This book explores the latest trends and technologies in the field of mobile and ubiquitous learning. It highlights best practices in technology-enhanced learning, and explores how new technologies such as mobile, augmented and wearable technologies are shaping instructional design strategies and the content curriculum development process.
The book consists of approximately 20 chapters, written by international experts in the field of mobile and ubiquitous learning. The authors hail from Austria, Brazil, Canada, China, Greece, India, Malaysia, Mauritius, Saudi Arabia, Spain, Sweden, and the United Kingdom. Topics covered include but are not limited to: Use of social media in mobile learning, Contexts of learning and challenges of mobility: Designing for formal, informal, and non-formal learning, Mobile virtual reality: a promising technology to change the way we learn and teach, Mobile applications for encyclopedias, Ethical considerations in the incorporation of mobile and ubiquitous technologies into teaching and learning, Use of augmented reality in mobile learning for students with disabilities, Using wearable technology to support transfer of expertise, and Core technologies in mobile learning. Providing valuable insights on the future of education and the upcoming pedagogies that will be applied in traditional, distance and blended learning, the book offers educators and stakeholders essential guidance in making innovations for the new generations of learners in the 21st century.
|
Part I Theoretical Foundation |
|
|
|
1 Mobile Digital Games as an Educational Tool in K-12 Schools |
|
|
3 | (16) |
|
|
|
|
|
|
|
|
|
2 Mindfulness in Mobile and Ubiquitous Learning: Harnessing the Power of Attention |
|
|
19 | (26) |
|
|
|
3 An Analysis of Adult Language Learning in Informal Settings and the Role of Mobile Learning |
|
|
45 | (14) |
|
|
|
|
|
4 Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities |
|
|
59 | (22) |
|
|
|
|
|
5 Ethical Considerations in the Incorporation of Mobile and Ubiquitous Technologies into Teaching and Learning in Educational Contexts |
|
|
81 | (14) |
|
|
|
6 Mobile Virtual Reality: A Promising Technology to Change the Way We Learn and Teach |
|
|
95 | (12) |
|
|
|
Janaina Ferreira Cavalcanti |
|
|
|
|
|
|
|
|
7 Mobile Learning Pedagogical Quality Standards for Higher Education Institutes in Developing Countries |
|
|
107 | (20) |
|
|
|
8 Core Technologies in Mobile Learning |
|
|
127 | (14) |
|
|
|
9 Contexts of Learning and Challenges of Mobility: Designing for a Blur Between Formal and Informal Learning |
|
|
141 | (16) |
|
|
|
10 Supporting Training of Expertise with Wearable Technologies: The WE KIT Reference Framework |
|
|
157 | (20) |
|
|
|
|
|
|
|
|
|
|
|
11 Formal and Informal Learning Using Mobile Technology |
|
|
177 | (16) |
|
|
|
Part II Research and Applications |
|
|
|
12 Supporting Mobile Instructional Design with CSAM |
|
|
193 | (18) |
|
|
|
13 A Study of Learning Achievements in Collaborative Construction Knowledge Space in Seamless Learning |
|
|
211 | (18) |
|
|
|
|
|
14 Mobile Applications for Encyclopedias |
|
|
229 | (20) |
|
|
|
|
|
|
|
15 Use of Social Media and Social Network Analysis for Mobile Learning |
|
|
249 | (12) |
|
|
|
|
|
|
|
16 Large-Scale Deployment of Tablet Computers in Brazilian Public Schools: Decisive Factors and an Implementation Model |
|
|
261 | (18) |
|
|
|
|
|
|
|
17 Successful Delivery of a MOOC Via Basic Mobile Phones: A Case Study of Mobile Learning in India for Increasing Awareness of Science-Based Production Practices Among Semiskilled Horticultural Farmers |
|
|
279 | (26) |
|
|
|
|
|
|
|
|
|
18 Student Learner Characteristics and Adoption of M-learning: Are We Effectively Supporting Students? |
|
|
305 | (18) |
|
|
|
|
|
|
|
19 Exploring Functions and Tenable Structures for Mobile Use as Support for School Tasks |
|
|
323 | (18) |
|
|
|
|
|
20 Design and Development of Mobile EZ-Arabic.Net for Ubiquitous Learning Among Malaysian Primary School Learners from Experts' Perspective |
|
|
341 | (22) |
|
|
|
|
|
|
|
|
|
21 Social Network Analysis of MOOC Learners' Knowledge Building |
|
|
363 | |
|
|
|
|
|
|
Dr. Shengquan Yu is a Professor, Executive Director of Advanced Innovation Center for Future Education in Beijing Normal University and Director of the Joint Laboratory for Mobile Learning, Ministry of Education-China Mobile Communications Corporation. He also serves as the Deputy Dean of the Faculty of Education, Beijing Normal University. He was selected into the New Century Excellent Talents Project in 2008, as a star professor with prestige .
Professor Yus research fields include mobile/ubiquitous learning, information and communications technology and curriculum integration, network learning technology, and education informationization policy. He has published more than 180 academic papers, including over 80 CSSCI articles, 10 SSCI/SCI/EI articles, 4 popular science books and 3 scholarly monographs.
Dr. Mohamed Ally is a Professor at the Centre for Distance Education and a Researcher at the Technology Enhanced Knowledge Research Institute at Athabasca University in Canada. A former Director of the Centre of Distance Education and School of Computing and Information Systems at Athabasca University, he obtained his Ph.D. from the University of Alberta, Canada. His current areas of research include mobile learning, e-learning, distance education, and the use of emerging learning technologies in education and training. Dr. Ally is Past-President of the International Federation of Training and Development Organizations and is one of the Founding Directors of the International Association of Mobile Learning. He was also on the Board of Directors for the Canadian Society for Training and Development. He has edited eleven books on the use of emerging technologies in education. His book Mobile Learning: Transforming the Delivery of Education and Training won the Charles A. Wedemeyer Award in the United States for significant contribution to distance education. Dr. Ally has presented keynote speeches, workshops, and papers inmany countries.
Dr Tsinakos Avgoustos is a Professor and Director of the MSc Program Advanced Information and Computer Technologies at the Department of Computing and Informatics Engineering, Eastern Macedonia and Thrace Institute of Technology, Greece. He has also served as Coordinator of Master of Distance Education in Greece, on behalf of Athabasca University of Canada, since 2009.
Prof Tsinakos has authored a number of publications and was the Coordinator (or member of the Coordination Team) in more than 14 national/international projects on the topic of distance education. Additionally he has participated in a number of national and international conferences as an invited speaker/presenter.
Since 2011 Prof. Tsinakos has served on the Bologna Expert Team, as National Representative on behalf of the Greek Ministry of Education. Dr Tsinakos is also a member of the Executive Committee and Founding Director of the International Association for Blended Learning for the European region.
Lisainfo e-raamatute kohta