Trends in Distance Education and Open Learning: Policy ... - ADEA

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Figure I.5, the triangle of ubiquityBased on the three dimensions technology employed, policy deployment and pedagogicinfluence, the author (Smith ,2003) has defined the ‘Triangle of Ubiquity’, as illustrated infigure I.5. The technology dimension draws on the work of Brown and Pettito [2] whosuggest a hierarchy of ubiquitous computing. This attribute measures the degree ofportability, sophistication and homogeneity of the pool of computers deployed. Forexample, some institutions require all students to have a laptop computer, a few issuehandheld personal digital assistants, and some provide round-the clock, 7-day access toopen access rooms of workstations. The common theme is that education can proceed onthe assumption of a common set of facilities, with access to networks and the Internetbeing available to all students and staff within a particular group. When this available,there is the potential to transform the learning and teaching environment.22
Means-ends Objective Network (Gray boxes highlight the instructors concerns) (Sheng, Siau,Nah, 2010)23
Page 1 and 2: Associationfor theDevelopmentofEduc
Page 3 and 4: education free and elementary educa
Page 5 and 6: Paper 01-0102Use of Mobile Learning
Page 7 and 8: Table of ContentAcknowledgmentsIntr
Page 9 and 10: Executive SummaryThe study presente
Page 11 and 12: (iii)Use of mobile applications and
Page 13 and 14: IntroductionMobile Learning often r
Page 15 and 16: how these technologies are linked t
Page 17 and 18: The learner’s mobile device can b
Page 19 and 20: 4. M-learning FrameworksFraming m-l
Page 21: Figure I.4 Framework of the mobile
Page 25 and 26: 5. Interoperability with VLESAs it
Page 27 and 28: 7. Formal and informal training set
Page 29 and 30: 9. Teachers trainingCan mobile lear
Page 31 and 32: 11. Social AspectThe paradox of the
Page 33 and 34: the PDA to source further informati
Page 35 and 36: 14. Enterprise Mobile LearningEnter
Page 37 and 38: Part II: Current and Emerging Appli
Page 39 and 40: As per figure II.2, 2 billion peopl
Page 41 and 42: Figure II.4Figure II.5 Sub Saharan
Page 43 and 44: 5. Wireless TechnologiesThe telecom
Page 45 and 46: 7. CSIRO breakthroughBroadband comi
Page 47 and 48: 8. Satellite CommunicationsLow cost
Page 49 and 50: 9. The Market, Products & Services
Page 51 and 52: 10. Challenges & ConstraintsCommon
Page 53 and 54: 11. Broadening Access to rural area
Page 55 and 56: wishes to conduct mobile testing or
Page 57 and 58: 14. In memory analyticsIn memory an
Page 59 and 60: 15. Augmented Reality & LearningAug
Page 61 and 62: 2. AsiaA research project was set u
Page 63 and 64: 3. M-learning projects in AfricaM-U
Page 65 and 66: Nearly 30% of All Africans Subscrib
Page 67 and 68: from the AMREF office. Other initia
Page 69 and 70: Source: Technology & Learning - Sch
Page 71 and 72: 7. The KLIV projectThe KLIV Project
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Figure III.2 , Scenario of interact
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10. Use of m-learning in Universiti
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The use of Podcasts by Universities
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user-agent (most widely used)x-oper
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was envisaged that the project woul
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Research Gaps & DirectionsIf we are
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Test Design Approaches: To figure w
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RecommendationsThe list of recommen
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A Framework for Mobile Learning and
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- Stakeholders (sub levels: learner
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- Academic support (sub levels: sup
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The first objective set for Part II
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Turkish Online Journal of Distance
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INSEAD, NOKIA, and ICUS formed an A
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the iPad).CalendarThe Calendar app
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Connections to "visualize a new kin
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TUSK is a "dynamic multimedia knowl
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References4G: The Future Mobile Tec
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For the state of the art report Con
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Attewell, J. (2005). From research
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