Mobile Learning Approaches for U.S. Army Training

2010 ◽  
Author(s):  
Jennifer S. Tucker
Keyword(s):  
Mobile Learning ◽  
Learning Approaches ◽  
Army Training

Imagine Mobile Learning in your Pocket

2012 ◽  
pp. 2060-2088
Author(s):  
Cecilie Murray
Keyword(s):  
Classroom Management ◽  
Secondary Students ◽  
Mobile Learning ◽  
Curriculum Planning ◽  
Mobile Technologies ◽  
Learning Approaches ◽  
Social Lives ◽  
Performance Teachers ◽  
Pedagogical Innovations ◽  
K 12

Students and teachers are embracing mobile technologies in their social lives. How is this reflected in K-12 schools? This chapter examines the experiences of students and teachers in a range of mobile learning projects in the K-12 environment. Four research projects highlight the experiences of students and teachers as they grapple with mobile technologies and the wireless environment, with implementation and technical issues, with learning approaches and pedagogical innovations. The projects focused on Literacy, Mathematics and cross-curricular learning with Australian primary and secondary students as well as students in international collaborative projects. In each project, students demonstrated improved attitudes to school, greater engagement and participation in learning and enhanced performance. Teachers learned a diversity of approaches to classroom management and curriculum planning, and demonstrated significant pedagogical change. The benefits of mobile learning were also reflected in the community, with parents taking greater responsibility and interest in their children’s learning opportunities.

Mobile Education Mitigating the Heavy Magnitude of Illiteracy in India

2015 ◽  
pp. 35-61
Author(s):  
Kshama Pandey
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Approaches ◽  
Classroom Learning ◽  
Learning Materials ◽  
Wide Range ◽  
Mobile Education ◽  
The World ◽  
Time To Learn

This chapter introduces the concept of mobile learning as a means of portable learning. Through the use of mobile technology, citizens of the world will be able to access learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. It presents the evolution of classroom learning to mobile learning. There has been made an effort to explore current perspectives of mobile learning. Approaches of m-learning suggest implication of mobile devices in the classroom. Pedagogical methods and instructional approaches of m-learning have also been explored in this chapter. Further, the authors make an attempt to give rational of mobile learning through various theories of m-learning. It suggests opportunities of mobile learning in the Indian scenario. Mobile learning can effectively support a wide range of activities for learners of all ages.

Mobile Education Mitigating the Heavy Magnitude of Illiteracy in India

2015 ◽  
pp. 200-227
Author(s):  
Kshama Pandey
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Mobile Technology ◽  
Learning Approaches ◽  
Classroom Learning ◽  
Learning Materials ◽  
Wide Range ◽  
Mobile Education ◽  
The World ◽  
Time To Learn

This chapter introduces the concept of mobile learning as a means of portable learning. Through the use of mobile technology, citizens of the world will be able to access learning materials and information from anywhere and at any time. Learners will not have to wait for a certain time to learn or go to a certain place to learn. It presents the evolution of classroom learning to mobile learning. There has been made an effort to explore current perspectives of mobile learning. Approaches of m-learning suggest implication of mobile devices in the classroom. Pedagogical methods and instructional approaches of m-learning have also been explored in this chapter. Further, the authors make an attempt to give rational of mobile learning through various theories of m-learning. It suggests opportunities of mobile learning in the Indian scenario. Mobile learning can effectively support a wide range of activities for learners of all ages.

mLearn

2013 ◽  
pp. 107-113
Author(s):  
Mohammed Samaka ◽  
John Impagliazzo
Keyword(s):  
Mobile Learning ◽  
Content Delivery ◽  
Learning Approaches ◽  
High Level Architecture ◽  
Delivery Methods ◽  
Learning Platform ◽  
Integrated Architecture ◽  
High Level ◽  
Client Side ◽  
Computer Aided Learning

This chapter presents the findings of the first phase of a four-phase research study that involves the design and development of an integrated architecture for a mobile learning platform. During this phase, a high-level architecture was designed for a mobile learning platform called mLearn. The architecture of the mLearn platform allows XML multimedia content delivery over a HTTP protocol. It also uses J2ME on the client side in support of computer-aided learning approaches used in mobile learning. In addition, the mLearn platform uses several SMS delivery methods including Push, Pull and WAP Push, which enable learners to interact with each other and to share content. In this study, three defined learning approaches were chosen for the mLearn platform: exposition, exploration, and communication.

Incorporation of Mobile Learning Approaches in Staff Training

2015 ◽  
Vol 1 (2) ◽  
pp. 46
Author(s):  
Ros A. Yahaya ◽  
Nor H. Mohamed ◽  
Mohd Khalid Abas
Keyword(s):  
Mobile Devices ◽  
Mobile Learning ◽  
Future Study ◽  
Learning Process ◽  
Generation Y ◽  
Staff Training ◽  
Traditional Approach ◽  
Learning Approaches ◽  
Gen Y

Mobile devices in training offer a new horizon to help participants to get started with mobile learning in the venture to experience the learning process. Various research emphasize the opportunities and benefits of using mobile learning and simultaneously highlight the obstacles that organizations faced when designing and implementing training by mobile learning. The aim of this paper is to highlight the difficulty in getting more participation and full engagement from the generation Y staff. The traditional approach neglects to consider the different learning approaches of the Gen Y type of learners, their generational attributes and their values at the workplace. Future study should incorporate the use of other platforms such as Whatsapp™ or Instagram ™ among Gen Y.

scholarly journals Mobile learning in pre-service teacher education: Examining the use of professional learning networks

2019 ◽  
Vol 35 (1) ◽  
Author(s):  
Matthew Kearney ◽  
Damian Maher
Keyword(s):  
Teacher Education ◽  
Mobile Devices ◽  
Professional Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
Initial Teacher Education ◽  
Mobile Technologies ◽  
Learning Approaches ◽  
Learning Networks

Interest in how to use mobile devices to support teaching and learning has increased as technologies have become more sophisticated and ubiquitous. A recent focus in teacher education is the use of mobile devices to support teachers’ professional learning networks (PLNs). This study investigates how pre-service teachers (PSTs) use mobile technologies to support different aspects of their PLN activities. The study uses a qualitative methodology, where data from focus group discussions, artefact collection, and participant journals kept by 11 final year PSTs provided nuanced insights into their mobile learning practices. A validated mobile pedagogical framework (Kearney, Schuck, Burden, & Aubusson, 2012) is used to analyse the data. Findings uncover a deeper understanding of exemplary mobile learning approaches in initial teacher education and have implications for effective preparation of PSTs for career-long professional learning.

A Comparative Study of the Mobile Learning Approaches

2016 ◽  
pp. 76-85 ◽  
Author(s):  
Sameh Baccari ◽  
Florence Mendes ◽  
Christophe Nicolle ◽  
Fayrouz Soualah-Alila ◽  
Mahmoud Neji
Keyword(s):  
Comparative Study ◽  
Mobile Learning ◽  
Learning Approaches

Promoting Sustainable Collaborative Mobile Learning Approaches for Remote Work Practices

2021 ◽  
pp. 219-236
Author(s):  
Alaa Al Amoudi
Keyword(s):  
Distance Learning ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Traditional Classroom ◽  
Learning Approaches ◽  
Remote Work ◽  
Teaching Models ◽  
Classroom Activities ◽  
Global Pandemic

The main goal of this chapter is to learn more about the sustainability of collaborative mobile learning approaches. As for utilising the available resources on mobile devices for developing didactic programmes for pre-service teachers involved in remote or distance learning, the role of sustainable collaborative learning is also explored. Additionally, the chapter illustrates a new and effective pedagogical technique as a means to increase their usage and usage among instructional developers. A teaching model that can be utilised in a variety of environments is proposed, like in the current global pandemic in the form of remote work and distance learning. Such teaching models can therefore help to optimise online learning materials to help students follow the teaching and learning process in the absence of traditional classroom activities.

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