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

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General Best PracticesPlan for the Disconnected Mobile UserProvide an offline or disconnected version of yourcontent?Poor connectivity issues can result in bad user experience86
RecommendationsThe list of recommendations will serve as guidelines for successful m-learning strategiesand deployment. The lessons learnt from past case studies and projects form the basis forthese recommendations.1. M-learning must not be confined to learning on a mobile phone2. Any m-learning project should be blended with other learning modes and viewed ina holistic manner. The percentage of activities to be converted into mobile may bedefined using the triangular framework.3. Evaluation must focus on learning rather than performance.4. Pedagogy needs to be adapted to the technology chosen.5. Learning should continue offline, example though offline players, given that batterylife time and access to electricity are major constraints in some countries.6. There is a need to have many more pilot projects in Africa to gauge the impact ofm-learning on the continent.7. Some technological challenges if solved or with appropriate alternatives, forinstance coupling mobile terminals for radio broadcasts in rural areas may havesubstantial impact on the objectives on a very large scale.8. Exploit the potential of emerging technologies such as the Cloud and 4G and LTEBroadband.9. Empower institutions to integrate m-learning pedagogy and tools in the curriculumdevelopment10. Build capacity in the development of mobile content and applications for the m-learning market in Africa.11. Exploit the potential of multimedia & advanced graphics design to capture interestof low achievers.12. Satellite communications and other forms of production of energy will boost mobileinternet access in rural areas.13. A mobile community is beneficial for a mobile learner to evolve comfortably.14. Enhancing user educational experience demands innovations in m-learningscenarios and systems.15. To accommodate m-learning strategies through projects in national ICT strategicplanning.16. Contextualizing mobile learning may support cultural and language identities.17. Disabled persons can take maximum of m-learning if properly designed.87
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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
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5. Interoperability with VLESAs it
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7. Formal and informal training set
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9. Teachers trainingCan mobile lear
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11. Social AspectThe paradox of the
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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 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: Test Design Approaches: To figure w
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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