Basics of qualitative research: Grounded theory procedures and techniques

Organizational learning II: Theory, method and practice

This paper provides a critical analysis of Mobile Learning projects published before the end of 2007. The review uses a Mobile Learning framework to evaluate and categorize 102 Mobile Learning projects, and to briefly introduce exemplary projects for each category. All projects were analysed with the criteria: context, tools, control, communication, subject and objective. Although a significant number of projects have ventured to incorporate the physical context into the learning experience, few projects include a socializing context. Tool support ranges from pure content delivery to content construction by the learners. Although few projects explicitly discuss the Mobile Learning control issues, one can find all approaches from pure teacher control to learner control. Despite the fact that mobile phones initially started as a communication device, communication and collaboration play a surprisingly small role in Mobile Learning projects. Most Mobile Learning projects support novices, although one might argue that the largest potential is supporting advanced learners. All results show the design space and reveal gaps in Mobile Learning research.

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Mobile Learning Projects--A Critical Analysis of the State of the Art

Introduction. LEARNING THROUGH INTERACTIVE MEDIA. 1. The Multimedia Learning Revolution. 2. Resources and Tools for Learning. 3. Simulation and Vicarious Experience. 4. Structured Learning. CONCEPTUAL DESIGN: 5. Strategic Approaches to Educational Multimedia Design. 6. Context and Multimedia Design. 7. Design Action Potential. PRESENTATION DESIGN: 9. The Multimedia Toolset. 10. Text and Graphics. 11. Animation. 12. Sound.

Design for multimedia learning

The present research aims to investigate the students' perceptions levels of Edmodo and Mobile learning and to identify the real barriers of them at Taibah University in KSA. After implemented Edmodo application as an Mlearning platform, two scales were applied on the research sample, the first scale consisted of 36 statements was constructed to measure students' perceptions towards Edmodo and M-learning, and the second scale consisted of 17 items was constructed to determine the barriers of Edmodo and M-learning. The scales were distributed on 27 students during the second semester of the academic year 2013/2014. Findings indicated that students' perceptions of Edmodo and Mobile learning is in “High” level in general, and majority of students have positive perceptions towards Edmodo and Mobile learning since they think that learning using Edmodo facilitates and increases effectiveness communication of learning, and they appreciate Edmodo because it save time. Regarding the barriers of Edmodo and Mobile learning that facing several students seem like normal range, however, they were facing a problem of low mobile battery, and storing large files in their mobile phones, but they do not face any difficulty to enter the information on small screen size of mobile devices. Finally, it is suggested adding a section for M-learning in the universities to start application of M-learning and prepare a visible and audible guide for using of M-learning in teaching and learning.

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Students' Perceptions of Edmodo and Mobile Learning and their Real Barriers towards them

The concept of mobile learning is often defined as learning that takes place with the help of mobile devices to access course materials; however, these devices operate in different ways and have different capabilities. To make course materials available on these mobile devices as well as on desktop systems, a software program is required to allow course material to be delivered in heterogeneous computing platforms. Because of these heterogeneous computing platforms, some course materials may not be in a format that different mobile devices would accept. This project developed an intelligent software agent capable of adapting to the heterogeneous mobile computing environment. The agent can search for a conversion tool according to the desired format and convert the course materials automatically. The agent is able to understand mobile clients’ capabilities. In order for the server to know what type of course material the client wishes to receive, the client needs to feed information on the software and hardware capabilities of the device to the server. However, devices do not normally carry any information about their capabilities. We have chosen the Resource Description Framework (RDF) represented Composite Capabilities/Preferences Profile (CC/PP) promoted by the W3C to describe the device capabilities and user preferences.

An intelligent agent for adapting and delivering electronic course materials to mobile learners

This paper presents an architecture for developing adaptive e-learning systems using intelligent agent technology and Web Services (WS) technology Intelligent software agents are designed for supporting users to accomplish knowledge-intensive tasks WS are designed for the integration of distributed knowledge and information resources and exposed as standard services using widely accepted protocols In particular, the Domain Model Ontology in the architecture can be shared between applications in the Semantic Web setting for reuse and interoperability To demonstrate the feasibility of the proposed approach, we implement a prototype of a programme planning and scheduling system for adaptive e-learning

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Qin Li

Papers

An intelligent agent for adapting and delivering electronic course materials to mobile learners

A multiagent and service-oriented architecture for developing adaptive e-learning systems