AR61-Mobile devices supported learning for novice programmers
Mobile learning is considered to be an advanced stage of E-learning. Mobile devices supported learning provides teaching materials anytime, anywhere, and eliminates space and time constraints for learners. Mobile devices-supported learning includes all portable devices such as mobile phones, PDAs, tablet PCs, and e-books. This paper aims to investigate the issue from a different perspective. Firstly, we consider how many novice programmers have personal mobile devices and what type of mobile devices they are using (PDA, tablet PC, e-book). Secondly, we consider whether the Buraimi University College (Oman) Information Technology infrastructure supports mobile learning. Thirdly we consider students' behavior and attitude towards mobile devices supported teaching materials. For this purpose, the survey method will be used as a research tool to collect responses from 1st year students enrolled in introductory programming courses at the Information Technology department of Buraimi University College. This paper also describes a set of findings which helps instructors to take steps to promote mobile learning for novice programmers.
AR62- Applying mobile trends in education: A mobile learning guideline-Yengin, Ilker - A∗STAR, Institute of High Performance Computing Singapore
There are many technologies available to education enabling fast and easy access to knowledge. Technologies change rapidly so the opportunities and the challenges they bring. Changing nature of some technologies may have a great impact in education. The next big technology change in education is expected to be in mobile learning platform. The next coming years are expected to offer wide range of opportunities for mobile applications. As the mobile technology grows, there will be more practices of mobile learning in formal education. In order to be ready for the change, one should understand the context. In this paper, we provided a future projection to the mobile markets and the mobile applications and their implications in education. First, we analyzed the mobile trends in the market. Then, we provided an analysis of the latest status of related practices in education. Finally, we provided a guideline, which addresses the issue from a technological and pedagogical point of view, for directing future research and applications. Regarding to our guideline we also presented a list of recommendations.
AR63 -1. Mapping Mobile Learning in Space and Time
Mobile learning has been a topic of research and development for 20 years. Over that time it has encompassed a wide range of concepts, theories, designs, experiments and evaluations. With increasing interest in the subject from researchers and practitioners, a comprehensive, yet accessible, overview of mobile learning that encompasses its many facets and features can provide a useful snapshot of the field. Although there have been many reviews of the mobile learning literature, these have tended to focus mostly on the nature of the work from a research perspective. Further, they have focused on a specific subset of the overall literature. Some review articles have, for example, confined themselves to a particular type of mobile learning, such as mobile language learning (e.g. Viberg & Gronlund, 2012). Others have focused on a specific conference series (e.g. Wingkvist & Ericsson, 2011) or subset of journals (e.g. Pollara &Broussard, 2011). In contrast, we have attempted to provide a more generic overview, and analyzed a large number of articles on mobile learning according to their main themes, concepts and concerns. These articles have come from a representative range of journals, books and conference proceedings. This poster provides a full-landscape view of the field of mobile learning in the form of a mind map. Whilst this approach to visualization is relatively subjective, it is a qualitative approach that allows us to find creative associations between ideas, as opposed to some other approaches that simply present quantitative data (Davies, 2011). It also potentially supports additional services such as certain types of information search (Beel &Gipp, 2010). Through an iterative process of refinement, we have applied the main analysis categories of research, learner, learning, content, design and technology, with a range of subcategories and representative exemplars. In addition, we contextualize the key developments in mobile learning in a timeline, in order to trace its evolution as a field of research.
AR64- Mobile phone images and video in science teaching and learning-
This article reports a study into how mobile phones could be used to enhance teaching and learning in secondary school science. It describes four lessons devised by groups of Sri Lankan teachers all of which centred on the use of the mobile phone cameras rather than their communication functions. A qualitative methodological approach was used to analyse data collected from the teachers' planning, observations of the lessons and subsequent interviews with selected pupils. The results show that using images and video captured on mobile phones supported the teachers not only in bringing the outside world into the classroom but also in delivering instructions, in assessing students' learning and in correcting students' misconceptions. In these instances, the way the images from the mobile phone cameras supported students' learning is explained using a variety of approaches to understand how images support learning.
AR65 - A Prompt-Based Annotation Approach to Conducting Mobile Learning Activities for Architecture Design Courses.
In this study, a prompt-based annotation approach is proposed for developing mobile learning systems for architecture design courses. To evaluate the effectiveness of the proposed approach, an experiment was conducted by having 51 freshmen randomly assigned to an experimental group and a control group. The students in the experimental group adopted the mobile learning approach with prompt-based annotation strategy, while those in the control group learned with the conventional in-field instructions and annotations. From the experimental results, it was found that the proposed prompt-based annotation strategy not only promoted the students' self-efficacy, but also improved their learning achievements.
Date of Conference: Aug. 31 2013-Sept. 4 2013
AR66 - Cochrane, T., Bateman, R.: A mobile web 2.0 framework: Reconceptualizing teaching and learning. In: Repetto, M., Trentin, G. (eds.) Using network and mobile technology to bridge formal and informal learning, pp. 57--92. Chandos Publishing, Oxford, Cambridge (2013)
AR67- Luckin, R., Clark, W., Garnett, F., Whitworth, A., Akass, J., Cook, J., Day, P., Ecclesfield, N., Hamilton, T., Robertson, J.: Learner-Generated Contexts: A Framework to Support the Effective Use of Technology for Learning. In: Lee, M., McLoughlin, C. (eds.) Web 2.0- Based E-Learning: Applying Social Informatics for Tertiary Teaching, pp. 70--84. IGI Global, Hershey, PA (2010)
AR68- Sharples, M., Milrad, M., Arnedillo-Sanchez, I., Vavoula, G.: Mobile learning: small de- vices, big issues. In: Balacheff, N., Ludvigsen, S., de Jong, T., Lazonder, A., Barnes, S., Montandon, L. (eds.) Technology Enhanced Learning: Principles and Products, pp. 233-- 249. Springer-Verlag, Berlin (2009)
AR69 - . Laurillard, D.: Pedagogcal forms of mobile learning: framing research questions. In: Pach- ler, N. (ed.) Mobile learning: towards a research agenda, pp. 33--54.WLE Centre, Institute of Education, London (2007)