourse in a manner that was culturally appropriate, achieving pragmatic equivalence (Hale, 2014).
New Zealand Aotearoa is an English-medium country and a home to a high number of minority migrant groups speaking over 160 different languages. To cater to the needs of such a diverse population, the Interpreting and Translation Team at Auckland University of Technology has developed a language-neutral pedagogy using a range of innovative teaching methods. One method is the use of authentic audiovisual material incorporating extracts from murder trials to raise awareness of courtroom discourse in general, and lawyers' questions in particular. The aim of this study was to ascertain to what extent audiovisual clips are beneficial in legal interpreter education. After viewing audiovisual clips, students posted their practice on the university website. These recordings were then de-identified and formative feedback was given by language-specific markers as per standard performance based criteria. Students' evaluation and comments from pre- and post-intervention surveys were analysed and form the basis of a discussion.
The browser war is far from over, and the HTML5 tag has not improved video access despite
its promises to work without specifying a plug-in. This chapter discusses m-learning with respect to
video. It outlines the m-learning paradigm in conjunction with the technical aspects of video display
in browsers, when varying media formats are used. The tag used in this work renders videos
from two sources with different MIME types. Feeds from the video sources, namely YouTube and
UCT Matterhorn, are pulled by a website that acts as a content aggregator. The content aggregator
presents the various user-generated contents and lectures from the two repositories to both lecturers
and students as a single source. By leveraging on HTML5, CSS3 and JavaScript, the application should render uniform video display and gather comments among various students, who use various personal mobile devices. Results showed that a uniform display cannot still be achieved, when developing an application for personal mobile devices.
