A new trend of mobile and ubiquitous learning research: towards enhancing ubiquitous learning experiences

Ogata, Hiroaki; Uosaki, Noriko

doi:10.1504/ijmlo.2012.046883

Cited by 19 publications

(8 citation statements)

References 39 publications

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“…The development of personal digital assistants (PDAs) in the early 2000s enabled learning at point of care and the technology trialled for use in healthcare settings. The use of PDAs for informal learning expanded rapidly as increased access to 3G mobile technology, that supported higher data transfer speeds, became available in the mid-2000s [ 19 , 22 ]. During this time access to the Internet through wireless technology also became easier and less costly.…”

Section: Discussionmentioning

confidence: 99%

“…Sharples and colleagues [ 27 ] and others [ 8 , 22 , 28 , 29 ] have explored the convergence of mobile technology with learning and teaching. These authors note that mobile learning is user-centred, facilitating portability, connectivity, interactivity and promoting context-sensitive learning that can be tailored to the individual’s preferences or needs [ 28 , 30 ].…”

Section: Discussionmentioning

confidence: 99%

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Governing mobile technology use for continuing professional development in the Australian nursing profession

2017

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BackgroundThe rapid growth in the use of mobile technology in Australia has outpaced its governance, especially in healthcare settings. Whilst some Australian professional bodies and organisations have developed standards and guidelines to direct appropriate use of social media and mobile technology, clear governance arrangements regarding when, where and how to use mobile technology at point of care in nursing are currently lacking.DiscussionThis paper analyses how the use of mobile technology by nurses at point of care is governed. It highlights the existence of a mobile technology paradox: an identified inability of nurses to access mobile technology in a context where it is increasingly recognised that its use in situ can enhance nursing practice while contributing to mobile learning and continuing professional development. While the recent release of the Registered Nurse Standards for Practice and accompanying Standard for Continuing Professional Development provides some direction regarding professional standards to support the use of mobile technology for mobile learning, we argue a more inclusive approach is required if emerging technologies are to be fully embraced. We describe how an implementation framework, underpinned by more detailed standards, guidelines and codes, could enable the nursing profession to be leaders in embedding mobile technology in healthcare environments nationally and globally.ConclusionThe prevalence of mobile technology in Australia has outpaced its governance in healthcare environments. Its limited availability at point of care is hindering nursing practice, mobile learning and continuing professional development. We discuss the emergence of mobile technology and impediments for its use by nurses in situ. We analyse the professional codes governing nursing, outlining potential reforms to enable implementation of mobile technology at point of care by nurses.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Governing mobile technology use for continuing professional development in the Australian nursing profession

2017

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“…We believe that with the help from IT technology, this heavy workload could be lightened. The emergence of IT technologies such as multimedia technology, Internet technology, ubiquitous and mobile technology provoked new learning concepts such as WBL (web based learning), CSCL (computer supported collaborative learning), and MAL (mobile assisted learning) (Ogata & Uosaki 2012) [6]. Besides, various kinds of learning supports have been made into reality by accessing resources of web sites, or by linking learners and numbers of learning objects (Inoue et al, 2014) [7].…”

Section: Introductionmentioning

confidence: 99%

Seamless Collaborative Learning Method to Learn Business Japanese with eBook and Chat System

Uosaki

Mouri

Suzuki

et al. 2019

Distributed, Ambient and Pervasive Interactions

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The breakthrough of information technology has accelerated the evolutionary change in teaching and learning methodologies. In particular, pervasion of high-efficiency smartphones has raised the potential to generate a new learning environment called seamless learning, which has been drawing much attetions from researchers in pedagogy of any domains. However, career education using information technology is still in the stage of emergence. There are some reports on ICT implementation to career education such as portal sites for students' career support, the use of ePortfolio in career education, e-Learning in career development for university students and e-mentoring for career development. But no such learning system using seamless mobile learning technologies to enhance career education for international students has been developed yet. The Japanese government, in 2016, declared "Japan Revitalization Strategy 2016". It includes the increasing of the number of foreign workers who gain employment in Japan after graduation. They set the goal from 30% to 50% of the international job hunting students find jobs in Japan. Therefore, career education for international students has become an urgent issue to tackle with in Japan. In fact, many universities in Japan have started providing international students with career education such as business Japanese, business communication and career design. Since Japanese job hunting process is very unique, most foreign students have anxieties about it. According to the survey conducted by the authors, the top two anxieties that international students had about job hunting in Japan were (1) language-related anxieties: writing CVs and entry sheets (writing skill) and job interviews (listening and speaking skills) and (2) an anxiety about how to get information to find a job. There are many terms used in job-hunting processes, which are so rarely used in daily conversation that even advanced learners of Japanese are yet to learn. The survey result also showed that more than half of the questionees selected "I don't know how to get information". It means that it is very important to convey necessary and useful information to international students who are eager to find jobs in Japan. The objective of this study is to propose an effective career support system to get rid of the above-mentioned two anxieties. Our ultimate goal is to contribute to the enhancement of their employment rate in Japan.

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“…Hence, with the rapid changes in learning environment, the process of language learning becomes easier. This is happening when the ubiquitous learning environment allows the process of language learning to happen efficiently and effectively by providing interactive environment that needed by the educators and learners [3]. Nevertheless, this ubiquitous learning environment is difficult to implement without having a proper interaction elements to obtain learning information and as a consequences this new learning environment might become difficult to educators and learners [4].…”

Section: Introductionmentioning

confidence: 99%

A Review of Ubiquitous Language Learning Environment

Tahir¹,

Haron²,

Singh³

2018

IJEECS

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<p>In today’s era of ubiquitous learning research, various studies have investigated the transformation of ubiquitous learning in multiple aspects. However, most of these research mainly focus on the study of ubiquitous learning environment. Limited review is on the configuration and components of ubiquitous learning focusing on the interaction process in language learning. Hence, this research performed literature analysis for ubiquitous language learning environment whereby it intends at providing specific information about ubiquitous learning concepts and the criteria that needed in the future research focusing on language learning. It begins by briefly describing the concept of ubiquitous learning environment, language learning skills and the importance of vocabulary learning and then on adult language learning. Finally, ubiquitous learning applications for multiple types of language learning are also compared and discussed to further enhance the understanding of ubiquitous language learning environment. Therefore, it is important to have a medium that can be used to improve language learning process to be more interactive. The result will also become a reference point to assist development of ubiquitous language learning applications.</p>

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A new trend of mobile and ubiquitous learning research: towards enhancing ubiquitous learning experiences

Cited by 19 publications

References 39 publications

Governing mobile technology use for continuing professional development in the Australian nursing profession

Governing mobile technology use for continuing professional development in the Australian nursing profession

Seamless Collaborative Learning Method to Learn Business Japanese with eBook and Chat System

A Review of Ubiquitous Language Learning Environment

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