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sanjib tiwari

1-s2.0-S0164121211001610-main.pdf (application/pdf Object) - 0 views

ac.els-cdn.com/...2.0-S0164121211001610-main.pdf

guide for developers and practitioners interested in using iOS as m-health applications

shared by sanjib tiwari on 14 Dec 12 - No Cached
  • sanjib tiwari on 14 Dec 12
     
    Modern smart mobile devices offer media-rich and context-aware features that are highly useful for electronic-health (e-health) applications. It is therefore not surprising that these devices have gained acceptance as target devices for e-health applications, turning them into m-health (mobile-health) apps. In particular, many e-health application developers have chosen Apple's iOS mobile devices such as iPad, iPhone, or iPod Touch as the target device to provide more convenient and richer user experience, as evidenced by the rapidly increasing number of m-health apps in Apple's App Store. In this paper, the top two hundred of such apps from the App Store were examined from a developer's perspective to provide a focused overview of the status and trends of iOS m-health apps and an analysis of related technology, architecture, and user interface design issues. The top 200 apps were classified into different groups according to their purposes, functions, and user satisfaction. It was shown that although the biggest group of apps was medical information reference apps that were delivered from or related to medical articles, websites, or journals, mobile users disproportionally favored tracking tools. It was clear that m-health apps still had plenty of room to grow to take full advantage of unique mobile platform features and truly fulfill their potential. In particular, introduction of two- or three-dimensional visualization and context-awareness could further enhance m-health app's usability and utility. This paper aims to serve as a reference point and guide for developers and practitioners interested in using iOS as a platform for m-health applications, particular from the technical point of view.
sanjib tiwari

Williams-concise.pdf (application/pdf Object) - 0 views

www.leishman-associates.com.au/...Williams-concise.pdf

iPads evernote apps

shared by sanjib tiwari on 14 Dec 12 - No Cached
  • sanjib tiwari on 14 Dec 12
     
    Universities are being swamped by waves of emergent technologies and the emergence of iPads is the latest ‗state-of-the-art' mobile device to receive attention. While a number of iPad trials and initiatives have been conducted within the confines of classrooms, for example, Bond University, University of Melbourne and Adelaide University (Brand & Kinash, 2010; Jennings et al 2010; Cross, 2010); far fewer have been conducted in the field, see Duke University's use of iPad as a field research tool (Winograd, 2010). This study reports a faculty's trial to explore how far iPads could be integrated into a field setting for training of paramedic students in Wilderness Medicine. As it turned out, the remote setting for the exercise presented a number of challenges for the coordinators. Questions that needed to be considered included how ―mobile‖ is the iPad?, How can it be used to support and enhance students' learning in the field?, How far could the iPad be extended where Internet connectivity is intermittent? The iPad trial highlighted a lack of a ―common language‖ within the faculty as a basis to collaborate and design learning activities. It provided impetus for an ongoing series of conversations amongst the coordinators and others in the Faculty about design approaches and the need for a pedagogical framework to integrate technologies that support teaching and learning activities.
Angela Murphy

Towards a Mobile Curriculum Framework (Ignatia / Inge de Waard) - Academia.edu - 0 views

itg.academia.edu/..._a_Mobile_Curriculum_Framework

curriculum framework mobile

shared by Angela Murphy on 30 Aug 12 - No Cached
  • Angela Murphy on 30 Aug 12
     
    The rapid spread and penetration of mobile devices to every layerof society has confronted the educational community with many newopportunities and responsibilities. As mobile computing and its disruptiveaftermath enter the education arena, the challenge becomes how to harness thepotential in ways that are beneficial to the educational community at large andthe learners in particular. This paper outlines the initial conception, designresearch methodology followed and the development of the definitive MobileLearning Curriculum Framework as a first attempt to systematically andcomprehensively explore, where and how mobiles could appear withineducational provision. The curriculum framework is underpinned by three broad learning objectives; to acquire domain knowledge, to develop sufficientand appropriate skills to enable mobile learning practice and to understand the role and impact of domain knowledge in the relation to the applicationcontext. To this end the curriculum framework is presented as a modularsolution for adaption to accommodate differing contexts dele BOTHA 1 , Jacqueline BATCHELOR 2 , John TRAXLER 3 ,Ignatia DE WAARD 4 , Marlien HERSELMAN
sanjib tiwari

M-learning adoption: A perspective from a developing country | Iqbal | The Internationa... - 0 views

www.irrodl.org/...2213

M-Learning defination

shared by sanjib tiwari on 14 Dec 12 - No Cached
  • sanjib tiwari on 14 Dec 12
     
    Mobile learning or m-learning has been defined differently in different studies, which indicates that m-learning is still in an evolving phase (Peng et al., 2009). M-learning has been defined as "e-learning using mobile devices and wireless transmission" (Hoppe et al., 2003; Chang et al., 2003). Two important aspects of m-learning are its ubiquity and mobility. Ubiquitous computing is access to computing technologies whenever and wherever they are needed and mobility can be defined as learning on the go (Peng et al., 2009). While e-learning is mostly dependent upon desktop personal computing (PC) technology, m-learning is dependent upon mobile devices (Orr, 2010).
Angela Murphy

Mobile Learning: Context and Prospects - 0 views

net.educause.edu/...ELI3022.pdf

shared by Angela Murphy on 19 Sep 12 - No Cached
  • Angela Murphy on 19 Sep 12
     
    On March 3 and 4, 2010, the ELI community gathered for an online focus session on mobile learning. This white paper is a synthesis of the key ideas, themes, and concepts that emerged from those sessions. The white paper also includes links to relevant focus session materials, recordings, and archives. It represents a harvesting of the key elements that we as a teaching and learning community need to keep in mind as we work to integrate mobile technology into teaching and learning in higher education. It is clear that while the application of mobile technology to learning is just now getting under way, the potential is enormous and we can expect that the rate of development will be very rapid indeed.
Angela Murphy

They Love It, but Do They Learn from It? Evaluating the Educational Impact of Innovations - 0 views

serc.carleton.edu/...2086.html

evaluating learning

shared by Angela Murphy on 25 Sep 12 - No Cached
  • Angela Murphy on 25 Sep 12
     
    Abstract - The SECAL (Situated Evaluation of Computer-Assisted Learning) framework offers a broadly based method for evaluating learning with technology in its many forms and implementations. Central to the framework are detailed and discipline-specific definitions of learning and corresponding descriptions of innovative study environments designed to exploit the potential of technology to support achievement of high quality learning goals. The objectives are to collect evidence of how these environments may or may not lead to effective learning and to identify what, if anything, might be done to improve the prospects. The concept of situation implies the need to evaluate contextual influences as well as how students and lecturers actually use technology. This is achieved through rich description generated from multidimensional, qualitative methods which are theoretically grounded in interpretive, critical and postmodern paradigms. The ubiquitous student evaluation of teaching systems are over-reliant on subjective data and offer little insight into pedagogical issues. The case-specific SECAL method uses objective and subjective data to assess how technology impacts on learning processes and outcomes. Broader objectives include grounded-theory development and identification of institutional influences on teaching and learning innovations. This type of evaluation is not particularly easy to conduct, but is a prerequisite to gaining academic credibility, maximizing the benefits of investment and justifying it in terms acceptable to economic-rationalist administrators. A description of the method in this article is followed by a case study illustrating its practical applications. 
Sharon Rees

mLearning: Anytime, anywhere learning transcending the boundaries of the educational bo... - 0 views

link.springer.com/...fulltext.html

mlearning

shared by Sharon Rees on 05 Dec 12 - No Cached
  • In the age of our mobile learning, an impending onus is placed on educational institutions to embrace this technological innovation that is widely accepted, used, and available globally. The clear societal value of mobile technology as a productivity tool for engagement, creation, and collaboration has generated a new need for education to revisit existing instructional paradigms constrained by physical walls and time. Mobile learning (mLearning) creates a venue to promote a culture of participation where learners and leaders alike can engage in combined efforts with multiplicative outcomes of greater success. This article explores the factors that national, state, and local educational organizations must understand in order to make steps toward successful integration of mLearning technology. Characteristics necessary for effective and efficient use of mLearning strategies for educators are also examined.
  • An annual report, by The New Media Consortium, reveals that mobile learning and cloud computing are poised to reach widespread adoption in schools in one year or less, with game-based learning and open educational content not far behind (Devaney 2011).
  • Options like eLearning, and home-based learning are attracting students away from traditional settings at every level of education. The at-your-own-pace, convenience of space, and often lower costs these alternative educational settings offer appeal to an increasingly growing learner base.
  • ...4 more annotations...
  • Mobile Devices are defined by several criteria: Form, connectivity, and state.
  • The mLearning environment is at-you-own-pace, just in time, and on-demand, not limited by a hard line connection and with the equipment that is often cheaper than a desktop and/or laptop computer.
  • . Dissatisfaction with the status quo: may come from teachers who are not motivated to consider change in their teaching procedures.  2. Knowledge and Skills Exist: a teacher must possess the competencies to teach students the use of these tools  3. Resources are available: tools and relevant materials are accessible to assist learners to acquire learning objectives.  4. Time is available: Paid time. Teachers need time for in-service training; they need time to revise existing teaching plans; they need time to practice with new materials; they need time to try out and evaluate new teaching procedures.  5. Rewards or Incentives Exist for Participants: Why should anyone change? If current practice is going reasonably well, why risk new techniques? Whatever the reward, intrinsic or extrinsic, it should be there in some form.  6. Participation is Expected and Encouraged: Shared decision making, individuals should be involved in the decisions that will affect them. Participation may occur at many levels: during problem identification. During consideration of alternative solutions, and during decision making when new programs or approaches are adopted.  7. Commitment by Those who are involved: Administrators should provide clear and visible support that endorses implementation.  8. Leadership is Evident: Leaders should insure that the necessary training is given and the materials to do the job are easily available; they are available for consultation when discouragement or failure occur; and they continually communicate their enthusiasm for the work at hand.
  • Through a review of past empirical studies, Hew and Brush (2007) found a total of 123 barriers in providing technology integration barriers, the authors classified them into six main categories: (1) resources, (2) knowledge and skills, (3) institution, (4) attitudes and beliefs, (5) assessment, and (6) subject culture. The greatest attribute of successful diffusion of innovation, which transcends all other aspects, is value. The merit or worth (value) placed on an innovation by a community is directly related to its ability to inform educational practice. Through usage and personal adoption, the whole educational community (administrators, teachers, student, and parents) has placed high value on trending mobile technology.
  • Sharon Rees on 05 Dec 12
     
    In the age of our mobile learning, an impending onus is placed on educational institutions to embrace this technological innovation that is widely accepted, used, and available globally. The clear societal value of mobile technology as a productivity tool for engagement, creation, and collaboration has generated a new need for education to revisit existing instructional paradigms constrained by physical walls and time. Mobile learning (mLearning) creates a venue to promote a culture of participation where learners and leaders alike can engage in combined efforts with multiplicative outcomes of greater success. This article explores the factors that national, state, and local educational organizations must understand in order to make steps toward successful integration of mLearning technology. Characteristics necessary for effective and efficient use of mLearning strategies for educators are also examined.
Angela Murphy

Mobile Learning Toolkit A5 - 0 views

www.scribd.com/...Mobile-Learning-Toolkit-A5

Toolkit Africa

shared by Angela Murphy on 08 Oct 12 - No Cached
  • Angela Murphy on 08 Oct 12
     
    The mobile learning toolkit is the result of research into mobile phone use and userneeds within the African context, however it has been developed for use in all developingcontexts. It is intended as a "trainer's toolkit" that can help deliver a wide range oftraining activities both inside and outside of the classroom
Maxine Mitchell

Theory - The London Mobile Learning Group - LMLG - 0 views

www.londonmobilelearning.net/#theory.php?state=0

mobile learning definition

shared by Maxine Mitchell on 03 Dec 12 - No Cached
  • Maxine Mitchell on 03 Dec 12
     
    Mobile learning is not about delivering content to mobile devices but, instead, about the processes of coming to know and being able to operate successfully in, and across, new and ever changing contexts and learning spaces. And, it is about understanding and knowing how to utilise our everyday life-worlds as learning spaces. Therefore mobile learning is not primarily about technology.
sanjib tiwari

04_Armatas.pdf (application/pdf Object) - 0 views

www.ascilite.org.au/...04_Armatas.pdf

mobile technology M-Learning SMS online learning communities

shared by sanjib tiwari on 14 Dec 12 - No Cached
  • sanjib tiwari on 14 Dec 12
     
    In recent years universities have made significant investments in corporate technology systems to support various aspects of students’ studies and learning. These include gateways and learning management systems, all of which work on the assumption of attracting or “pulling” students into the online environment of the university. On the other hand, students come increasingly equipped with mobile devices, most notably mobile phones, which allow quick and easy communication and information sharing. These devices are an emerging phenomenon of significance for online teaching and learning as they represent opportunities for technology solutions where students can be primed and supported in novel ways in their university education. The challenge is one of achieving a balanced and sustainable use of corporate systems designed to “pull” students into the learning environment, and mobile technology solutions which can push information out to students, so that each adds value to and complements the other. This paper examines how this balance might be achieved in the context of work being undertaken in one University with major commitments to e-learning.
  • sanjib tiwari on 14 Dec 12
     
    Using mobile technologies to enhance learning in higher education
Maxine Mitchell

The Different Uses of E-learning and M-learning - 1 views

www.fractuslearning.com/...e-learning-and-m-learning

mobile learning definition eLearning

shared by Maxine Mitchell on 14 Sep 12 - No Cached
  • Maxine Mitchell on 19 Nov 12
     
    E-learning and m-learning have become extremely important buzz words of the education technology revolution. The two terms are not always used correctly, with some confusion about the differences between them and where they overlap. And in more complex terms, thinking about the differences between e-learning and m-learning can be particularly useful for teachers who use technology in the classroom, as it can help them to pick out which techniques are best for which education scenario.
ADFI USQ

MobiMOOC 2012 Day 1 | Thetechieprofessor's Blog - 0 views

thetechieprofessor.wordpress.com/...day-one

definition mobile learning mobility

shared by ADFI USQ on 16 Sep 12 - No Cached
  • Home Today was the first full day of the mLearning MOOC. I’ve had mixed success. A MOOC is attended by a global audience. Not all webinars will coincide with ones time zone. I for example would have had to be awake at 2 am for the opening session and skip work in mid afternoon for the second. Synchronous learning does have its problems. Which brings me to today’s question: what is mobile education? On this day an attempt was made by MOOC attendees to define mobile learning. Difficulties were encountered in no time – the semantics became convoluted as we tried to accommodate aspects of technology, mobility and learning. My conclusion is that “mobility” is best defined in reference to the learner, not the devices. Mobility in learning is independence from traditional structures of education. This new model allows self paced, self prescribed curriculum that is accessed at the time and place decided by the learner. The devices used are ancillary here, merely the means to an end.
  • ted as we tried to accommodate aspects of technology, mobility and learn
  • – the semantics became convo
  • ADFI USQ on 16 Sep 12
     
    From MobiMOOC
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