Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004r018
Sérgia Oliveira, Liliane Carvalho, Carlos M. Monteiro, C. Carvalho
Despite the possibilities of interactions and sharing information, only few studies investigated the use of messenger apps as a pedagogical tool. This paper reflects on possible uses of messenger app as a way to share and expand knowledge about the teaching and learning of statistics. The discussion is based on theoretical perspectives on statistics education, critical mathematics education and M-learning. A pilot study was conducted with early years elementary school Brazilian teachers. In this paper we discuss results from participants’ responses to an online questionnaire. The results indicated that participants frequently use WhatsApp application and email on daily basis. Regarding the teachers' previous teaching of statistics, their responses suggested that they know about statistical graphs and they already approached pedagogical activities on statistical contents. Further stages of this study will explore in-service teacher education situations in which the use of Whatsapp might assist discussions and elaborations of pedagogical activities in school and extra-school contexts.
{"title":"TEACHERS DIALOGUING ABOUT STATISTICAL LITERACY WITH SUPPORT OF MESSENGER APP FOR SMARTPHONES","authors":"Sérgia Oliveira, Liliane Carvalho, Carlos M. Monteiro, C. Carvalho","doi":"10.33965/ml2020_202004r018","DOIUrl":"https://doi.org/10.33965/ml2020_202004r018","url":null,"abstract":"Despite the possibilities of interactions and sharing information, only few studies investigated the use of messenger apps as a pedagogical tool. This paper reflects on possible uses of messenger app as a way to share and expand knowledge about the teaching and learning of statistics. The discussion is based on theoretical perspectives on statistics education, critical mathematics education and M-learning. A pilot study was conducted with early years elementary school Brazilian teachers. In this paper we discuss results from participants’ responses to an online questionnaire. The results indicated that participants frequently use WhatsApp application and email on daily basis. Regarding the teachers' previous teaching of statistics, their responses suggested that they know about statistical graphs and they already approached pedagogical activities on statistical contents. Further stages of this study will explore in-service teacher education situations in which the use of Whatsapp might assist discussions and elaborations of pedagogical activities in school and extra-school contexts.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"52 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116591232","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l001
Chantelle Saliba, D. Seychell
In the past decade, mobile communications have seen drastic changes and improvements with an estimate of over 3.5 billion mobile phone users worldwide. In addition, the average mobile phone has gone from being a simple communication device to a smartphone device capable of web browsing, video conferencing, gaming, photography, and videography and intelligent applications. For this reason, companies and industries have been exploring this technology to create opportunities to enhance their communications with clients and to create further business opportunities. In this research, we analyze the approach of using mobile technologies as a technique to crowdsource data that would be used to enhance research by creating digital resources. In today’s modern and technological world there are areas and fields which are still unexplored by technology due to their lack of digital resources. Modern machine learning techniques such as deep learning methods, require a large volume of data that is not always available. Such a case is the example of classifying Maltese flora. Malta is a small island in the middle of the Mediterranean with an area of 316 km. Being such a small island with unique and indigenous flora makes it a challenging feat to find already available digital data to be able to conduct technological research. For this reason, we turn to mobile technology and how this can aid in the collection of such data to augment existing datasets that enhance academic research and render classification more effective and feasible.
{"title":"USING MOBILE TECHNOLOGY TO CROWDSOURCE THE AUGMENTATION OF DEEP LEARNING DATASETS","authors":"Chantelle Saliba, D. Seychell","doi":"10.33965/ml2020_202004l001","DOIUrl":"https://doi.org/10.33965/ml2020_202004l001","url":null,"abstract":"In the past decade, mobile communications have seen drastic changes and improvements with an estimate of over 3.5 billion mobile phone users worldwide. In addition, the average mobile phone has gone from being a simple communication device to a smartphone device capable of web browsing, video conferencing, gaming, photography, and videography and intelligent applications. For this reason, companies and industries have been exploring this technology to create opportunities to enhance their communications with clients and to create further business opportunities. In this research, we analyze the approach of using mobile technologies as a technique to crowdsource data that would be used to enhance research by creating digital resources. In today’s modern and technological world there are areas and fields which are still unexplored by technology due to their lack of digital resources. Modern machine learning techniques such as deep learning methods, require a large volume of data that is not always available. Such a case is the example of classifying Maltese flora. Malta is a small island in the middle of the Mediterranean with an area of 316 km. Being such a small island with unique and indigenous flora makes it a challenging feat to find already available digital data to be able to conduct technological research. For this reason, we turn to mobile technology and how this can aid in the collection of such data to augment existing datasets that enhance academic research and render classification more effective and feasible.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132874308","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l003
M. Herselman, A. Botha, Keneilwe Maremi, Sifiso Dlamini, M. Marais
The purpose of this paper is to provide monitoring and evaluation results of how teaching and learning were affected in 24 rural schools in 7 provinces of South Africa after a three-year mobile technology implementation project. Teachers face many challenges in rural schools as access to the Internet, electricity, basic amenities and training to use technology in the classroom are often not attained. Large classes and unsupportive principals can also influence the sustainable use of mobile technology in these schools. Two theories of change (implementation success and improved quality of teaching and learning) were applied through an End-line survey to determine how the Information Communication Technology for Education (ICT4E) project, affected teaching and learning in the selected rural schools. Funded by the Department of Agriculture and Rural Development (DARD) in South Africa, the Council for Scientific and Industrial Research (CSIR), Pretoria campus was mandated to implement the project. The implementation involved providing mobile tablets to all teachers, and schools, training the teachers through a university accredited Teaching Professional Development (TPD) course, training 48 ICT Technicians to support teachers and doing a baseline and end-line survey. At the end of the project, 184 teachers successfully completed the TPD training and 6895 learners were affected. The methodology that was applied is a sequential explanatory mixed-method approach where data was collected using firstly a survey, followed by one-to-one interviews. Data were analyzed using descriptive statistics (quantitative data) as well as coding through Nvivo (qualitative data). The main results indicated that 97% of the teachers will continue to use mobile technology for teaching rather than traditional teaching. The teachers also indicated that for them the most outstanding benefit of the TPD was to learn new teaching strategies. Teachers reported an 80% improvement in school attendance and that learners were much more involved and eager to learn when using mobile tablets in the schools. Teachers continued to develop their own communities of practice to share lesson plans and ideas in specific subjects (Mathematics and Science). The project, therefore, had a very positive affect on teaching and learning and was statistically proven to be a success.
{"title":"MOBILE TECHNOLOGY AFFECTING TEACHING AND LEARNING IN RURAL SCHOOLS","authors":"M. Herselman, A. Botha, Keneilwe Maremi, Sifiso Dlamini, M. Marais","doi":"10.33965/ml2020_202004l003","DOIUrl":"https://doi.org/10.33965/ml2020_202004l003","url":null,"abstract":"The purpose of this paper is to provide monitoring and evaluation results of how teaching and learning were affected in 24 rural schools in 7 provinces of South Africa after a three-year mobile technology implementation project. Teachers face many challenges in rural schools as access to the Internet, electricity, basic amenities and training to use technology in the classroom are often not attained. Large classes and unsupportive principals can also influence the sustainable use of mobile technology in these schools. Two theories of change (implementation success and improved quality of teaching and learning) were applied through an End-line survey to determine how the Information Communication Technology for Education (ICT4E) project, affected teaching and learning in the selected rural schools. Funded by the Department of Agriculture and Rural Development (DARD) in South Africa, the Council for Scientific and Industrial Research (CSIR), Pretoria campus was mandated to implement the project. The implementation involved providing mobile tablets to all teachers, and schools, training the teachers through a university accredited Teaching Professional Development (TPD) course, training 48 ICT Technicians to support teachers and doing a baseline and end-line survey. At the end of the project, 184 teachers successfully completed the TPD training and 6895 learners were affected. The methodology that was applied is a sequential explanatory mixed-method approach where data was collected using firstly a survey, followed by one-to-one interviews. Data were analyzed using descriptive statistics (quantitative data) as well as coding through Nvivo (qualitative data). The main results indicated that 97% of the teachers will continue to use mobile technology for teaching rather than traditional teaching. The teachers also indicated that for them the most outstanding benefit of the TPD was to learn new teaching strategies. Teachers reported an 80% improvement in school attendance and that learners were much more involved and eager to learn when using mobile tablets in the schools. Teachers continued to develop their own communities of practice to share lesson plans and ideas in specific subjects (Mathematics and Science). The project, therefore, had a very positive affect on teaching and learning and was statistically proven to be a success.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"78 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125493342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l009
Stefan Räbiger, Tuğberk Dalkılıç, A. Doğan, Buket Karakas, Berk Türetken, Y. Saygin
Nowadays computer users prefer to learn or complement their studies with video materials. While there are many video e-learning resources available on the internet, video sharing platforms such as YouTube which provide these resources, do not structure the presented material in the prerequisite order. Furthermore, they do not track the background of the users when recommending the next material to watch. Our aim is to overcome this limitation of the existing video on demand systems. In this paper we describe the architecture of the e-learning system that we are developing which allows users to search and watch video materials organized with respect to their background and presented in prerequisite order. One of the key features of our e-learning platform is to enable users to explore the video content with mobile devices. We propose a new visual metaphor based on lists for mobile devices which reflect the prerequisite graph structure, utilizing the limited screen size more effectively.
{"title":"EXPLORATION OF VIDEO E-LEARNING CONTENT WITH SMARTPHONES","authors":"Stefan Räbiger, Tuğberk Dalkılıç, A. Doğan, Buket Karakas, Berk Türetken, Y. Saygin","doi":"10.33965/ml2020_202004l009","DOIUrl":"https://doi.org/10.33965/ml2020_202004l009","url":null,"abstract":"Nowadays computer users prefer to learn or complement their studies with video materials. While there are many video e-learning resources available on the internet, video sharing platforms such as YouTube which provide these resources, do not structure the presented material in the prerequisite order. Furthermore, they do not track the background of the users when recommending the next material to watch. Our aim is to overcome this limitation of the existing video on demand systems. In this paper we describe the architecture of the e-learning system that we are developing which allows users to search and watch video materials organized with respect to their background and presented in prerequisite order. One of the key features of our e-learning platform is to enable users to explore the video content with mobile devices. We propose a new visual metaphor based on lists for mobile devices which reflect the prerequisite graph structure, utilizing the limited screen size more effectively.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"24 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129353291","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l002
Meng Wang, M. Nunes
This paper uses a meta-analysis approach to explore the state-of-the-art of the use of mobile devices to support gamification for informal learning in museum contexts. This study addresses a complex interdisciplinary type of research where information technology is the catalyzer for a complex intersection of museology, information science and educational studies, and aims at helping game designers, museum educators and educational practitioners on their decision making concerning the selection of IoT components of serious mobile games. Specifically, the paper focuses on investigating IoT technological architectures and IoT technological affordances to serve the diversity of functions and features that can be used by different types of games. As a result, this paper presents 5 main categories of IoT technologies used for serious mobile games in museums and illustrates how each type of well-known types of games implements their functions and features through IoT. The paper recommends that for mobile technologies location aware architectures are crucial and the foundation for design and development of exploratory and geolocation serious mobile games for museums.
{"title":"A META-ANALYSIS OF SERIOUS MOBILE GAMES TO SUPPORT MUSEUM’S INFORMAL EDUCATIONAL","authors":"Meng Wang, M. Nunes","doi":"10.33965/ml2020_202004l002","DOIUrl":"https://doi.org/10.33965/ml2020_202004l002","url":null,"abstract":"This paper uses a meta-analysis approach to explore the state-of-the-art of the use of mobile devices to support gamification for informal learning in museum contexts. This study addresses a complex interdisciplinary type of research where information technology is the catalyzer for a complex intersection of museology, information science and educational studies, and aims at helping game designers, museum educators and educational practitioners on their decision making concerning the selection of IoT components of serious mobile games. Specifically, the paper focuses on investigating IoT technological architectures and IoT technological affordances to serve the diversity of functions and features that can be used by different types of games. As a result, this paper presents 5 main categories of IoT technologies used for serious mobile games in museums and illustrates how each type of well-known types of games implements their functions and features through IoT. The paper recommends that for mobile technologies location aware architectures are crucial and the foundation for design and development of exploratory and geolocation serious mobile games for museums.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116056443","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l004
A. Antonova, B. Bontchev
The Massive Open Online Courses (MOOCs) provides new m-learning solutions for “learning-on-the-go”, packing in one educational content, pedagogical framework and community support. Reaching millions of users world-wide, the MOOCs have the potential to fully transform educational landscape. However, the spread of the MOOCs is still limited, the retention rate and the degree of completion is small and the MOOCs efficiency remain doubtful. Thus, the present research aims to make an overview of the recent developments in MOOCs and m-learning solutions to recommend strategies for prospective learning providers. Considering the opportunities, it investigates suitable approaches for learning institutions to design and deliver m-learning MOOCs that will empower learners’ experience. The paper is structured as follows. On first place, it makes an introduction to the MOOCs main concepts and identifies common features and classifications. Then, a short overview is made on the most popular MOOCs platforms. After that, the paper analyzes the MOOCs providers’ approaches, including learners, technologies, instructional design, factors of success and lessons’ learned of the MOOCs implementation. Finally, the discussion makes an overview of the steps and recommendations for implementing a successful MOOC.
{"title":"INVESTIGATING MOOC PLATFORMS AS A PROSPECTIVE TOOL FOR MOBILE LEARNING","authors":"A. Antonova, B. Bontchev","doi":"10.33965/ml2020_202004l004","DOIUrl":"https://doi.org/10.33965/ml2020_202004l004","url":null,"abstract":"The Massive Open Online Courses (MOOCs) provides new m-learning solutions for “learning-on-the-go”, packing in one educational content, pedagogical framework and community support. Reaching millions of users world-wide, the MOOCs have the potential to fully transform educational landscape. However, the spread of the MOOCs is still limited, the retention rate and the degree of completion is small and the MOOCs efficiency remain doubtful. Thus, the present research aims to make an overview of the recent developments in MOOCs and m-learning solutions to recommend strategies for prospective learning providers. Considering the opportunities, it investigates suitable approaches for learning institutions to design and deliver m-learning MOOCs that will empower learners’ experience. The paper is structured as follows. On first place, it makes an introduction to the MOOCs main concepts and identifies common features and classifications. Then, a short overview is made on the most popular MOOCs platforms. After that, the paper analyzes the MOOCs providers’ approaches, including learners, technologies, instructional design, factors of success and lessons’ learned of the MOOCs implementation. Finally, the discussion makes an overview of the steps and recommendations for implementing a successful MOOC.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"99 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125092136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004c016
Hamed Asgari, G. Antoniadis
Mobile artifacts are objects that surround us increasingly in life. They give us the opportunity to engage in activities outside the traditional context and at our own pace. The objective of this article is the realization of the software on mobile artifacts for computer-assisted language learning (CALL) using the concept of SPOC (Small Private Online Course) for learning FLE (in French Français langue étrangère 1 ).
{"title":"SPOC, FUTURE OF MLEARNING AND LANGUAGE LEARNING?","authors":"Hamed Asgari, G. Antoniadis","doi":"10.33965/ml2020_202004c016","DOIUrl":"https://doi.org/10.33965/ml2020_202004c016","url":null,"abstract":"Mobile artifacts are objects that surround us increasingly in life. They give us the opportunity to engage in activities outside the traditional context and at our own pace. The objective of this article is the realization of the software on mobile artifacts for computer-assisted language learning (CALL) using the concept of SPOC (Small Private Online Course) for learning FLE (in French Français langue étrangère 1 ).","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123713419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004l007
Farshida Jahoor, A. Botha, and Marlien Herselman
Presented in: 16th International Conference on Mobile Learning (ML 2020), Bulgaria, Sofia, 1-4 April 2020. Due to copyright restrictions, the attached PDF file contains the abstract of the full-text item. For access to the full-text item, please consult the publisher's website.
{"title":"CONCEPTUALIZING MOBILE DIGITAL LITERACY SKILLS FOR EDUCATORS","authors":"Farshida Jahoor, A. Botha, and Marlien Herselman","doi":"10.33965/ml2020_202004l007","DOIUrl":"https://doi.org/10.33965/ml2020_202004l007","url":null,"abstract":"Presented in: 16th International Conference on Mobile Learning (ML 2020), Bulgaria, Sofia, 1-4 April 2020. Due to copyright restrictions, the attached PDF file contains the abstract of the full-text item. For access to the full-text item, please consult the publisher's website.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133625324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004c015
A. Wecker, Merav Yosfan, Billie Eilam, J. Lanir
This paper examines early results of an experiment in students’ user experience for in context learning in a museum with a mobile device. We examine 3 conditions. The first is a paper worksheet (approximately 50 pages) vs two types of mobile application (approximately 25 screens). The second set (both mobile applications) compares a constructivist to an informative educational approach. The students preferred the mobile app over the printed worksheet. Students also found the informative approach preferable to the constructivist approach. In the future we will examine which approach had better learning results and delve deeper into examination of the learning process.
{"title":"STUDENT ACCEPTANCE OF LEARNING WITH TABLETS IN A HISTORY MUSEUM","authors":"A. Wecker, Merav Yosfan, Billie Eilam, J. Lanir","doi":"10.33965/ml2020_202004c015","DOIUrl":"https://doi.org/10.33965/ml2020_202004c015","url":null,"abstract":"This paper examines early results of an experiment in students’ user experience for in context learning in a museum with a mobile device. We examine 3 conditions. The first is a paper worksheet (approximately 50 pages) vs two types of mobile application (approximately 25 screens). The second set (both mobile applications) compares a constructivist to an informative educational approach. The students preferred the mobile app over the printed worksheet. Students also found the informative approach preferable to the constructivist approach. In the future we will examine which approach had better learning results and delve deeper into examination of the learning process.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124713157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-04-02DOI: 10.33965/ml2020_202004c012
P. Bauer, Christine Kolb, Jasmin Bastian
Mobile technologies are an important part of our daily life and we carry them with us all the time. Mobile learning is already used in informal and non-formal learning but in the context of formal learning, it is not much used, yet. The constant availability of learning content and integration in digital networks inspire new methods and concepts in the field of learning and teaching. Furthermore, more emphasis on learners is required, to understand how they are already using mobile devices to support their learning and to encourage their active participation in mobile learning in formal settings. This paper presents some of the work of the ERASMUS+ funded MINE project which has brought together lecturers and learners from a range of European institutions to help develop competencies for active mobile learning in higher education.
{"title":"MOBILE LEARNING IN HIGHER EDUCATION","authors":"P. Bauer, Christine Kolb, Jasmin Bastian","doi":"10.33965/ml2020_202004c012","DOIUrl":"https://doi.org/10.33965/ml2020_202004c012","url":null,"abstract":"Mobile technologies are an important part of our daily life and we carry them with us all the time. Mobile learning is already used in informal and non-formal learning but in the context of formal learning, it is not much used, yet. The constant availability of learning content and integration in digital networks inspire new methods and concepts in the field of learning and teaching. Furthermore, more emphasis on learners is required, to understand how they are already using mobile devices to support their learning and to encourage their active participation in mobile learning in formal settings. This paper presents some of the work of the ERASMUS+ funded MINE project which has brought together lecturers and learners from a range of European institutions to help develop competencies for active mobile learning in higher education.","PeriodicalId":207780,"journal":{"name":"Proceedings of the 6th International Conference on Mobile Learning 2020","volume":"68 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127630039","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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