Continuing need for available distance learning facilities has led to the development of a remote lab facility focusing on wireless technology. In the field of engineering there is a student need of gaining experience in set-up, monitoring and maintenance of 802.11A/B/G based wireless LAN environments.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 1 No. 1 (2007)
International Association of Online Engineering (IAOE), Vienna, Austria
Copyright (c) 2017 Kees Uiterwijk, Rein Kamphuis
Mobile e-learning course scenario model on PDA
Abstractâ?? Web-based services mobile learning can enable collaborative learning and access to different information sources in actual problem-solving situations. The PDAâ??s are now designed to be smaller and sleeker and are popular due to its portability and facility for wireless connection. Handheld computers can become an integral part of the learning activities. But due to the very small screen, limited memory capacity and a large diversity of mobile devices, a handheld seems to obstruct a good learning experience. Handling of learning materials is a challenge. Experimentation with learning path scenarios and based on the e-mindmap concept is set forward here.
Evaluation Methods on Usability of M-Learning Environments
Nowadays there are different evaluation methods focused in the assessment of the usability of telematic methods. The assessment of 3rd generation web environments evaluates the effectiveness and usability of application with regard to the user needs. Wireless usability and, specifically in mobile phones, is concentrated in the validation of the features and tools management using conventional interactive environments. There is not a specific and suitable criterion to evaluate created environments and m-learning platforms, where the restricted and sequential representation is a fundamental aspect to be considered. The present paper exposes the importance of the conventional usability methods to verify both: the employed contents in wireless formats, and the possible interfaces from the conception phases, to the validations of the platform with such characteristics. The development of usability adapted inspection could be complemented with the Remoteâ??s techniques of usability testing, which are being carried out these days in the mobile devices field and which pointed out the need to apply common criteria in the validation of non-located learning scenarios.
Copyright (c) 2017 Teresa Magal-Royo, G. Peris-Fajarnes, I. Tortajada Montañana, B. Defez Garcia
Mobile Technologies and its Impact â?? An Analysis in Higher Education Context
The technology of internet and wireless networks conceived the revolutionary concept of mobile learning or m-learning. Mobile learning through wireless enabled laptops within a university campus can make use of the learning management system that is already available through internet or intranet. Without restrictions within the four walls of computer labs or library, students can now access the learning resources anywhere in the campus where wireless access points or hotspots are located. We briefly investigate on the mobile learning concepts and also expand briefly on different wireless technologies, eventually emphasizing on a secure 802.11 network. Later an analysis of the student perceptions on mobile learning is presented through a survey and the future trends were discussed in conclusion.
International Journal of Interactive Mobile Technologies (iJIM); Vol. 2 No. 1 (2008)
Copyright (c) 2017 Seibu Mary Jacob, Biju Issac
The Importance of the Learnerâ??s Environmental Context in the Design of M-Learning Products
As mobile devices, such as PDAs, iPods, and mobile phones become more common, corporations are turning to mobile learning to improve employee performance. Todayâ??s m-learning designers often tend to borrow design ideas from their e-learning experience; many designs attempt to re-fit e-learning methodsâ??even e-learning productsâ??to a small screen. I suggest here that designers would be better served by considering the entire context in which learners will use a particular m-learning program. In this paper I describe two examples of m-learning designs that go well beyond the idea of refitting e-learning to a small screen and illustrate how these designs make use of the learnerâ??s environmental context. Finally, I propose a set of contextual factors designers should consider when designing m-learning products.
Mobile Discussion Boards: An Analysis on Mobile Collaboration
Mobile technology offers learning institutes the opportunity to extend e-learning opportunities and enable students the opportunity to have more control over their learning. Mobile technology truly enables learning to take place were and when the learner wants to learn. Discussion boards are typically used in teaching to enable students to collaborate and interact outside class time. These discussion boards seem particularly well suited to mobile enhancements given that their effectiveness depends heavily on active participation and timely posting/response cycles. This research assessed the effectiveness of discussion forums and how well these forums performed when viewed on four different mobile devices. The research focuses on how the device influences the interaction with the discussion board. The results of this analysis will help determine how different devices support users interacting with a discussion board.
A Context-Aware Approach for Modeling Bijective Adaptations between Context and Activity in a Mobile and Collaborative learning
Context-awareness is becoming a key aspect of mobile learning systems. In fact, an efficient mobile learning system has to be sensitive to the context that characterizes the interactions between humans, applications and the surrounding environment. Researches in context-aware mobile learning have concentrated on how to adapt application to context. In this paper, we present an innovative approach for modeling bijective adaptations between learning activities and context because they influence each others in learning processes. First, we identify contextual elements and their features relevant for mobile and collaborative learning. Then, we propose a multi-layer middleware that supports tasks for managing and adapting context. The originality of this middleware comes especially from its top-most layer which is an adaptor that defines two classes of functionalities: the adaptation of learning activities to context and the adaptation and updating of context to learning activities. Finally, we present a simulator that implements this adaptor and our bijective adaptation approach. This simulator based on context-aware and mobile learning scenario, makes possible the interactions of mobile learning applications with context (environment) in such a way that they can detect the contextual elements values changes in order to, on the one side, adapt their learning activities to provide services more appropriate to new values of the environment. On the other side, adapt and update contextual elements to the needs of their learning activities and preferences of the mobile user to create more adequate learning environment which helps him/her concentrate better on his/her learning activities.
Copyright (c) 2017 Jihene Malek, Mona Laroussi, Alain Derycke, Henda Ben Ghezala
Factors that may contribute to the establishment of mobile learning in institutions â?? Results from a Survey
This paper reports on a survey investigating the role that differences in expectations and perceptions of mobile learning and mobile devices play in establishing mobile learning at an educational institution. Responses from institutions with no institutional plans for mobile learning and others that do plan or currently have developed mobile learning programmes were compared. Various factors that may contribute to the establishment of mobile learning in educational institutions were therefore also investigated. These factors include, amongst other, expectations concerning the impact of mobile technologies on teaching and learning, and perceptions concerning mobile learning applications and mobile learning activities.
Copyright (c) 2017 Olaf Zawacki-Richter, Tom Brown, Rhena Delport
Potentials and Challenges of Mobile Media in Museums
In this article we discuss potential scenarios of use for mobile media in museums and the challenges they pose. We examine how the characteristics of mobile technology suit the specific characteristics of a museum setting. Based on these considerations different ways to support visitors with mobile devices are put forward: attentional focus and guidance; satisfaction of situational interest; information adaptation to a specific visitor and to a specific location; information elaboration through facilitation of knowledge exchange and documentation of the visit, as well as assistance in exhibition evaluation. Implications for the development of mobile applications in museums are derived.
Copyright (c) 2017 Daniel Wessel, Eva Mayr
Contextual Mobile Learning: A Step Further to Mastering Professional Appliances
In this paper we describe our approach whose objective is to apply MOCOCO concepts to e-learning. After a short presentation of MOCOCO (Mobility, Cooperation, Contextualization) and IMERA (Mobile Interaction in the Augmented Real Environment) principles we will discuss their use in a project called HMTD (Help Me To Do) whose aim is to use wearable computer for a framework of activities of better use, maintenance and repairing of professional appliances. We will successively describe m-learning scope, contextualization and cooperation advantages as well as learning methods. A case study of configuration of wearable computer and its peripherals, taking into account context, in-situ storage, traceability and regulation in these activities finishes this paper.
Copyright (c) 2017 Bertrand T David, René Chalon, Olivier Champalle, Guillaume Masserey, Chuantao Yin