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

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fundamental issues concerning the ownership and distribution of content need to be solvedbefore m-learning can take off.The Mobile Technologies for Mobile Learning (MoTFAL) ProjectThe MoTFAL project involved collaboration between schools in Greece and Spain. Thestudents from Spain would take digital camera enabled PDAs (in the future this will includevideo) into archaeological sites in Spain. The students in their classroom in Greece wouldtext requests for information and photos to the Spanish students who would then complyand respond. The students would also describe distances and send photos with students infront of artefacts to provide an idea of size. This process would then be completed inreverse.The main advantage here is collaboration between the students, with the sharing ofinformation and questions resulting in both parties asking and answering questions theymay not otherwise have thought of. There is certainly the possibility of an increase inappeal with the interactive nature of the media compared to a text book, and the ability toprovide some context by observing people in locations.5. The CATIA ProjectThis section includes information on licensing and the use of satellite-based Very SmallAperture Terminals (VSATs) for social and economic development in Africa. It has beenprepared by the team working on a project called Catalysing Access to ICT in Africa (CATIA)and funded by the International Development Research Centre, the Department forInternational Development, and others working in this area. The Project seeks to promoteaccess to VSAT solutions through the development of a regional consensus and aninformation system that facilitates the implementation of effective satellite regulations.The Global VSAT Forum and is honoured to lead the satellite project and, together withsupport from our distinguished partners, is pleased to present for your reference the VSATregulatory information contained in this section.6. K-12 & Vocational TrainingTech Leaders in K-12• 2002 – Maine: First Statewide 1:1 Initiative– Apple MacBooks for every middle school student– Cost of $40M for first 4 years + $13M thereafter– Spearheaded by Governor, Angus King– Economic Development, tech-literate workforce– Fall 2009 – 55% local districts funding H.S. 1:1– Students love visual and collaborative learning– Remains as the only statewide program68
Source: Technology & Learning – School CIO Making 1:1 Work, Jan 2010Future of Open Source in K-12Open Technologies Leadership Initiative, onthe maintenance and user training that comeswith using open source solutions.Source T.H.E. Journal May, 2010MALL ( Mobile Assisted Language Learning) case studies in Nan Chiau Primary School,Singapore. The first case study was a mobile-assisted classroom-based English lesson forPrimary 2 class ,i.e 8 years old students with the aim of reinforcing students understandingand proper use of six prepositions. Students were provided with PocketPCs on a 1:1 basisand asked to take photographs of people and objects outside the classroom to show theuse of the prepositions. The second case study called “ Move, Idioms” was a pilot study ofa seamless learning design for a Primary 5 class in which students study and apply 29common Chinese idioms. Students were provided with smartphones on 24/7 basis duringthe whole 9 week period of study. They were encouraged to make sentences with theirlearned idioms and post them on wikis.These 2 cases present combination of formal (in-class) and informal (out -class) settingswith teacher facilitated and sometimes more student centric of student-initiated wherethe responsibility of learning lies partly with the student. The results from the 2 casesaccording to the authors ( (Wong and Looi, 2006) were quite promising.A technique of mobile learning for relating paper maps and electronic informationresources using radio frequency identification (RFID), mobile device and Wi-Fi technology.The system combining paper maps with electronic guide resources. Information about atraining problem or region is accessed by waving a handheld computer equipped with anRFID reader above the region of interest on a paper map. Mobile device have been used astools for navigation learning and mobile-learning information. It presents the prototypingefforts, including vocational education and training problems learned about using RFID formixed media interfaces.69
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Associationfor theDevelopmentofEduc
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education free and elementary educa
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Paper 01-0102Use of Mobile Learning
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Table of ContentAcknowledgmentsIntr
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Executive SummaryThe study presente
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(iii)Use of mobile applications and
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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 and 22: Figure I.4 Framework of the mobile
Page 23 and 24: Means-ends Objective Network (Gray
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: from the AMREF office. Other initia
Page 71 and 72: 7. The KLIV projectThe KLIV Project
Page 73 and 74: Figure III.2 , Scenario of interact
Page 75 and 76: 10. Use of m-learning in Universiti
Page 77 and 78: The use of Podcasts by Universities
Page 79 and 80: user-agent (most widely used)x-oper
Page 81 and 82: was envisaged that the project woul
Page 83 and 84: Research Gaps & DirectionsIf we are
Page 85 and 86: Test Design Approaches: To figure w
Page 87 and 88: RecommendationsThe list of recommen
Page 89: A Framework for Mobile Learning and
Page 92 and 93: - Stakeholders (sub levels: learner
Page 94 and 95: - Academic support (sub levels: sup
Page 96 and 97: The first objective set for Part II
Page 98 and 99: Turkish Online Journal of Distance
Page 100 and 101: INSEAD, NOKIA, and ICUS formed an A
Page 102 and 103: the iPad).CalendarThe Calendar app
Page 104 and 105: Connections to "visualize a new kin
Page 106 and 107: TUSK is a "dynamic multimedia knowl
Page 108 and 109: References4G: The Future Mobile Tec
Page 110 and 111: For the state of the art report Con
Page 112 and 113: Attewell, J. (2005). From research
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