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'''Mobile
==Overview==
The adoption of mobile devices as tools for teaching and learning is referred to as [[M-learning|M-Learning]]. M-Learning is a rapidly emerging educational technology trend. The [[New Media Consortium]] has listed adoption of mobiles for teaching and learning on a "One Year or Less" Adoption Horizon.<ref>[http://www.nmc.org/horizon-project "One Year or Less" Adoption Horizon]<
==History==
Wireless-enabled handheld devices have been used as early as 2004 to facilitate collaborative learning.<ref>{{Cite book |last1=Sugimoto |first1=Masanori |last2=Hosoi |first2=Kazuhiro |last3=Hashizume |first3=Hiromichi |chapter=''Caretta'': A system for supporting face-to-face collaboration by integrating personal and shared spaces |date=2004-04-25 |title=Proceedings of the SIGCHI Conference on Human Factors in Computing Systems |chapter-url=https://doi.org/10.1145/985692.985698 |series=CHI '04 |___location=New York, NY, USA |publisher=Association for Computing Machinery |pages=41–48 |doi=10.1145/985692.985698 |isbn=978-1-58113-702-6|s2cid=253603148 }}</ref> Devices such as PDAs and [[Pocketpc|PocketPC's]] traditionally lack cellular connectivity, but are capable of wireless connectivity. This connectivity enables collaborative learning through software-based, decision-making tools and shared display of learning material.
=== Elementary
[[Personal digital assistant|Wireless interconnected handhelds]] have been used to foster collaborative construction of words among elementary school students. Students in a first grade classroom in Chile<ref>Zurita G. (2004). [https://web.archive.org/web/20120330115405/http://mobilelearningportal.org/node/2136
=== Middle
''
=== High
Networked handhelds can be used to mediate
The software was further developed to mediate the interaction of students in small-groups facilitating their collaboration in activities related to different subject areas. In these activities the groups of students share a set of questions that includes multiple responses that they have to analyze and decide the answer they want to submit as a group. This requires shared commitment and individual responsibility in order to make collective decisions and reach consensus. The methodology uses technology-supported face-to-face collaborative learning as a tool for the assessment of learning.<ref>Nussbaum, M., Gomez, F., Mena, J., Imbarack, P., Torres, A., Singer, M., & Mora, M. (2010). Technology-Supported Face-to-Face Small Group Collaborative Formative Assessment and its Integration in the Classroom. In R. Sternberg & D. Preiss (Eds.), Innovations in Educational Psychology: Perspectives on Learning, Teaching and Human Development (pp. 295-323). New York: Springer</ref>
=== Museum learners ===
Several research projects have been conducted on handheld devices for applications in museum learning.<ref>[http://edutechwiki.unige.ch/en/Museum_learning museum learning]
==Current
Results from the quarterly
In 2010,
===Location-based
[[Location-based game|Location-based mobile games]] mediate play through the use of mobile devices at specified locations. Use of collaborative ___location-based games rely on the availability of [[
=== Groundwater
''
▲<nowiki>* Game software is compatible with </nowiki>[[List of Garmin products|Garmin GPS handsets]] and [[Hp ipaq|HP IPAQ]] devices.'' ''</nowiki>
=== Mentira ===
Designed as an iOS application,
=== Foreign
A mobile-device-supported peer-assisted learning<ref>[https://web.archive.org/web/20130708114245/http://www.innovateonline.info/extra/definition2109.htm Definition of "peer-assisted learning"]</ref> (MPAL) system runs on [[tablet computer]]s and is used to facilitate collaborative reading activities of elementary [[English as a foreign or second language|English as a foreign language]] (EFL) learners. An MPAL system consists of a phonological-skills training module and a [[
== Collaborating in
[
== Mobile
[[Blogging]] encourages collaboration in a variety of learning settings. Mobile blogging enables students to publish, view, and respond to comments anytime and anywhere. The mobility offered through mobile blogging greatly enhances communication and interaction in several ways. Mobile blogging augments physical space through information exchange, coherently aggregates the efforts made by all students, and archives student work for future reference.<
== In-class collaborative mobile learning ==
▲See also [[Mobile blogging|Mobile Blogging]].
An [[Audience response#Audience response systems|
▲[[Blogging]] encourages collaboration in a variety of learning settings. Mobile blogging enables students to publish, view, and respond to comments anytime and anywhere. The mobility offered through mobile blogging greatly enhances communication and interaction in several ways. Mobile blogging augments physical space through information exchange, coherently aggregates the efforts made by all students, and archives student work for future reference.<sup>[17],[18]</sup> Collaborative learning through mobile blogging provides a positive emotional experience for students, and makes it easier for them to learn cooperative skills, even when they do not meet face-to-face.<sup>[18]</sup>
Developed by
A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<
▲An [[Audience response#Audience response systems|Audience Response System]] (ARS) is a system in which learners are able to provide instantaneous feedback via a mobile device to questions posed by an instructor. After students submit feedback (typically to multiple choice or true-false questions), the instructor can display the submitted feedback anonymously in diagram form. Applications of ARS include administrative uses (i.e. taking attendance), [[Formative assessment#Definition|formative assessment]] (i.e. what is the answer to this question?), and collaborative questions. <sup>[19]</sup> Given the potential of enhancing learning through the use of an ARS, many instructors have shown a keen interest in the collaborative application of the technology. One notable collaborative application of an ARS is a method called [[Peer Instruction]] (PI).
▲Developed by the [[Eric mazur|Eric Mazur]] and his group, PI emphasizes the interaction between students as a key component to the learning process. In a typical scenario, an instructor first provides new content in a short lecture. Students individually provide a response to the instructor's questions, then, afterwards, collaboratively discuss their answers in a small group before submitting group answers to the questions. Students' feedback is provided by a mobile device linked to an ARS. PI prescribes that the student interaction involves student defending their chosen answer so as to arrive eventually at a consensus for the group's response to the question.<sup>[20]</sup> One other notable collaborative application of an ARS is the method, [http://a2l.physics.umass.edu/ Assessing-to-Learn] (A2L).
<references />
▲A2L takes a slightly different approach from PI with regard to learner collaboration. Instead of having learners debate each other for a group answer, the A2L method has learners working on a problem related to the question presented to the learners during a lecture. Once each group of learners has determined a method of solving the problem, they provide their response via the ARS. Afterwards, the instructor displays all group responses and facilitates a class discussion in which each group elaborates upon and defends their method to the other groups.<sup>[21]</sup>
▲= References =
<!--- Categories --->
[[Category:Learning]]
[[Category:Mobile computers]]
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