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

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8. The Ubi-Learn ProjectThe general objective of the project Ubi-Learn is to design a complex learning “dispositif”as defined in Peraya (1999), taking into account the dimensions of ubiquity and mobility.Ubi-Learn leans on the emergence of a new shape of computer systems called UbiquitousComputing as mentioned in Weiser(1991) or ambient Computing. The miniaturization ofcomponents and elements of Human-computer Interfaces, associated to the developmentof the connectivity (networks wireless telegraphy, network P2P1, etc.) allows to think tointeractive environments where the interaction is completely distributed in a big quantityof communicating objects. In the field of the education, we think that effectively thedevelopment of the advanced mobile telephony (GPRS2 or UMTS3) and local networkswireless telegraphy (Wifi4-802/11 or Bluetooth), have already begun to transform ways oflearning, and bring to the creation of adapted info structures.If several scientific works have already allowed the investigation of these technologicalfields, it’s necessary to notice that they have not yet allowed find out new educationalmodalities, which would really taking advantage of the mobility presented in Laroussi(2003).RESEARCH ISSUESWe try through this study and this project to answer certain research questions, which arethe following ones:- How can we make interface for mobile learning more opened and powerful in Derycke(2002)- How can we conceive resources adapted to the mobile learning?- What are pedagogical paradigms that can benefit from ubiquity and mobility?- How can we conceive distributed cognitive system by using nomads’ objects?- What is the role of mobile devices in a learning environment?- What is the role of mobile devices in a collaborative environment?- Language of description for a mobile and interactive learning (Scorm, EML, etc.)- How should wireless technologies be designed to ensure that the needs of learners aremet?- What are some learner-centered design methodologies?72
Figure III.2 , Scenario of interaction in UbiLearn73
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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
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how these technologies are linked t
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The learner’s mobile device can b
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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 and 68: from the AMREF office. Other initia
Page 69 and 70: Source: Technology & Learning - Sch
Page 71: 7. The KLIV projectThe KLIV Project
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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