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The purpose of this inventory is to discover the mobile learning projects at the G1:1 sites, so that we can look to share expertise, enable collaboration, and seek external funding. For your convenience to update your projects, registration is required when you contribute to this inventory. To keep this inventory up-to-date and related to the interests of G1:1, we reserve the right to modify or delete records that contain false or unrelated information. Users are welcome to browse all the projects without registering as members.
Projects
Student mLearning, UK
Investigation of (and design of software for) student use of pen tablet computers for groupwork and as multimedia logbooks.
Caerus, United Kingdom
CAERUS is a complete context aware software system for visitors to outdoor tourist sites and educational centres. Consisting of a handheld delivery system and a desktop administration system, it provides tools to add new maps, indicate regions of interest, add multimedia tours, and deliver to Pocket PC devices with GPS capability.
BSUL: Basic Support for Ubiquitous Learning, Japan
This project consists basically in 3 independent modules that support different learning activities and patterns. The first one combines Pocket PC devices with RFID tag technology to support vocabulary learning. The second one provides some tools to automate classroom tasks such as, attendance taking, material distribution, response taking, group creation (according to capabilities and/or interests of the learners) etc. Furthermore, it provides a basis to support field activities like data gathering. The third one is a learning management System for desktop computers and mobile devices (Pocket PC).
CollaboraMath: Wireless handhelds for collaborative math learning, USA
The CollaboraMath Project is devoted to exploring the unique affordances of mobile wireless handheld computers for learning mathematics in small collaborative learning teams. In its first activity, Co-Directors Roy Pea and Shelley Goldman at Stanford worked with a team of graduate students and technical staff to develop and research Code It!¡X mathematics learning environments where pre-algebra students use handheld technologies to explore and learn about functions. The resources developed¡Xserver-based and handheld software and paper-based student and teacher texts¡Xwere packaged as a 20-session unit on code making and breaking and designed to boost students¡¦ understanding of functions and their facility with the multiple representations of tables, graphs and symbols. We field tested the wireless system with two teachers and 120 students during 2003 summer school, and conducted studies on the features and function of the technology as a learning and teaching resource. We reported in several papers on project development and research, focusing on lessons learned about the strengths and difficulties of wireless, handheld technology in the mathematics classroom.
Electronic Guidebook, USA
This is an on-going strand of research being conducted at the Exploratorium to investigate the design and application of wireless technologies and handheld computers to support and extend learning in a hands-on science museum.
Profile Transformation in Mobile Technology Based Educational Systems, New Zealand
In order to meet the learning needs from various types of students, computer aided learning systems try to include new methods to provide personalized education to every student. Recent development in mobile technology has made the web-based learning systems also accessible through mobile devices such as mobile phones. It is therefore becoming necessary that the students can also receive personalized learning through mobile devices. This project uses Felder-Silverman's Learning Style Theory to investigates student's difference of preferences in personal computers (PCs) and in mobile device. The aim is to develop a profile transformation framework between PCs and mobile devices, which can act as a guideline for content development to serve students with multiple learning systems.
An adaptation framework for multiplatform e-learning system, New Zealand
This project intends to formulate, construct, and evaluate an adaptation framework for multiplatform e-learning system. A multiplatform e-learning system is an e-learning system that can adapt meaningful content to different accessing devices such as PC, PDA and mobile phone.
Ubi-Learn, France
Using previous experiences of designing e-learning systems, we have started a new project, Ubi-Learn, which aims to support the remote learners in various situations, mobile or fixed. This means a great variety of communication channels such as Web, email, SMS, phone call… This leads us to consider a large range of scenarios of use, where channels are combined in a same unit of interaction depending of the context. In the context we capture not only information about the technological and physical contexts of interaction, but also the user profile, and the nature of the activity and its history.
Ubi-Learn intermediation is based on the assumption that the learning system is factorised into a collection of dedicated e-Services, and that the user interactions with the channels can be abstracted with a channel independent modelling language. The management of these intermediations is achieved through a multiagents infrastructure combining several sources of contextual knowledge, especially for the dynamic orchestration of the e-Services.
the aims is to used progressivly these new infrastructure coupled with and E-Learning framework, where the LMS is splitted into e-services, in the framework of our lifelong learning system of education.
M-Learner Generated Contexts, UK
We define a mobile learner generated context as being one where learners are communicating or individually reflecting ‘on the move’ and where, in the course of a dialogue or interaction with multimedia resources, they raise questions that create a context; when an answer to this context-based question is generated this can give rise to knowledge. Our recent m-learning case study work seems to indicate that learners place a high priority on learning any time and place and are receptive to using mobile learning (m-learning) on their own phones. Text messages containing ‘learning hints’ were used in our work to help create learning contexts. These included reminders for seminars, course-work deadlines and pointers to online learning resources that could help learners. Part of our current work involves the repurposing of learning objects – developed within our Centre for Excellence in Teaching and Learning (http://www.rlo-cetl.ac.uk/) – for use on mobile phones. Such an undertaking involves considerable design challenges. Of particular importance for us are attempts to combine top-down design quality assured mobile learning objects with bottom-up learner generated content/contexts. Indeed, the focus of our work is on giving a new vision where we put control into the hands of learners.
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