Mobile computer-supported collaborative learning: Difference between revisions

Revision as of 01:51, 11 October 2016

Revision as of 01:52, 11 October 2016

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:* 95% indicated an intent to keep informed.

In 2010, [http://www.tomorrow.org/index.html Project Tomorrow] conducted the Speak Up 2010 national survey,<ref>[http://www.tomorrow.org/speakup/index.html Speak Up 2010 national survey],</ref> and invited participation from students, parents, teachers, librarians, administrators and technologists from private and public education sectors. Respondents identified mobile device usage as a key teaching and learning trend.<ref name="Project Tomorrow"/> Sixty-four percent of those surveyed indicated its importance to facilitate communicate in support of learning.<ref name="Project Tomorrow">Project Tomorrow (2011). The New 3 E's of Education: Enabled - Engaged - Empowered. How Today's Educators are Advancing a New vision for Teaching and Learning. Speak Up 2010 National Findings. K-12 Teachers, Librarians & Administrators. May 2011, from Tomorrow.org Web Site: http://www.tomorrow.org/speakup/pdfs/SU10_3EofEducation_Educators.pdf</ref> In the eSchool Media STAR (School Technology Action) Report analysis of the survey, ''"48 percent of high school students and 34 percent of middle school students" ''used social networks such Facebook to collaborate with other students on class projects.<ref>eSchool News. (2011) School Technology Action Report : Everything You Need to Know About Mobile Tech and Your Schools. eSchool Media, Inc, from eSchoolnews.com Web Site: http://www.eschoolnews.com/wp-content/blogs.dir/2/files/2011/09/mobile_star.pdf</ref>'' <br />''

===Location-based collaborative mobile games===

[[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 [[wireless]] or [[GPS]] connections to enable players to receive and share game information. Rooted in the discipline of [[geomatics]], [http://geoeduc3d.scg.ulaval.ca/index.php?lg=en&id=1 geospatial games] prompt students to tackle environmental issues such as climate change and sustainable development<ref>Barma, S. & Daniel, S. (2011). Mind your game, game your mind! Mobile gaming for co-constructing knowledge. In T. Bastiaens & M. Ebner (Eds.), Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2011 (pp.&nbsp;324–334). Chesapeake, VA: AACE.</ref><ref>Daniel, S. (2011). Geomatics for gaming and learning. retrieved Oct 10, 2011, from GeoEduc3D Web Site: http://geoeduc3d.scg.ulaval.ca/index.php?lg=en</ref> by situating collaborative play in outdoor spaces. One way to create ___location-based games is by creating social [[scavenger hunt]]s using the [http://scvngr.com/ SCVNGR software] on [[iOS]] and [[Android (operating system)|Android]] mobile devices.

=== Groundwater survivor ===

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''Groundwater Survivor'',<ref>[http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/StudentCommunityCollaborationt/236668 Groundwater Survivor]</ref> a game located on the [[University Of Guam|University of Guam]] campus, asks middle school students to collaborate to find fresh water. Students play the role of "shipwreck" survivors who are looking for sources of fresh water. Along the way, they must determine potential water sources, and must decide between contaminated and potable water sources.<ref>Wallace, P. (2011). Student-Community Collaboration to Construct Mobile Learning Games. Educause Quarterly, Vol. 34, No. 3.</ref>

* Collaborative play is designed with the [http://www.wherigo.com/ Wherigo] mobile platform.

* Game software is compatible with [[List of Garmin products|Garmin GPS handsets]] and [[Hp ipaq|HP IPAQ]] devices.

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=== Foreign language learners ===

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 [[Self-Peer and Peer-Assessmentassessment|peer-assessment]] module. Online helpers (typically more advanced students) can assist their peers in the peer-assessment module via Skype. While evaluating their peers' oral reading, online helpers identify mispronounced words by marking the words with a stylus. The MPAL system is then used to assess the readers' performance as a "fail" or "pass" based on the accuracy ratio provided. MPAL successfully promotes EFL learners' motivation to improve reading skills, and makes them engaged in reading activities; thereby ensuring that learners have timely online assistance anytime and anywhere.<ref>Yu-Ju Lan, Yao-Ting Sung, and Kuo-En Chang (2007) A mobile-device-supported peer-assisted learning system for collaborative early EFL reading. Language Learning & Technology, Vol. 11, p.&nbsp;130 – 151</ref>

== Collaborating in discussion boards on a mobile device ==