Syndetics cover image
Image from Syndetics

Mobile and Ubiquitous Learning : An International Handbook.

By: Contributor(s): Material type: TextSeries: Publisher: Singapore : Springer Singapore Pte. Limited, 2017Copyright date: ©2018Edition: 1st edDescription: 1 online resource (372 pages)Content type:
  • text
Media type:
  • computer
Carrier type:
  • online resource
ISBN:
  • 9789811061448
Subject(s): Genre/Form: DDC classification:
  • 371.358
Online resources:
Contents:
Intro -- Foreword -- Acknowledgements -- Contents -- Introduction -- Theoretical Foundation -- 1 Mobile Digital Games as an Educational Tool in K-12 Schools -- Abstract -- 1.1 History of Mobile Digital Game-Based Learning -- 1.2 Essential Features of Mobile Digital Games for Learning -- 1.3 The Benefits of Digital Game-Based Learning -- 1.3.1 Engagement -- 1.3.2 Cognitive Skill Development -- 1.3.3 Computer Skill Development -- 1.3.4 Supporting the Needs of Diverse Learners -- 1.3.5 Collaborative Skill -- 1.4 Mobile Digital Games in K-12 Education Subject Areas -- 1.4.1 History -- 1.4.2 Science -- 1.4.3 Art -- 1.4.4 Literature and Language -- 1.4.5 Mathematics -- 1.5 Conclusions -- 1.6 Limitations and Future Direction -- Chap1 -- Glossary -- References -- 2 Mindfulness in Mobile and Ubiquitous Learning: Harnessing the Power of Attention -- Abstract -- 2.1 Introduction -- 2.2 Mobile and Ubiquitous Learning: Harnessing the Power of Mobile Technologies -- 2.3 "Digitally Overwhelmed" -- 2.4 Information Overload -- 2.5 Distraction -- 2.6 Multitasking and Continuous Partial Attention -- 2.7 Addiction to Cell Phone -- 2.8 Attention Literacy Strategies -- 2.8.1 Contextual Mobile and Ubiquitous Learning-Harnessing the Context -- 2.8.2 Mindfulness in Education -- 2.8.3 Mindfulness Strategies in Mobile Learning -- 2.8.3.1 Focusing Attention on Intention -- 2.8.3.2 Self-regulation through Self-awareness and Reflection -- 2.8.3.3 Meditation -- 2.8.3.4 Breath Awareness -- 2.8.3.5 Mindful Language and Emotional Climate -- 2.8.3.6 Other Mindfulness Techniques -- 2.8.4 Harnessing Learner's Attention-Tools -- 2.9 Conclusion -- References -- 3 An Analysis of Adult Language Learning in Informal Settings and the Role of Mobile Learning -- Abstract -- 3.1 Introduction -- 3.2 Mobile Learning -- 3.3 The Role of Mobile Learning in Adult Language Learning.
3.4 Conclusion -- References -- 4 Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities -- Abstract -- 4.1 Introduction -- 4.2 The Approach -- 4.3 Discussion -- 4.3.1 Increasing Multiple Modes -- 4.3.1.1 Multiple Learning Opportunities -- 4.3.1.2 Assistive Technology -- Mobility -- ADHD -- Autism Spectrum -- 4.3.1.3 Example of How MAR Used in DE Could Increase Multiple Modes -- 4.3.2 Increasing Interactions -- 4.3.2.1 Group Discussions -- 4.3.2.2 Communication -- 4.3.2.3 Example of How MAR Could Be Used in DE to Increase Interactions -- 4.3.3 Increasing Motivation -- 4.3.3.1 Self-confidence -- 4.3.3.2 Contextual Learning -- Language -- Scientific and Mathematical Concepts -- Navigation -- 4.3.3.3 Example of How MAR Can Be Used in DE to Increase Motivation -- 4.4 Conclusion -- 4.4.1 Limitations and Challenges -- 4.4.2 Existing Research -- 4.4.3 Pedagogical Framework -- 4.4.4 Possibilities and Future Research -- 4.4.5 Assistive Technology -- 4.4.6 Communication -- 4.4.7 Contextualize Learning -- Chap4 -- Glossary -- References -- 5 Ethical Considerations in the Incorporation of Mobile and Ubiquitous Technologies into Teaching and Learning in Educational Contexts -- Abstract -- 5.1 Introduction -- 5.2 Mobile and Ubiquitous Learning in Schools, Colleges and Universities -- 5.3 Ethical Considerations in Mobile and Ubiquitous Learning -- 5.4 Policy Guidance for Teachers and Lecturers -- 5.5 Conclusion -- Chap5 -- Glossary -- References -- 6 Mobile Virtual Reality: A Promising Technology to Change the Way We Learn and Teach -- Abstract -- 6.1 Introduction -- 6.2 Evolution of HMD (Head-Mounted Display)-Based Virtual Reality Educational Uses -- 6.3 First Steps (1800-1925) -- 6.4 Going Digital (1950-1990).
6.5 Technological Fast Development, Looking for a Pedagogical Model (1990+) -- 6.6 Neuroeducational Basis for Virtual Reality Effectiveness Applied on Learning -- 6.7 Conditions for Widespread Use of Virtual Reality in Education -- 6.8 Conclusions and Future Work -- Chap6 -- Glossary -- References -- 7 Mobile Learning Pedagogical Quality Standards for Higher Education Institutes in Developing Countries -- Abstract -- 7.1 Introduction -- 7.1.1 The Individual Learner -- 7.1.2 Higher Education Institutions -- 7.1.3 Developing Countries -- 7.2 Mobile Learning Standards and Frameworks -- 7.3 Proposed Mobile Learning Pedagogical Quality Standards -- 7.4 Conclusion -- Chap7 -- Glossary -- References -- 8 Core Technologies in Mobile Learning -- Abstract -- 8.1 Introduction -- 8.2 Definition and Features of Mobile Learning -- 8.3 Related Works and Challenges in Technology-Enhanced Mobile Learning Contextual Multi-Mode -- 8.4 Core Technologies in Mobile Learning and Their Applications -- 8.5 Framework of Mobile Learning Technologies Application -- 8.6 Prospects and Conclusion -- References -- 9 Contexts of Learning and Challenges of Mobility: Designing for a Blur Between Formal and Informal Learning -- Abstract -- 9.1 Introduction -- 9.2 Contextual Aspects of Mobility -- 9.3 Challenge 1: How to Learn at Multiple Intersections of Physical Locations and Social Groups -- 9.4 Challenge 2: The Impact Technology Has on the Monopoly of Knowledge -- 9.5 Challenge 3: Blurring of the Boundaries Between Formal and Informal Learning -- 9.6 Challenge 4: Inclusion of the Complexity of Contextual Aspects in Conceptualisation and Designing for Learning -- 9.6.1 Ontological Departures -- 9.6.2 Designing for Learning from a Blurred Mobile Perspective -- 9.7 Conclusions -- Chap9 -- Glossary -- References.
10 Supporting Training of Expertise with Wearable Technologies: The WEKIT Reference Framework -- Abstract -- 10.1 Introduction -- 10.2 Concept Space: Supporting Training of Expertise with Wearable Technologies -- 10.3 Background -- 10.3.1 Capture of Expert Performance -- 10.3.2 Supporting Expertise Development with Expert Performance -- 10.4 The WEKIT Reference Framework -- 10.5 Conclusion -- References -- 11 Formal and Informal Learning Using Mobile Technology -- Abstract -- 11.1 Introduction -- 11.2 Formal and Informal Learning -- 11.3 Mobile Learning-Definition and Concept -- 11.4 Mobile Learning Technology -- 11.5 Mobile Learning Applications -- 11.6 Conclusion -- References -- Research and Applications -- 12 Supporting Mobile Instructional Design with CSAM -- Abstract -- 12.1 Introduction -- 12.2 Shortcomings in Teacher Preparation for Mobile Instructional Design -- 12.3 FRAME: Providing Context But Not Guidance -- 12.4 What Is CSAM? -- 12.5 Addressing Self-Efficacy with CSAM -- 12.6 Testing CSAM -- 12.6.1 Overall Trends -- 12.6.2 Taking a Second Look -- 12.7 Complementary Tools: CSAM and TPACK -- 12.8 Conclusion -- Chap12 -- Glossary of Terms -- References -- 13 A Study of Learning Achievements in Collaborative Construction Knowledge Space in Seamless Learning -- Abstract -- 13.1 Introduction -- 13.2 Literature Review -- 13.2.1 Review of Seamless Learning -- 13.3 Experiment Design -- 13.3.1 Participants -- 13.3.2 Measurement Tool -- 13.3.3 Collaborative Knowledge Building System -- 13.3.4 Experiment Procedure -- 13.4 Results -- 13.4.1 Learning Achievement -- 13.4.2 Learning Performance -- 13.4.3 Learning Satisfaction -- 13.4.4 Cognitive Load -- 13.4.5 Interview -- 13.5 Discussion and Conclusions -- References -- 14 Mobile Applications for Encyclopedias -- Abstract -- 14.1 Introduction -- 14.2 State of the Art -- 14.3 Research Design.
14.4 Prototype -- 14.5 Limitations -- 14.6 Conclusion -- References -- 15 Use of Social Media and Social Network Analysis for Mobile Learning -- Abstract -- 15.1 Introduction -- 15.2 Social Network Analysis -- 15.3 A Case Study of Social Media for Mobile Learning and Use of Social Network Analysis for Mobile Learning Assessment -- 15.4 Conclusion and Future Directions -- Chap15 -- Glossary -- References -- 16 Large-Scale Deployment of Tablet Computers in Brazilian Public Schools: Decisive Factors and an Implementation Model -- Abstract -- 16.1 Introduction -- 16.1.1 Tablet Computers in Education -- 16.1.2 Large-Scale Deployment of Tablet Computers -- 16.2 The Research -- 16.2.1 Research Design -- 16.2.2 Research Implementation -- 16.3 Results and Discussions -- 16.3.1 Main Factors Considered Important for the Deployment Process -- 16.4 The Large-Scale Mobile Device Deployment Model -- 16.5 Conclusion -- Chap16 -- Glossary -- References -- 17 Successful Delivery of a MOOC Via Basic Mobile Phones: A Case Study of Mobile Learning in India for Increasing Awareness of Science-Based Production Practices Among Semiskilled Horticultural Farmers -- Abstract -- 17.1 Introduction -- 17.2 Literature Review -- 17.2.1 Agriculture Knowledge Dissemination in India -- 17.2.2 Information Needs of Farmers -- 17.2.3 Existing Mobile Learning Applications -- 17.3 The MfM Audio MOOC System -- 17.3.1 MfM System at a Glance -- 17.3.2 Audio Lessons Design and Preparation -- 17.3.3 IVR and Navigation Design Consideration -- 17.4 Delivery of Audio MOOC Courses on Air-A Case Study -- 17.4.1 Course Details -- 17.4.2 User Registration -- 17.4.3 Delivering and Managing the Course -- 17.5 Results and Discussion -- 17.5.1 System Accessibility -- 17.5.2 Demographic Attributes of Learners and Their Technology Background -- 17.5.2.1 Age Distribution -- 17.5.2.2 Gender.
17.5.2.3 Learner Classification.
No physical items for this record

Intro -- Foreword -- Acknowledgements -- Contents -- Introduction -- Theoretical Foundation -- 1 Mobile Digital Games as an Educational Tool in K-12 Schools -- Abstract -- 1.1 History of Mobile Digital Game-Based Learning -- 1.2 Essential Features of Mobile Digital Games for Learning -- 1.3 The Benefits of Digital Game-Based Learning -- 1.3.1 Engagement -- 1.3.2 Cognitive Skill Development -- 1.3.3 Computer Skill Development -- 1.3.4 Supporting the Needs of Diverse Learners -- 1.3.5 Collaborative Skill -- 1.4 Mobile Digital Games in K-12 Education Subject Areas -- 1.4.1 History -- 1.4.2 Science -- 1.4.3 Art -- 1.4.4 Literature and Language -- 1.4.5 Mathematics -- 1.5 Conclusions -- 1.6 Limitations and Future Direction -- Chap1 -- Glossary -- References -- 2 Mindfulness in Mobile and Ubiquitous Learning: Harnessing the Power of Attention -- Abstract -- 2.1 Introduction -- 2.2 Mobile and Ubiquitous Learning: Harnessing the Power of Mobile Technologies -- 2.3 "Digitally Overwhelmed" -- 2.4 Information Overload -- 2.5 Distraction -- 2.6 Multitasking and Continuous Partial Attention -- 2.7 Addiction to Cell Phone -- 2.8 Attention Literacy Strategies -- 2.8.1 Contextual Mobile and Ubiquitous Learning-Harnessing the Context -- 2.8.2 Mindfulness in Education -- 2.8.3 Mindfulness Strategies in Mobile Learning -- 2.8.3.1 Focusing Attention on Intention -- 2.8.3.2 Self-regulation through Self-awareness and Reflection -- 2.8.3.3 Meditation -- 2.8.3.4 Breath Awareness -- 2.8.3.5 Mindful Language and Emotional Climate -- 2.8.3.6 Other Mindfulness Techniques -- 2.8.4 Harnessing Learner's Attention-Tools -- 2.9 Conclusion -- References -- 3 An Analysis of Adult Language Learning in Informal Settings and the Role of Mobile Learning -- Abstract -- 3.1 Introduction -- 3.2 Mobile Learning -- 3.3 The Role of Mobile Learning in Adult Language Learning.

3.4 Conclusion -- References -- 4 Opening Real Doors: Strategies for Using Mobile Augmented Reality to Create Inclusive Distance Education for Learners with Different-Abilities -- Abstract -- 4.1 Introduction -- 4.2 The Approach -- 4.3 Discussion -- 4.3.1 Increasing Multiple Modes -- 4.3.1.1 Multiple Learning Opportunities -- 4.3.1.2 Assistive Technology -- Mobility -- ADHD -- Autism Spectrum -- 4.3.1.3 Example of How MAR Used in DE Could Increase Multiple Modes -- 4.3.2 Increasing Interactions -- 4.3.2.1 Group Discussions -- 4.3.2.2 Communication -- 4.3.2.3 Example of How MAR Could Be Used in DE to Increase Interactions -- 4.3.3 Increasing Motivation -- 4.3.3.1 Self-confidence -- 4.3.3.2 Contextual Learning -- Language -- Scientific and Mathematical Concepts -- Navigation -- 4.3.3.3 Example of How MAR Can Be Used in DE to Increase Motivation -- 4.4 Conclusion -- 4.4.1 Limitations and Challenges -- 4.4.2 Existing Research -- 4.4.3 Pedagogical Framework -- 4.4.4 Possibilities and Future Research -- 4.4.5 Assistive Technology -- 4.4.6 Communication -- 4.4.7 Contextualize Learning -- Chap4 -- Glossary -- References -- 5 Ethical Considerations in the Incorporation of Mobile and Ubiquitous Technologies into Teaching and Learning in Educational Contexts -- Abstract -- 5.1 Introduction -- 5.2 Mobile and Ubiquitous Learning in Schools, Colleges and Universities -- 5.3 Ethical Considerations in Mobile and Ubiquitous Learning -- 5.4 Policy Guidance for Teachers and Lecturers -- 5.5 Conclusion -- Chap5 -- Glossary -- References -- 6 Mobile Virtual Reality: A Promising Technology to Change the Way We Learn and Teach -- Abstract -- 6.1 Introduction -- 6.2 Evolution of HMD (Head-Mounted Display)-Based Virtual Reality Educational Uses -- 6.3 First Steps (1800-1925) -- 6.4 Going Digital (1950-1990).

6.5 Technological Fast Development, Looking for a Pedagogical Model (1990+) -- 6.6 Neuroeducational Basis for Virtual Reality Effectiveness Applied on Learning -- 6.7 Conditions for Widespread Use of Virtual Reality in Education -- 6.8 Conclusions and Future Work -- Chap6 -- Glossary -- References -- 7 Mobile Learning Pedagogical Quality Standards for Higher Education Institutes in Developing Countries -- Abstract -- 7.1 Introduction -- 7.1.1 The Individual Learner -- 7.1.2 Higher Education Institutions -- 7.1.3 Developing Countries -- 7.2 Mobile Learning Standards and Frameworks -- 7.3 Proposed Mobile Learning Pedagogical Quality Standards -- 7.4 Conclusion -- Chap7 -- Glossary -- References -- 8 Core Technologies in Mobile Learning -- Abstract -- 8.1 Introduction -- 8.2 Definition and Features of Mobile Learning -- 8.3 Related Works and Challenges in Technology-Enhanced Mobile Learning Contextual Multi-Mode -- 8.4 Core Technologies in Mobile Learning and Their Applications -- 8.5 Framework of Mobile Learning Technologies Application -- 8.6 Prospects and Conclusion -- References -- 9 Contexts of Learning and Challenges of Mobility: Designing for a Blur Between Formal and Informal Learning -- Abstract -- 9.1 Introduction -- 9.2 Contextual Aspects of Mobility -- 9.3 Challenge 1: How to Learn at Multiple Intersections of Physical Locations and Social Groups -- 9.4 Challenge 2: The Impact Technology Has on the Monopoly of Knowledge -- 9.5 Challenge 3: Blurring of the Boundaries Between Formal and Informal Learning -- 9.6 Challenge 4: Inclusion of the Complexity of Contextual Aspects in Conceptualisation and Designing for Learning -- 9.6.1 Ontological Departures -- 9.6.2 Designing for Learning from a Blurred Mobile Perspective -- 9.7 Conclusions -- Chap9 -- Glossary -- References.

10 Supporting Training of Expertise with Wearable Technologies: The WEKIT Reference Framework -- Abstract -- 10.1 Introduction -- 10.2 Concept Space: Supporting Training of Expertise with Wearable Technologies -- 10.3 Background -- 10.3.1 Capture of Expert Performance -- 10.3.2 Supporting Expertise Development with Expert Performance -- 10.4 The WEKIT Reference Framework -- 10.5 Conclusion -- References -- 11 Formal and Informal Learning Using Mobile Technology -- Abstract -- 11.1 Introduction -- 11.2 Formal and Informal Learning -- 11.3 Mobile Learning-Definition and Concept -- 11.4 Mobile Learning Technology -- 11.5 Mobile Learning Applications -- 11.6 Conclusion -- References -- Research and Applications -- 12 Supporting Mobile Instructional Design with CSAM -- Abstract -- 12.1 Introduction -- 12.2 Shortcomings in Teacher Preparation for Mobile Instructional Design -- 12.3 FRAME: Providing Context But Not Guidance -- 12.4 What Is CSAM? -- 12.5 Addressing Self-Efficacy with CSAM -- 12.6 Testing CSAM -- 12.6.1 Overall Trends -- 12.6.2 Taking a Second Look -- 12.7 Complementary Tools: CSAM and TPACK -- 12.8 Conclusion -- Chap12 -- Glossary of Terms -- References -- 13 A Study of Learning Achievements in Collaborative Construction Knowledge Space in Seamless Learning -- Abstract -- 13.1 Introduction -- 13.2 Literature Review -- 13.2.1 Review of Seamless Learning -- 13.3 Experiment Design -- 13.3.1 Participants -- 13.3.2 Measurement Tool -- 13.3.3 Collaborative Knowledge Building System -- 13.3.4 Experiment Procedure -- 13.4 Results -- 13.4.1 Learning Achievement -- 13.4.2 Learning Performance -- 13.4.3 Learning Satisfaction -- 13.4.4 Cognitive Load -- 13.4.5 Interview -- 13.5 Discussion and Conclusions -- References -- 14 Mobile Applications for Encyclopedias -- Abstract -- 14.1 Introduction -- 14.2 State of the Art -- 14.3 Research Design.

14.4 Prototype -- 14.5 Limitations -- 14.6 Conclusion -- References -- 15 Use of Social Media and Social Network Analysis for Mobile Learning -- Abstract -- 15.1 Introduction -- 15.2 Social Network Analysis -- 15.3 A Case Study of Social Media for Mobile Learning and Use of Social Network Analysis for Mobile Learning Assessment -- 15.4 Conclusion and Future Directions -- Chap15 -- Glossary -- References -- 16 Large-Scale Deployment of Tablet Computers in Brazilian Public Schools: Decisive Factors and an Implementation Model -- Abstract -- 16.1 Introduction -- 16.1.1 Tablet Computers in Education -- 16.1.2 Large-Scale Deployment of Tablet Computers -- 16.2 The Research -- 16.2.1 Research Design -- 16.2.2 Research Implementation -- 16.3 Results and Discussions -- 16.3.1 Main Factors Considered Important for the Deployment Process -- 16.4 The Large-Scale Mobile Device Deployment Model -- 16.5 Conclusion -- Chap16 -- Glossary -- References -- 17 Successful Delivery of a MOOC Via Basic Mobile Phones: A Case Study of Mobile Learning in India for Increasing Awareness of Science-Based Production Practices Among Semiskilled Horticultural Farmers -- Abstract -- 17.1 Introduction -- 17.2 Literature Review -- 17.2.1 Agriculture Knowledge Dissemination in India -- 17.2.2 Information Needs of Farmers -- 17.2.3 Existing Mobile Learning Applications -- 17.3 The MfM Audio MOOC System -- 17.3.1 MfM System at a Glance -- 17.3.2 Audio Lessons Design and Preparation -- 17.3.3 IVR and Navigation Design Consideration -- 17.4 Delivery of Audio MOOC Courses on Air-A Case Study -- 17.4.1 Course Details -- 17.4.2 User Registration -- 17.4.3 Delivering and Managing the Course -- 17.5 Results and Discussion -- 17.5.1 System Accessibility -- 17.5.2 Demographic Attributes of Learners and Their Technology Background -- 17.5.2.1 Age Distribution -- 17.5.2.2 Gender.

17.5.2.3 Learner Classification.

Description based on publisher supplied metadata and other sources.

Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2025. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.

Licensed e-book