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                <text>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.</text>
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                <text>Copyright (c) 2017 Jihene Malek, Mona Laroussi, Alain Derycke, Henda Ben Ghezala</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 2 No. 1 (2008)</text>
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                <text>1865-7923</text>
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                <text>A Context-Aware Approach for Modeling Bijective Adaptations between Context and Activity in a Mobile and Collaborative learning</text>
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                <text>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.</text>
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                <text>Copyright (c) 2017 Olaf Zawacki-Richter, Tom Brown, Rhena Delport</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 1 No. 1 (2007)</text>
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                <text>1865-7923</text>
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                <text>distance education</text>
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                <text>Factors that may contribute to the establishment of mobile learning in institutions â?? Results from a Survey</text>
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                <text>Wessel, Daniel</text>
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                <text>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.</text>
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                <text>Copyright (c) 2017 Daniel Wessel, Eva Mayr</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 1 No. 1 (2007)</text>
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                <text>1865-7923</text>
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                <text>Adaptive systems</text>
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                <text>Potentials and Challenges of Mobile Media in Museums</text>
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                <text>David, Bertrand T</text>
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                <text>Chalon, René</text>
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                <text>Champalle, Olivier</text>
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                <text>Masserey, Guillaume</text>
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                <text>Yin, Chuantao</text>
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                <text>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.</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 1 No. 1 (2007)</text>
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                <text>1865-7923</text>
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                <text>International Journal of Interactive Mobile Technologies (iJIM); Vol. 1 No. 1 (2007)</text>
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                <text>1865-7923</text>
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                <text>ad-hoc messaging network</text>
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                <text>This paper compares the M-Learning programmes of the two largest (in terms of network coverage) and pioneering mobile service providers (MTN and CELTEL/V-Mobile in Nigeria.  It examines their services within the context of a generally deteriorating learning environment.  It also compares the extent of their compliance with the transmission code of the Nigeriaâ??s regulatory agency, the Nigerian Communications Commission (NCC).  Unstructured interview, content analysis, and observation are the major instruments used to collect all data for this study.  All the data collected through these instruments are carefully analyzed vis-à-vis the Nigerian environment and the mobile service transmission regulatory provisions.</text>
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                <text>1865-7923</text>
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