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Hugo Domingos

Mobile Learning is Beyond its Tipping Point by Gerry Griffin : Learning Solutions Magazine - 2 views

www.learningsolutionsmag.com/...ng-is-beyond-its-tipping-point

mobile learning tecnologia análise content

shared by Hugo Domingos on 21 Oct 10 - No Cached
  • In this market growth phase, instructional designers and managers, as well as vendors, need to identify and understand the critical success factors that will make mobile learning an everyday practice
  • And it is content — content fit for the mobile learning purpose — that will drive market growth
  • mobile learning is employing a device in a way that improves productivity
  • ...14 more annotations...
  • we need to design and deliver content to play across any mobile device, giving them just enough information, at just the right time, anywhere they choose to work
  • there are two types of user for mobile learning — the “considered” user and the “trigger” user.
  • The considered user downloads and views learning material, on their regular commute for example, in the same way they would read a business book. They actively contemplate the material and adopt a reflective frame of mind in order to take a close look at their job
  • onsidered learners, mobile learning is as a refresher of things they learned in a more extended formal training event, including face-to-face training (as Figure 1 suggests), synchronous e-Learning, asynchronous e-Learning, or even study of printed information.
  • hey actually would like to have specific top-of-mind and refresher learning “on-demand” minutes or even seconds before they will need to use it. This indicates that learning should not be days or even hours long but broken down into “nano” blocks of learning.
    • Hugo Domingos
      Hugo Domingos on 21 Oct 10
       
      A necessidade de informação na hora, em vez de longo períodos de espera ou overload!
  • For trigger users the mobile device can act as a retriever for procedural memory
  • Examples would be running a creative meeting or induction of new employee, or a more complex skill such as restructuring a team
  • These moments are the optimum times to get new or refresher content. Our aim is to facilitate this, to enable people to make the most of those key inflection points.
  • This change in how we can use mobile devices to access training-on-the-go
  • We no longer need all the applications loaded on our hard drive. Instead we can use the mobile device to call down the content as and when we need it.
  • A mobile device is a smart way of retrieving what you have learned, especially close to the time when you need to apply it
  • The videos can be accessed via intranet, Web, and mobile phone networks, giving learners the ability to pull down content when and wherever they need it, and in a format that is meant for use on the go
  • Mobile learning won’t ever replace other venues for training, but the technology, and more importantly the content, can be used to make it so much more effective.
    • Hugo Domingos
      Hugo Domingos on 21 Oct 10
       
      excelente conclusão!
  • The trigger user responds to contextual situations that require action. The number of trigger users seen in organizations has been increasing in recent years. They tend to be pressed for time. They check and send e-mails as they walk down the corridor between meetings. The mobile device is both the symptom as well as the potential cure for this type of user.
  • Hugo Domingos on 21 Oct 10
     
    A ler e utilizar para projecto!
Hugo Domingos

Times Higher Education - #loveHE: A wide-open web of potential - 1 views

www.timeshighereducation.co.uk/story.asp

education higher OER open university

shared by Hugo Domingos on 28 Apr 10 - Cached
  • Following the announcement of cuts in higher educational funding, universities are desperate to seek new forms of revenue and more effective ways of marketing their courses.
  • It is no secret that releasing Open Educational Resources (OER) via the web can lead to greater student numbers
  • he problem is that it is not just about releasing content. There is now so much material around and so many repositories offering material that there is intense competition for attention. Just because the content is free, it doesn’t mean that anyone will use it.
  • ...6 more annotations...
  • expensively funded release of university content in Ireland that was accessed by just 40 students.
  • University of Westminster has around 25 students on it, yet an average of 2,500 unique users from all over the world consume the course’s OER content
  • It is not as simple as just releasing OER on to the web or in a repository. The real work begins when you try to promote and disseminate the resources
  • t is not just about having a Facebook account or a Twitter feed. To make these things work, you have to interact with the people who follow you (your so-called friends or followers). You need to link to other key players releasing interesting content related to your own, respond to questions and requests on a regular basis and regularly update your content with lists of the most popular and newest releases.
  • One great thing about using the web for marketing is that you can track everything you are doing. I can tell you that today, 10 people came to our OER content via our Facebook site, 25 came via Twitter and 12 via YouTube. This is powerful stuff, because you can home in on what really works.
  • it is the argument that OER can be sustainable and even make a contribution to a university’s bottom line that is perhaps the most pertinent one.
Hugo Domingos

Wowza Boosts Student Learning at Hundreds of Universities Around the World with Video S... - 1 views

www.fiercewireless.com/...und-world-video-streaming-flas

technology video on-demand elearning webcast education university web2.0 trend

shared by Hugo Domingos on 05 Jan 10 - Cached
  • today announced that more than 500 universities and colleges on four continents are using Wowza Media Server® technology to deliver live, on demand and interactive content to students and faculty on multiple players and devices, including Flash® and iPhone®.
  • The collegiate market is among the most aggressive adopters of streaming media technology solutions as the modern campus expands beyond the traditional four walls of classrooms, labs and lecture halls and the Internet is an increasingly inseparable component of learning curriculum
  • online education sector grew 13 percent last year and had been growing at about 20 percent in previous years.
    • Hugo Domingos
      Hugo Domingos on 05 Jan 10
       
      I would check this data. 20% grow?
  • ...6 more annotations...
  • Universities are discovering that lecture capture is a competitive advantage and of great benefit to 'millennial' learners, who are accustomed to convenience and to on-demand access to myriad content sources," said Alan Greenberg
  • the University of New South Wales in Sydney found the Wowza servers to be much more cost effective and easier to maintain than its separate legacy QuickTime™ and Windows® streaming servers,
  • With Wowza Media Server 2 we are able to consolidate our media resources onto a single platform, while also opening the door to new campus IPTV and iPhone streaming capabilities for our UNSWTV and lecture recording services,"
  • Many other universities are leveraging the Wowza Media Server's iPhone and IPTV streaming capabilities to expand enrollment and make courses and other content such as athletics widely available outside
  • "Wowza is focused on helping educators make learning more accessible and affordable by using online video content," said Dave Stubenvoll,
  • Wowza Media Server was named Best Server Hardware/Software in the Streaming Media Readers' Choice Awards in 2008 and 2009, and received the 2009 Best Innovation award for Wowza Media Server 2
  • Hugo Domingos on 05 Jan 10
     
    Argumentos para uso on-demand video em universidades. Razões para escolher Womza Media Server
Hugo Domingos

Apple's iPad: What does it offer for e-Learning? by Bill Brandon : Learning Solutions M... - 0 views

www.learningsolutionsmag.com/...370

apple mobile ipad elearning

shared by Hugo Domingos on 02 Mar 10 - No Cached
  • This means that, because of the bigger display, it is potentially a better platform for mobile learning than the iPhone or the iPod Touch, although the iPad (like the iPod and iPhone) does not support Flash.
  • This is all good for asynchronous e-Learning
  • Synchronous e-Learning on the iPad as shown today presents some problems. To begin with, there is no camera, so the virtual classroom is likely to be an audio-only experience
  • ...6 more annotations...
  • Because the iPad does incorporate a microphone and speakers, learners should be able to conference via Skype or Google Voice. Sooner or later, an enterprising developer will come up with a whiteboard app. Interestingly, Apple has a patent for a multimedia conference system that appears to be applicable to the iPad
  • The iPad can also support classroom instruction and performance support. It can display HD video. It has video out via the dock connector, so an instructor can display Keynote presentations from the iPad alon
  • added a potential new platform for mobile learning, for social networking, and for content creation in Weblogs and wikis. It also provides content creators with another channel for interactive applications
  • Significant deficiencies for e-Learning on the iPad include the absence of a camera and the continued lack of support for Flash
  • who already own an iPhone, iPod Touch, or netbook will decide that the iPad is redundant – that their current device(s) already does everything the iPad does
  • it is too big to fit in a pocket, it is too small to be a practical laptop replacement, and it lacks a telephone
  • Hugo Domingos on 02 Mar 10
     
    Será o Ipad uma boa solução para elearning: Prós e Contras!
Hugo Domingos

Theory and Pratice of Online Learning - Table of Contents - 3 views

cde.athabascau.ca/...contents.html

elearning education online_learning teoria ler

shared by Hugo Domingos on 09 Mar 10 - Cached
  • Foundations of Educational Theory for Online Learning
  • Toward a Theory of Online Learning
  • Developing an Infrastructure for Online Learning
  • ...5 more annotations...
  • Technologies of Online Learning (e-Learning)
  • Media Characteristics and Online Learning Technology
    • Hugo Domingos
      Hugo Domingos on 09 Mar 10
       
      Info útil para act.1 MReL » Compose OER
  • The Development of Online Courses
    • Hugo Domingos
      Hugo Domingos on 09 Mar 10
       
      Info útil para act.1 MReL » Compose OER
  • Value Added—The Editor in Design and Development of Online Courses
    • Hugo Domingos
      Hugo Domingos on 09 Mar 10
       
      About Instructional design
  • Teaching in an Online Learning Context
    • Hugo Domingos
      Hugo Domingos on 09 Mar 10
       
      Dicas para e-tutoring
Fernando Cassola Marques

Guía de 66 Recursos en Internet para Investigadores - 3 views

manuelgross.bligoo.com/...ernet-para-Investigadores.html

recursos investigação

shared by Fernando Cassola Marques on 13 Jul 10 - Cached
  • Una selección de recursos en línea para la investigación y la docencia elaborada por José Luis Orihuela (Universidad de Navarra).
  • Fernando Cassola Marques on 13 Jul 10
     
    Una selección de recursos en línea para la investigación y la docencia elaborada por José Luis Orihuela (Universidad de Navarra).
Hugo Domingos

Students: Video lectures allow for more napping | eCampus News - 0 views

www.ecampusnews.com/...ectures-allow-for-more-napping

lectures video students online research

shared by Hugo Domingos on 23 Sep 10 - No Cached
  • although many students supported the technology because it freed up more time for napping and hanging out with friends.
  • hey would only attend a live lecture if an exam were scheduled for that day, or to borrow notes from a classmate.
  • that it could lead to a drop in attendance at the live lectures themselves.
  • ...5 more annotations...
  • that they allow students to go back and review the content as needed.
  • nterCall survey of 504 college-aged respondents, because web-based lectures would allow them to work longer hours and watch the videos during their free time.
  • said they “learn more effectively” with online lectures, and 54 percent “report that their grades improve when lectures are streamed via video online,”
  • They can’t be bothered with things that require stepping out of their own comfort and convenience zone,” she said. “Rather than adapt themselves … they want things the way they want things. College isn’t Burger King—you can’t always have it your way.”
  • The potential isolation of online learning didn’t affect student opinions; nearly half “prefer joining their classes online rather than interacting in person with their classmates and professors.”
eLearning Hoje

Moodle Tool Guide for Teachers (application/pdf Object) - 2 views

www.cats-pyjamas.net/...uideforTeachers_May2010_JS.pdf

moodle guide

shared by eLearning Hoje on 05 Dec 10 - Cached
  • eLearning Hoje on 05 Dec 10
     
    Um guia (muito) útil para ajudar a criar cursos no Moodle.
Hugo Domingos

The Argument for Free Classes via iTunes - Bits Blog - NYTimes.com - 2 views

bits.blogs.nytimes.com/...nt-for-free-classes-via-itunes

podcast itunesU youtubeU universidade free education

shared by Hugo Domingos on 16 Dec 09 - Cached
  • More than 600 schools post lectures to the two-year-old service
  • Apple now says it has about 250,000 individual classes available to the public.
  • with more than 375,000 downloads a week, is Open University,
  • ...4 more annotations...
  • “We are now reaching people all around the world that, without iTunes U, we never would have touched,” said its vice-chancellor, Martin Bean, formerly the general manager of Microsoft’s education products group
  • Mr. Bean looks at iTunes U and YouTube as free marketing — an opportunity to take “all those active inquiries and those leisure learners and expose them to who we are as a university.
  • Other universities say that limited resources, copyright concerns or the reluctance of old-fashioned professors are keeping them from recording and uploading lectures.
  • The courage comes from taking the next leap of faith. Universities no longer define themselves by their content but the overall experience: the concept, the student support, the tutoring and mentoring, the teaching and learning they get and the quality of the assessment.”
Hugo Domingos

Enabling Mobile Learning (EDUCAUSE Review) | EDUCAUSE - 0 views

www.educause.edu/...157976

mobile learning educause mlearning Mobile_learning research e-learning education

shared by Hugo Domingos on 19 Jan 11 - Cached
  • The mobile revolution is finally here. Wherever one looks, the evidence of mobile penetration and adoption is irrefutable: cell phones, PDAs (personal digital assistants), MP3 players, portable game devices, handhelds, tablets, and laptops abound. No demographic is immune from this phenomenon. From toddlers to seniors, people are increasingly connected and are digitally communicating with each other in ways that would have been impossible to imagine only a few years ago
  • Why Not Mobile for Learning?
  • Using portable devices to support teaching and learning is not a new concept in educational circles.
  • ...8 more annotations...
  • The heightened interest in mobile possibilities for teaching, learning, and research can be attributed to a number of factors: the continuing expansion of broadband wireless networks; the explosion of power and capacity of the next generation of cellular telephones; and the fact that mobile telephones, a familiar tool for communications, are already fully ingrained in contemporary life as part of our social practice
  • As a result, U.S. educators are finding themselves in the awkward position of knowing that the mobile revolution is coming, without really being able to imagine what it’s going to look like or what the possibilities for mobile learning may be.
  • mobile learning represents the next step in a long tradition of technology-mediated learning. It will feature new strategies, practices, tools, applications, and resources to realize the promise of ubiquitous, pervasive, personal, and connected learning. It responds to the on-demand learning interests of connected citizens in an information-centric world.
  • t also connects formal educational experience (e.g., taking a class, attending a workshop, or participating in a training session) with informal, situated learning experience (e.g., receiving performance support
  • The success of mobile learning will ultimately revolve around a mosaic of rich converged experiences. These experiences will rest, in turn, on a foundation of converged network and device technologies, wireless services, rights management, content management, search management, and transactional processing power. Successful mobile learning will demand a rich presentation layer that runs efficiently on a variety of platforms and a variety of form factors.
  • First, there are more wireless networks, services, and devices than ever before.Today’s wireless communications industry is in global growth mode
  • Second, consumers are demanding better mobile experiences than ever before. In reflecting on what makes an experience great, Kevin Mullet has noted that other things being equal, we want our experiences to be as vivid—as immediate, direct, and engaging to our senses—as possible.
  • Third, people want "anytime, anywhere" connections more than ever before.Demands for information, performance support, instruction, training, and education are being shaped by people who want access to resources, assets, program, and people when and where they need those connections most.
  • Hugo Domingos on 19 Jan 11
     
    The mobile revolution is finally here. Wherever one looks, the evidence of mobile penetration and adoption is irrefutable: cell phones, PDAs (personal digital assistants), MP3 players, portable game devices, handhelds, tablets, and laptops abound.
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