An Introduction to MultiAgent Systems.

Computers and the collaborative experience of learning

A review of smart home applications based on Internet of Things

One of the most complicated academic endeavours in transmission pedagogies is to generate democratic participation of all students and public expression of silenced voices. While the potential of mobile phones, particularly mobile instant messaging ( MIM), to trigger broadened academic participation is increasingly acknowledged in literature, integrating MIM into classrooms and out-of-the-classroom tasks has often been confronted with academic resistance. Academic uncertainty about MIM is often predicated on its perceived distractive nature and potential to trigger off-task social behaviours. This paper argues that MIM has potential to create alternative dialogic spaces for student collaborative engagements in informal contexts, which can gainfully transform teaching and learning. An instance of a MIM, Whats App, was adopted for an information technology course at a South African university with a view to heighten lecturer-student and peer-based participation, and enhance pedagogical delivery and inclusive learning in formal (lectures) and informal spaces. The findings suggest heightened student participation, the fostering of learning communities for knowledge creation and progressive shifts in the lecturer's mode of pedagogical delivery. However, the concomitant challenge of using MIM included mature adults' resentment of the merging of academic and family life occasioned by Whats App consultations after hours. Students also expressed ambivalence about MIM's wide-scale roll-out in different academic programmes. [ABSTRACT FROM AUTHOR]

Using mobile instant messaging to leverage learner participation and transform pedagogy at a South African University of Technology.

The use of mobile learning activities in learning and teaching online course is an innovative educational technology in higher education. The study seeks to explore the impact of using WhatsApp mobile learning activities on the achievement and attitudes of online students using mobile devices at the university. Researcher conducted an experiment in the 2014 academic year. Specifically, this study compares an independent sample of students in an experimental group (15 students) with a control group (15 students) from a university class. The e-learning process of the experimental group is based on WhatsApp mobile learning activities. The e-learning process of the control group is without WhatsApp mobile learning activities and receives only face-to-face learning in the classroom. A learning unit of the same course educational media is experimented with the experimental and control group. The t-test was used to compare the differences between the experimental and control groups. The results of the experimentation show that there are real differences, at 0.05 alpha level, in the achievements and attitudes of the experimental group compared with the control group.

https://eujournal.org/index.php/esj/article/download/3909/3700

The impact ofwhatsapp mobile social learning on the achievement and attitudes of female students compared with face to face learning in the classroom

The use of handheld computers in educational contexts has increased considerably in recent years and their value as a teaching tool has been confirmed by many positive experiences, particular within collaborative learning systems (Mobile Computer Supported Collaborative Learning [MCSCL]). The cost of the devices has hindered widespread use in schools, however, and cell phones have emerged as an attractive alternative. To test their functionality as a platform for collaborative educational activities, the authors adapted an existing Personal Digital Assistant (PDA) application for use on cell phones equipped with Wi-Fi. This article examines the problems of developing applications for this alternative technology and reports on a usability analysis of a collaborative classroom activity for teaching physics. The results confirm the viability of the cell phone platform, taking due account of the device's processing, network and interface limitations. With an appropriate design, users quickly master the techno...

Face-to-Face Collaborative Learning Supported by Mobile Phones

Spatial autocorrelation analysis of cargo trucks on highway crashes in Chile.

Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing, communication between peers, group management, activity flow, etc. Robustness is particularly important for learning scenarios to guarantee undisturbed and smooth user experiences, pushing the technological aspects in the background. Despite significant research in the field of mobile learning, very few efforts have focused on collaborative mobile learning requirements from a software engineering perspective. This paper focuses on aspects of the software architecture, aiming to address the challenges related to resource sharing in collaborative mobile learning activities. This includes elements such as autonomy for personal interactive learning, richness for large group collaborative learning (indoor and outdoor), as well as robustness of the learning system. Additionally, we present self-adaptation as a solution to mitigate risks of resource unavailability and organization failures that arise from environment and system dynamism. Our evaluation provides indications regarding the system correctness with respect to resource sharing and collaboration concerns, and offers qualitative evidence of self-adaptation benefits for collaborative mobile learning applications.

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

Today, the constant evolution of the technology has enabled people to access information which were not possible before. The concept of Internet of Things (IoT) is a new step of processing information technology, which allows people to understand about their environment and how they can control the variables that affect their lives. One of these variables is to handle events that occur within houses. Our proposal in this paper is describe an university project whose purpose is the first approximation of a system using Web technology Raspberry Pi to control different LED devices, allowing inclusion of modules and be a real alternative in the implementation of a Smart Home. As a result of our proposal, we have offered an alternative to Smart Home environment to a big set of people allowing the control home applications that use LED technology. In addition, we conducted a test with students to obtain new guidelines that were not considered at first instance and, through the testing with people, we observed non-functional characteristics that were relevant in our work.

Towards to responsive web services for smart home LED control with Raspberry Pi. A first approach.

Language learning tools have evolved to take into consideration new teaching models of collaboration and communication. While second language acquisition tasks have been taken online, the traditional language laboratory has remained unchanged. By continuing to follow its original configuration based on individual work, the language laboratory fails to take advantage of the potential provided by collaborative learning. We propose the use of a language laboratory based on single-display groupware (SDG) for learning vocabulary, grammar, pronunciation, and listening comprehension. By adopting SDG, the language laboratory benefits from the advantages of small group collaborative learning. In this paper, we first describe the design and pedagogical merit of the SDG collaborative language laboratory. We then share the results of a quasi-experimental pre–post comparison study, and use an observation guideline to analyze whether the conditions for collaborative learning have been fulfilled. Based on the results of...

Juan Felipe Calderon

Papers

Face-to-Face Collaborative Learning Supported by Mobile Phones

Spatial autocorrelation analysis of cargo trucks on highway crashes in Chile.

A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning

Towards to responsive web services for smart home LED control with Raspberry Pi. A first approach.

A single-display groupware collaborative language laboratory