A Mobile Learning Support System for Ubiquitous Learning Environments

Chin, Kai-Yi; Chen, Yen‐Lin

doi:10.1016/j.sbspro.2013.02.013

Cited by 57 publications

(41 citation statements)

References 11 publications

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“…Cu rrent research on u biqu itou s learning system s is highly focu sed on learners [29], [30]. After all, the learner is the m ost im p ortant actor since he or she is the one for w hom a learning system is created .…”

Section: Ubiquitous Learning Systemsmentioning

confidence: 99%

Towards User Support in Ubiquitous Learning Systems

Gilman

Milara

Cortés

et al. 2015

IEEE Trans. Learning Technol.

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New technologies enable novel types of learning activities that differ radically from traditional approach of visiting lectures and doing homework assignments. Namely, these technologies support transforming our everyday environments into learning environments. This concept is referred to in the literature as ubiquitous learning. Enriching ubiquitous learning systems with adaptive functionality facilitates personalization of learning activities by adapting them to learners' progress and situation. In this article, we identify needs of four user roles in ubiquitous learning systems, i.e. learner, instructor, developer, and researcher. We analyze the state of the art in ubiquitous learning and find that roles other than learners have not received much attention in the literature. Finally, we propose supporting different needs identified for four user roles by adding meta-level functionality to ubiquitous learning systems. This proposal adds self-introspective capabilities to such systems to serve their users better.

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Section: Ubiquitous Learning Systemsmentioning

confidence: 99%

Towards User Support in Ubiquitous Learning Systems

Gilman

Milara

Cortés

et al. 2015

IEEE Trans. Learning Technol.

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“…A category similar to CRS but broader in scope is learning management systems, aiding in the management of entire pedagogical process, for example in quiz and assignment management. One such recent example is MLSS [19].…”

Section: Related Workmentioning

confidence: 99%

On the Participatory Design of Jeliot Mobile: Towards a Socio-Constructivist Mlearning Tool

Hassan

Moreno

Sutinen

et al. 2015

2015 International Conference on Learning and Teaching in Computing and Engineering

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In this paper, the authors report the initial development stages of Jeliot Mobile, a tool that aims to bring the benefits of visualization to the new generation of learners that makes use of new technologies. From the research point of view the authors want to 1) frame the development of the tool in the socio-constructivist paradigm, and 2) bring the learnercenteredness via participatory design. The paper reports a series of workshops in which HCI students were asked to design a mobile tool for learning programming. The workshops followed the participatory design methodology. Each workshop set its very participants into a scenario different than other workshops by means of variation in introductory tools. The participants output-in the form of design ideas described with tools like sketches, storyboards, and/or simple text-at each workshop was then collected. These ideas were classified according to five categories: socio-constructivist, learning management, usability, software visualization, and miscellaneous. Usability and socioconstructivist accounted for the majority of the ideas. The number usability ideas can be partly explained because of the context (participants were HCI students). However, the abundance of socio-constructivist ideas points to the importance which students give to learning in a sociocultural context. Moreover, the sheer amount of ideas-otherwise not envisioned by the designers-explains the need to build mlearning tools in a participatory fashion. Thus, the results of experiments support authors' stand of designing such tools in a learner-centered participatory fashion and framing the development in socioconstructivist paradigm.

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“…In [4], the authors propose a Mobile Learning Support Concerning the multiple choice questions, instructors are able to provide a list of frequently committed errors for each question or they can type explanations of errors. In particular, they may relate erroneous answers to particular reasons and explanations of errors so that these can be used by the system to give more comprehensive and instructive response to learners.…”

Section: Related Workmentioning

confidence: 99%

Mobile authoring in a multiple language learning environment

Troussas

Alepis

Virvou

2014

IISA 2014, the 5th International Conference on Information, Intelligence, Systems and Applications

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A bstract-Learning across multiple contexts via social and content interactions, using handheld devices consists of a promising field in modern education. The ever increasing mobile population can assist mobile learning which focuses on the mobility of learners and instructors, interacting with portable technologies. In this paper, the implementation of a mobile authoring tool, which is called m-MALL Author, is presented. M MALL Author offers the instructors the possibility of creating and editing the learning material of the English, German and French language on the spot and predominately by using mobile phones. Thereafter, the learners are able to use their mobile phones to have access to the theory and tests. Instructors can monitor the performance of their learners by using their mobile phones, and thus they can provide advice tailored to the latter's needs. Both instructors and learners can communicate by using the application installed in their mobile phones. Finally, using mobile tools for authoring learning materials becomes an important part of the educational process.

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A Mobile Learning Support System for Ubiquitous Learning Environments

Cited by 57 publications

References 11 publications

Towards User Support in Ubiquitous Learning Systems

Towards User Support in Ubiquitous Learning Systems

On the Participatory Design of Jeliot Mobile: Towards a Socio-Constructivist Mlearning Tool

Mobile authoring in a multiple language learning environment

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