Multiplatform E-Learning Systems and Technologies: Mobile Devices for Ubiquitous ICT-Based Education Tiong T. Goh Victoria University of Wellington, New Zealand InformatIon scIence reference Hershey • New York Director of Editorial Content: Kristin Klinger Senior Managing Editor: Jamie Snavely Assistant Managing Editor: Michael Brehm Publishing Assistant: Sean Woznicki Cover Design: Lisa Tosheff Printed at: Yurchak Printing Inc. Published in the United States of America by Information Science Reference (an imprint of IGI Global) 701 E. Chocolate Avenue Hershey PA 17033 Tel: 717-533-8845 Fax: 717-533-8661 E-mail: cust@igi-global.com Web site: http://www.com/reference Copyright © 2010 by IGI Global.
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Library of Congress Cataloging-in-Publication Data Multiplatform e-learning systems and technologies : mobile devices for ubiquitous ICT-based education / Tiong T. Includes bibliographical references and index. Summary: "This book addresses technical challenges, design frameworks, and development experiences that integrate multiple mobile devices into a single multiplatform e-learning systems"--Provided by publisher. Mobile communication systems in education.
Instructional systems--Design.33--dc22 2009002220 British Cataloguing in Publication Data A Cataloguing in Publication record for this book is available from the British Library. All work contributed to this book is new, previously-unpublished material. The views expressed in this book are those of the authors, but not necessarily of the publisher. Editorial Advisory Board Kinshuk, Athabasca University, Canada Nian-Shing Chen, National Sun Yat-sen University, Taiwan Stephen J.
Yang, National Central University, Taiwan Hiroaki Ogata, Tokushima University, Japan List of Reviewers David Millard, University of Southampton, UK Gary Wills, University of Southampton, UK Lester Gilbert, University of Southampton, UK Maiga Chang, Athabasca University, Canada Tim de Jong, Open University of the Netherlands, The Netherlands Peter Byrne, Trinity College Dublin, Ireland Marc Alier, Universitat Politècnica de Catalunya, Spain Michele Ruta, Politecnico di Bari, Italy Simona Colucci, Politecnico di Bari, Italy Juan Manuel Gonzalez Calleros, Université catholique de Louvain, Belgium Paul Hayes, National College of Ireland, Ireland David Rogers, University of Central Florida, USA Toshio Mochizuki, Senshu University, Japan Joan Richardson, RMIT University, Australia Boon-Chong Seet, Auckland University of Technology, New Zealand Shin'ichi Hisamatsu, University of Tokyo, Japan Wing Wah Simon So, Hong Kong Institute of Education, Hong Kong Bijan Gillani, California State University, East Bay, USA Daniel C. Doolan, University College Cork, Ireland Constance Fleuriot, PMstudio, UK Norazah Mohd Suki, Universiti Industri Selangor, Malaysia Wan Ng, La Trobe University, Australia Kiyoshi Nakabayashi, National Institute of Multimedia Education, Japan Toshiyuki Maeda, Hannan University, Japan Jose Rouillard, Laboratoire LIFL - Université de Lille 1, France Jonathan Bishop, Glamorgan Blended Learning Ltd, UK Dawn Woodgate, University of Bath, UK Stuart Walker, University of Bradford, UK Siu Cheung Kong, The Hong Kong Institute of Education, Hong Kong Patricia Kahn, Montclair State University, USA Taiyu Lin, Online learning, New Zealand Kristian Packalén, Iamsr/Åbo Akademi University, Finland Mattias Rost, Göteborg University, Sweden Table of Contents Foreword. xx Section 1 Frameworks and Theories Chapter 1 A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. 1 Tim de Jong, Open University of the Netherlands, The Netherlands Alba Fuertes, Technical University of Catalonia, Spain Tally Schmeits, Open University of the Netherlands, The Netherlands Marcus Specht, Open University of the Netherlands, The Netherlands Rob Koper, Open University of the Netherlands, The Netherlands Chapter 2 A Knowledge-Based Framework for E-Learning in Heterogeneous Pervasive Environments.
20 Michele Ruta, Politecnico di Bari, Italy Floriano Scioscia, Politecnico di Bari, Italy Simona Colucci, Politecnico di Bari, Italy Eugenio Di Sciascio, Politecnico di Bari, Italy Tommaso Di Noia, Politecnico di Bari, Italy Agnese Pinto, D., Italy Chapter 3 Designing Effective Pedagogical Systems for Teaching and Learning with Mobile and Ubiquitous Devices. 42 Wan Ng, La Trobe University, Australia Howard Nicholas, La Trobe University, Australia Seng Loke, La Trobe University, Australia Torab Torabi, La Trobe University, Australia Chapter 4 Text Messaging to Improve Instructor Immediacy and its Role in Multiplatform E-Learning Systems. 57 Paul Hayes, National College of Ireland, Ireland Stephan Weibelzahl, National College of Ireland, Ireland Chapter 5 The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning. 72 Jonathan Bishop, Glamorgan Blended Learning LTD, UK Section 2 Design and Integration Chapter 6 A Method for Generating Multiplatform User Interfaces for E-Learning Environments.
90 Juan Manuel González Calleros, Université catholique de Louvain, Belgium Josefina Guerrero García, Université catholique de Louvain, Belgium Jaime Muñoz Arteaga, Universidad Autónoma de Aguascalientes, México Jean Vanderdonckt, Université catholique de Louvain, Belgium Francisco Javier Martínez Ruiz, Université catholique de Louvain, Belgium Chapter 7 Cross Platform M-Learning for the Classroom of Tomorrow. Doolan, Robert Gordon University, Scotland Tracey J. Mehigan, University College Cork, Ireland Sabin Tabirca, University College Cork, Ireland Ian Pitt, University College Cork, Ireland Chapter 8 Plastic Interfaces for Ubiquitous Learning. 128 José Rouillard, Laboratoire LIFL—Université de Lille 1, France Chapter 9 Co-Design and Co-Deployment Methodologies for Innovative m-Learning Systems.
147 David Millard, University of Southampton, UK Yvonne Howard, University of Southampton, UK Lester Gilbert, University of Southampton, UK Gary Wills, University of Southampton, UK Chapter 10 Design and Implementation of Multiplatform Mobile-Learning Environment as an Extension of SCORM 2004 Specifications. 164 Kiyoshi Nakabayashi, National Institute of Multimedia Education, Japan Chapter 11 Towards Mobile Learning Applications Integration with Learning Management Systems. 182 Marc Alier Forment, Universitat Politècnica de Catalunya, Spain María José Casany Guerrero, Universitat Politècnica de Catalunya, Spain Jordi Piguillem Poch, Universitat Politècnica de Catalunya, Spain Section 3 Innovative Tools Chapter 12 Using Mobile and Pervasive Technologies to Engage Formal and Informal Learners in Scientific Debate. 196 Dawn Woodgate, University of Bath, UK Danaë Stanton Fraser, University of Bath, UK Amanda Gower, BT Innovate, UK Maxine Glancy, BBC Research & Innovation, UK Andrew Gower, BT Innovate, UK Alan Chamberlain, University of Nottingham, UK Teresa Dillon, Polar Produce, UK David Crellin, Abington Partners, UK Chapter 13 Tools for Students Doing Mobile Fieldwork.
215 Mattias Rost, Göteborg University, Sweden Lars Erik Holmquist, Swedish Institute of Computer Science, Sweden Chapter 14 SMART: Stop-Motion Animation and Reviewing Tool. 229 Peter Byrne, Trinity College, Ireland Brendan Tangney, Trinity College, Ireland Section 4 Innovative Cases Chapter 15 A Multiplatform E-learning System for Collaborative Learning: The Potential of Interactions for Learning Fraction Equivalence. 244 Siu Cheung Kong, The Hong Kong Institute of Education, Hong Kong Chapter 16 Mobile Interactive Learning in Large Classes: Towards an Integrated Instructor-Centric and Peer-to-Peer Approach. 260 Kin-Choong Yow, Nanyang Technological University, Singapore Boon-Chong Seet, Auckland University of Technology, New Zealand Chapter 17 The “Trigger” Experience: Text Messaging as an Aide Memoire to Alert Students in Mobile Usage of Teaching and Learning Resources.
273 Joan Richardson, RMIT University, Australia John Lenarcic, RMIT University, Australia Chapter 18 Use of Mobile Technology at Montclair State University. 292 Patricia Kahn, Montclair State University, USA Edward Chapel, Montclair State University, USA Chapter 19 Contextual Learning and Memory Retention: The use of Near Field Communications, QR Codes, QBIC, and the Spacing Effect in Location Based Learning. 309 David Metcalf, University of Central Florida, USA David Rogers, University of Central Florida, USA Chapter 20 Development of a Museum Exhibition System Combining Interactional and Transmissional Learning. 321 Shinichi Hisamatsu, The University of Tokyo, Japan Compilation of References.
336 About the Contributors. 376 Detailed Table of Contents Foreword. xx Section 1 Frameworks and Theories Chapter 1 A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks. 1 Tim de Jong, Open University of the Netherlands, The Netherlands Alba Fuertes, Technical University of Catalonia, Spain Tally Schmeits, Open University of the Netherlands, The Netherlands Marcus Specht, Open University of the Netherlands, The Netherlands Rob Koper, Open University of the Netherlands, The Netherlands This chapter describes a multi-platform extension of learning networks.
In addition to web- and desktop- based access, we propose to provide mobile, contextualised learning content delivery and creation. The extension to a multi-platform extension is portrayed as follows. First, we give a description of learning networks, the kind of learning focused at, and the mechanisms that are used for learner support. After that, we illustrate a possible extension to contextualised, more authentic forms of learning mediated by mobile devices.
Moreover, we give some requirements for a multi-platform learning network system and describe a technical framework integrating contextualised media with learning networks. Two blended learning scenarios are given as examples of how the extended system could be used in practice. Last, the conclusions and outlook describe what is necessary to integrate multi-platform e-learning software in existing learning scenarios, and how a larger-scale adaptation can be achieved. Chapter 2 A Knowledge-Based Framework for E-Learning in Heterogeneous Pervasive Environments.
20 Michele Ruta, Politecnico di Bari, Italy Floriano Scioscia, Politecnico di Bari, Italy Simona Colucci, Politecnico di Bari, Italy Eugenio Di Sciascio, Politecnico di Bari, Italy Tommaso Di Noia, Politecnico di Bari, Italy Agnese Pinto, D., Italy We propose a ubiquitous learning approach useful not only to acquire knowledge in the traditional edu- cational meaning, but also to solve cross-environment everyday problems. By formalizing user request and profile through logic-based knowledge representation languages, a lightweight but semantically meaningful matchmaking process is executed in order to retrieve the most suitable learning resources. Standard formats for distribution of learning objects are extended in a backward-compatible way to sup- port semantic annotations in our framework. The framework and algorithms are designed to be general purpose.
Nevertheless, an application has been developed where the semantic-based Bluetooth/RFID discovery protocols devised in previous work, support users –equipped with an handheld device– to discover learning objects satisfying their needs in a given environment. Chapter 3 Designing Effective Pedagogical Systems for Teaching and Learning with Mobile and Ubiquitous Devices. 42 Wan Ng, La Trobe University, Australia Howard Nicholas, La Trobe University, Australia Seng Loke, La Trobe University, Australia Torab Torabi, La Trobe University, Australia The aim of this chapter is to explore issues in effective system design to bring about pedagogically sound learning with mobile devices, including the emerging generation of new devices. We review peda- gogical models and theories applicable to mobile learning (or m-learning) and ubiquitous learning (or u-learning, also sometimes called pervasive learning, or p-learning), consider the technological support available, and describe scenarios and case studies that exemplify the achievements and challenges for each paradigm.
We will also consider possible abstractions that relate ways in which learners can work within varied pedagogical model(s) to make use of relevant supporting technologies, e., the notions of “personal learning workflows” and “group learning workflows.” Chapter 4 Text Messaging to Improve Instructor Immediacy and its Role in Multiplatform E-Learning Systems. 57 Paul Hayes, National College of Ireland, Ireland Stephan Weibelzahl, National College of Ireland, Ireland Text messaging has been exploited for supporting learning in a variety of educational settings. However, evidence for its effectiveness and impact is limited. This chapter demonstrates how the use of text mes- saging can contribute towards enhanced quality of learning.
In particular the chapter focuses on the use of text messaging as a means of improving immediacy between instructors and students in third-level education. Immediacy is defined as behaviour which increases psychological closeness between com- municators. The results of research in instructional communication suggest that improved immediacy leads to more positive student-instructor relationships engendering positive attitudes, increased interest and motivation by students as well as improved attendance, improved retention, improved student en- gagement and improved learning. This chapter outlines a theoretical basis for the effect of text messag- ing on instructor-student relationships, provides empirical evidence for the impact of text messaging on immediacy and discusses the integration of text messaging for improving immediacy in Multiplatform E-Learning Systems.
Chapter 5 The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning .