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

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The use of SMS to create channels of communication between lecturer/tutor with firstyear undergraduate students at Griffith University (Horstmanshof, 2004). The project wasaimed at providing support and encouragement to students in order to help them withpersisting in their studies.Findings: SMS provided students with connection and community between themselves andtheir tutors and this had a positive influence on persistence.The use of SMS in microeconomics experiments at the University of Sydney (Cheung,2004). SMS messaging was used as a response mechanism for problem-solvingexperiments. Findings: SMS help to overcome logistical problems.The potential use of Wireless Mobile Devices (WMDs) at Deakin University has beenexplored by Armatas, Holt and Rice (2005). Findings: Mobile technologies have the abilityto push information to students and support the existing online learning platforms.The use of SMS with students enrolled in 3 university programs at the University ofPretoria, South Africa. This project describes how the WMDs were used to provide learningopportunities to learners without access to learning or who continually moving (Brown,2005).Findings: M-Learning in Africa reaches more people than online learning due to theproliferation of mobile networks.The use of Podcasts by Australian Universities to deliver educational content: QueenslandUniversity of Technology, Curtin University, University of Sydney and Melbourne UniversityCanada and the USAThe M-Library project at Athabasca University (Coa, Tin, McGreal, Ally & Coffey, 2006). Amobile university library website was established that was available to all students.Findings: This project acknowledges that improvements need to be made to the delivery ofthe learning platforms but positive feedback from users encourages further developments.M-Learning applications that were linked to existing course websites were piloted onundergraduate and postgraduate students at the Lowell College of Management,University of Massachusetts (Motiwalla, 2005).Findings: Perceived by students as an effective tool or aid to enable flexible learning.The ActiveCampus Project at the University of California, explored wireless context-awarecomputing as a means of creating a learning community (Griswold, et al, 2004).Findings: Mobile technologies support classroom activities.76
The use of Podcasts by Universities in the USA and Canada to deliver educational content:Harvard, Yale, John Hopkins University, University of Wisconsin, Penn State University,Brock University and University of Western Ontario.Appendix 4 contains case studies and projects in mobile learning in higher education insome USA colleges and universities.11. Use of m-learning in EnterprisesTomi Ahonen Almanac 20104.6 billion subscriptions - 68% of planet3.4 billion unique users - half the planet1.2 billion PCs (including notebooks)3x as many camera phones in use today thanany kind of stand-alone camera, digital or film based ever manufactured1.13 billion handsets sold last year compared to270 million new PCsMore internet users on mobile than on personal ComputersUse Case #1: Mine Lab (Taiwan)PocketSCORMSCORM reader on mobile devices + LMS Server +SCORM repositoryPart of larger Hard SCORM projectCan dynamically adjust the content to adaptFirst released in June 2004 for Windows MobileUse Case #1: Mine Lab (Taiwan)PAD SCORMStand-alone Native App for SCORM content that supports iPhone, iPodTouch, and iPadReleased in 2010Submitted to iTunes App storeNotable Findings: MINE Lab (Taiwan)Both Pocket SCORM & PAD SCORM Apps provideoffline/disconnected capability in case connectivity is lostBoth Support SCORM 1.2 and SCORM 2004Native Mobile Apps provide more local storage capability, and better support formultimedia and human interaction than Mobile Web Apps.Biggest challenges were not technical, but related to:Promoting their products77
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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
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Figure I.4 Framework of the mobile
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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 and 72: 7. The KLIV projectThe KLIV Project
Page 73 and 74: Figure III.2 , Scenario of interact
Page 75: 10. Use of m-learning in Universiti
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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