Churchill / Lu / Chiu Mobile Learning Design

Theories and Application
1. Auflage 2016
ISBN: 978-981-10-0027-0
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 437 Seiten

Reihe: Lecture Notes in Educational Technology

This book focuses on mobile learning design from both theoretical and practical perspectives. It introduces and discusses how mobile learning can be effectively integrated into curricula, highlighting the design of four key components of learning-centric pedagogy: Resource, Activity, Support and Evaluation in the context of mobile learning. It also investigates the learning theories underpinning mobile learning design, and includes case studies in different contexts. It provides practical insights that allow teachers to change and transform teaching practices using mobile technology. Anyone involved in mobile-technology enhanced learning and teaching will find this book both informative and useful.

Autoren/Hrsg.

Churchill, Daniel

Lu, Jie

Chiu, Thomas K. F.

Fox, Bob

Inhaltsverzeichnis

1;Foreword;6
1.1;What Will They Think of Next?;6
2;Preface;8
3;Contents;14
4;About the Editors;17
5;Part IMobile Learning Design;19
6;1 Framework for Designing Mobile Learning Environments;20
6.1;Abstract;20
6.2;1.1 Introduction;20
6.3;1.2 RASE Learning Design;21
6.3.1;1.2.1 Resources;24
6.3.2;1.2.2 Activity;25
6.3.3;1.2.3 Evaluation;26
6.3.4;1.2.4 Support;26
6.4;1.3 Affordances of Mobile Learning Technologies and the RASE Learning Design;27
6.5;1.4 A Case for an App that Integrates Multiple Affordances of Mobile Technology and Supports the RASE Learning Design;32
6.6;1.5 Conclusion;38
6.7;References;39
7;2 Conceptualising Authentic Mobile Learning;43
7.1;Abstract;43
7.2;2.1 Introduction;43
7.3;2.2 Why Is Authentic Learning Important?;45
7.4;2.3 Defining Authenticity;46
7.5;2.4 Authentic Learning and Mobile Technologies;46
7.6;2.5 Unpacking Authentic Learning;47
7.6.1;2.5.1 Participatory Contexts;47
7.6.2;2.5.2 Simulated Contexts;48
7.6.3;2.5.3 Hybrid Contexts;49
7.7;2.6 Is Authentic Mobile Learning Predefined or Emergent?;49
7.7.1;2.6.1 Personal Commitment of Learners;51
7.8;2.7 Discussion and Implications;52
7.8.1;2.7.1 How Does the Model Work?;53
7.8.2;2.7.2 Returning to Research Questions;54
7.9;2.8 Conclusion;55
7.10;References;56
8;3 Mobile Social Media: Redefining Professional Development and Collaborative Scholarship;59
8.1;Abstract;59
8.2;3.1 Introduction;59
8.2.1;3.1.1 Why Mobile Social Media?;60
8.2.2;3.1.2 Communities of Practice and Social Scholarship;61
8.2.3;3.1.3 An MSM Framework for New Pedagogies;62
8.3;3.2 Methodology;64
8.3.1;3.2.1 Method;64
8.3.2;3.2.2 Establishing the COPs;66
8.3.3;3.2.3 MSM Tools;66
8.3.4;3.2.4 Social Scholarship;68
8.3.5;3.2.5 Scholarship of Design;68
8.3.6;3.2.6 Scholarship of Integration;69
8.3.7;3.2.7 Scholarship of Teaching and Learning;69
8.3.8;3.2.8 Scholarship of Application;69
8.3.9;3.2.9 Establishing a Technology Infrastructure;69
8.4;3.3 Discussion;70
8.4.1;3.3.1 Journalism and Law;71
8.4.2;3.3.2 Communication Studies;72
8.4.3;3.3.3 Designing an Appropriate Technology Support Infrastructure;73
8.4.4;3.3.4 Future Research;74
8.5;3.4 Conclusions;74
8.6;References;75
9;4 Interactivity and Mobile Technologies: An Activity Theory Perspective;78
9.1;Abstract;78
9.2;4.1 Background;78
9.3;4.2 Theoretical Framework;79
9.4;4.3 Review of Literature;81
9.4.1;4.3.1 Pedagogy;81
9.4.2;4.3.2 Professional Learning;82
9.4.3;4.3.3 Digital Resources;83
9.5;4.4 Methods;84
9.6;4.5 Findings/Discussion;85
9.6.1;4.5.1 Teacher-Centred Interactivity;87
9.6.2;4.5.2 Learner-Centred Interactivity;88
9.6.3;4.5.3 Blended Interactivity;88
9.6.4;4.5.4 Juxtaposition of Teacher- and Learner-Centred Interactivity;89
9.7;4.6 Conclusion;91
9.8;References;93
10;5 Educational Apps Ontology;98
10.1;Abstract;98
10.2;5.1 Introduction;98
10.3;5.2 What Is an App/What Is an Educational App?;99
10.4;5.3 Educational App Typologies;100
10.5;5.4 Educational Apps from Different Perspectives;102
10.5.1;5.4.1 The Learner's View;103
10.5.2;5.4.2 The Teacher's View;104
10.5.3;5.4.3 The Developer's View;105
10.5.4;5.4.4 The Distributor's View;106
10.6;5.5 Why so Many Educational Apps Are Games?;107
10.7;5.6 Conclusion;108
10.8;References;109
11;6 Augmented Learning with Augmented Reality;112
11.1;Abstract;112
11.2;6.1 Introduction;112
11.3;6.2 Defining Augmented Reality;113
11.4;6.3 Evolution of Educational Augmented Realty;113
11.5;6.4 Augmented Reality in Education;114
11.5.1;6.4.1 Educational Affordances;115
11.5.2;6.4.2 Learning with Others;116
11.5.3;6.4.3 Tangible Interface Metaphor;116
11.5.4;6.4.4 Transition;116
11.6;6.5 Augmented Reality Programs for Education;117
11.6.1;6.5.1 AR Educational Gaming;117
11.6.2;6.5.2 Augmented Realty Books;117
11.6.3;6.5.3 Book Applications;118
11.7;6.6 Teaching with Augmented Reality;119
11.7.1;6.6.1 Student-Centered Learning;119
11.7.2;6.6.2 Designing for Learning;120
11.8;6.7 The Future of Augmented Reality in Education;120
11.9;6.8 Recommendations;121
11.10;6.9 Conclusion;121
11.11;References;122
12;Part IIMobile Learning Adoption and StudentPerception;124
13;7 Mobile Technology and Interactive Lectures: The Key Adoption Factors;125
13.1;Abstract;125
13.2;7.1 Introduction;125
13.3;7.2 Background Study and Hypotheses Development;127
13.3.1;7.2.1 Technology Acceptance Model (TAM, TAM2, TAM3);127
13.3.2;7.2.2 Intrinsic Motivator Theory;128
13.3.3;7.2.3 Delone and McLean Information System Success Model;129
13.3.4;7.2.4 Uncertainty Avoidance;130
13.4;7.3 Research Methods;130
13.5;7.4 Results;131
13.5.1;7.4.1 Principal Component Analysis;131
13.5.2;7.4.2 Pearson Product-Moment Correlation;132
13.5.3;7.4.3 Standard Multiple Regression;134
13.6;7.5 Discussions;135
13.7;7.6 Conclusion and Future Works;136
13.8;Acknowledgments;137
13.9;References;137
14;8 University Student Conceptions of M-learning in Bangladesh;141
14.1;Abstract;141
14.2;8.1 Introduction;141
14.3;8.2 M-Learning and Related Literature to the Research Problem;142
14.4;8.3 Methodology;144
14.4.1;8.3.1 Sample;144
14.4.2;8.3.2 Data Collection;145
14.4.3;8.3.3 Data Analysis;145
14.5;8.4 Results;145
14.5.1;8.4.1 Categories of Description;146
14.5.1.1;8.4.1.1 Category A: Storing Learning Materials;146
14.5.1.2;8.4.1.2 Category B: Accessing Information and Knowledge;146
14.5.1.3;8.4.1.3 Category C: Effective Learning Tool;147
14.5.1.4;8.4.1.4 Category D: Effective Tool for Collaboration;148
14.6;8.5 Discussion and Conclusions;148
14.7;Acknowledgments;150
14.8;References;150
15;9 Mobile Learning, Student Concerns and Attitudes;153
15.1;Abstract;153
15.2;9.1 Introduction;153
15.3;9.2 State of the Art;154
15.4;9.3 The Present Study;158
15.4.1;9.3.1 Current Situation in Serbia in General;158
15.4.2;9.3.2 Specific Situation at the Department of Mathematics and Informatics, Novi Sad, Serbia;159
15.5;9.4 Methodology;159
15.5.1;9.4.1 Instrument;159
15.6;9.5 Conclusion;164
15.7;References;166
16;10 Access Moodle Using Mobile Phones: Student Usage and Perceptions;168
16.1;Abstract;168
16.2;10.1 Introduction;169
16.3;10.2 Related Work;169
16.3.1;10.2.1 Use of LMS;169
16.3.2;10.2.2 Mobile Learning;170
16.4;10.3 Methodology;171
16.4.1;10.3.1 The LMS and the Courses;171
16.4.2;10.3.2 Participants and Procedure;172
16.4.2.1;10.3.2.1 The Survey;172
16.4.2.2;10.3.2.2 The Interview;172
16.4.3;10.3.3 Instruments;174
16.5;10.4 Results;175
16.5.1;10.4.1 Questionnaire Responses;175
16.5.2;10.4.2 Themes from Interviews;178
16.6;10.5 Discussion;179
16.7;10.6 Conclusion and Future Work;181
16.8;Acknowledgments;182
16.9;Appendix 1: Questionnaire;182
16.10;References;182
17;Part IIIMobile Learning Analytics;185
18;11 An Effective Cloud-Based Simulator Facilitating Learning Analytics on Mobile Devices;186
18.1;Abstract;186
18.2;11.1 Introduction;187
18.3;11.2 Previous Work;188
18.4;11.3 System Design of Our Cloud-Based COMPAD+ Simulator;189
18.4.1;11.3.1 The Adaptive User Interface of the COMPAD+ Simulator;191
18.4.2;11.3.2 The Improved Learning Path Optimization Algorithm for Learning Analytics;192
18.5;11.4 Our Empirical Evaluation;193
18.5.1;11.4.1 The Adaptive User Interface of the COMPAD+ Simulator;194
18.5.2;11.4.2 The Improved Learning Path Optimization Algorithm for Learning Analytics;196
18.6;11.5 Concluding Remarks;198
18.7;Acknowledgments;198
18.8;References;198
19;12 A New Wave of Innovation Using Mobile Learning Analytics for Flipped Classroom;200
19.1;Abstract;200
19.2;12.1 Introduction;200
19.3;12.2 Conceptual Framework;201
19.3.1;12.2.1 Formative Assessment and Feedback;202
19.3.2;12.2.2 Mobile Learning Analytics;203
19.3.3;12.2.3 Flipped Learning Approach;205
19.3.4;12.2.4 Unified Conceptual Model for Active Learning;206
19.4;12.3 Research Design and Methodology;207
19.4.1;12.3.1 Research Objectives;207
19.4.2;12.3.2 Context of Study;209
19.4.3;12.3.3 Learning Management System;209
19.4.4;12.3.4 Participants;210
19.4.5;12.3.5 Instruments and Procedure;210
19.4.6;12.3.6 Data Analysis;211
19.5;12.4 Results and Analysis;212
19.5.1;12.4.1 Access to Course Notes and Learning Activities;212
19.5.2;12.4.2 Access to Video Lectures;214
19.5.3;12.4.3 Access Through Mobile Platforms;215
19.5.4;12.4.4 Students' Perceptions on Mobile Learning Analytics;216
19.5.5;12.4.5 Discussions and Implications;221
19.6;12.5 Conclusions and Limitations;223
19.7;Acknowledgments;224
19.8;References;224
20;Part IVMobile Learning Across Curriculum;230
21;13 Mobile Learning in K-12 Education: Personal Meets Systemic;231
21.1;Abstract;231
21.2;13.1 Introduction;231
21.3;13.2 Defining Mobile Learning;232
21.3.1;13.2.1 Mobile Learning in Schools;233
21.3.2;13.2.2 The Role of the Teacher;234
21.4;13.3 A Short History of Mobile Learning in a School;235
21.5;13.4 Evaluating Mobile Learning;237
21.6;13.5 School Case Reviews;238
21.6.1;13.5.1 Study One: Grade 11 Parent Conferencing;238
21.6.2;13.5.2 Study Two: Grade 8 EBook and Process Journal;240
21.6.3;13.5.3 Study Three: Grade 6 Digital Literacy;241
21.6.4;13.5.4 Study Four: Grade 1 iPad as iFolio;243
21.7;13.6 Discussion;244
21.8;13.7 Conclusion;245
21.9;References;246
22;14 Overcoming Teachers' Concerns---Where Are We in the Harnessing of Mobile Technology in K-12 Classrooms in Hong Kong?;249
22.1;Abstract;249
22.2;14.1 Introduction;249
22.3;14.2 Stages of Concern (SoC);250
22.4;14.3 Research Question;251
22.5;14.4 Participants;252
22.6;14.5 Research Design;252
22.7;14.6 Results and Data Analysis;254
22.8;14.7 Preliminary Discussions and Implications for Practice;255
22.9;14.8 Conclusions;257
22.10;References;257
23;15 Exploring the Suitability of the Book Creator for iPad App for Early Childhood Education;259
23.1;Abstract;259
23.2;15.1 Introduction;259
23.3;15.2 Literature Review;260
23.4;15.3 Creating to Learn;261
23.5;15.4 Methods;261
23.5.1;15.4.1 Early Childhood Setting;262
23.5.2;15.4.2 Ethical Considerations;262
23.5.3;15.4.3 Selection and Evaluation of App;263
23.5.4;15.4.4 Procedure;263
23.5.5;15.4.5 Data Collection Procedure and Analysis;264
23.6;15.5 Findings and Discussion;266
23.6.1;15.5.1 Post-study Evaluation of the Book Creator for ECE;267
23.6.2;15.5.2 Suitability of the Book Creator for ECE;267
23.6.3;15.5.3 Children's Artefacts;274
23.7;15.6 Conclusion;278
23.8;References;279
24;16 Text Messaging for Out-of-Class Communication: Impact on Immediacy and Affective Learning;281
24.1;Abstract;281
24.2;16.1 Introduction;281
24.3;16.2 Instructor Immediacy;282
24.4;16.3 Text Messaging in Education;283
24.5;16.4 Methodology;284
24.5.1;16.4.1 Text Messaging Service;284
24.5.2;16.4.2 Categories of Text Messages;285
24.6;16.5 Data Collection;286
24.7;16.6 Results and Discussion;286
24.7.1;16.6.1 Levels of Participation;287
24.7.2;16.6.2 Quantitative Results;287
24.8;16.7 Qualitative Results;288
24.9;16.8 Reflections and Conclusions;289
24.9.1;16.8.1 Concerns with Instructor-Student Text Messaging;289
24.9.2;16.8.2 Guidelines for Instructor-Student Text Messaging;291
24.9.3;16.8.3 Conclusion;291
24.10;References;292
25;17 Implementing a Mobile App as a Personal Learning Environment for Workplace Learners;295
25.1;Abstract;295
25.2;17.1 Introduction;295
25.3;17.2 Theoretical Framework;296
25.3.1;17.2.1 Personal Learning Environments (PLE);297
25.3.2;17.2.2 A Personal Informal Learning Framework in the Context of Mobile Web 2.0;297
25.4;17.3 Design and Development of MobLearn@Work;299
25.4.1;17.3.1 An Agile Design Approach;300
25.4.2;17.3.2 Functions of MobLearn@Work;301
25.4.3;17.3.3 UI Improvements of MobLearn@Work;303
25.5;17.4 A Novel Method for Quantifying the Data;305
25.5.1;17.4.1 The Log System;305
25.5.2;17.4.2 Measure of Actual Learning Time via MobLearn@Work;307
25.6;17.5 Recommendations for Future Study;308
25.7;17.6 Conclusion;309
25.8;References;309
26;Part VMobile Learning in Subject Domains;311
27;18 The Theory of Context-Aware Ubiquitous Learning and the Affordances of This Approach for Geometry Learners;312
27.1;Abstract;312
27.2;18.1 Introduction;312
27.3;18.2 Mobile Learning;313
27.4;18.3 Context-Aware Ubiquitous Learning;315
27.4.1;18.3.1 Sensory;318
27.4.2;18.3.2 Ambient;319
27.5;18.4 Geometry: Measure of the Earth;320
27.6;18.5 The Future;320
27.7;18.6 Conclusion;321
28;19 Three Phases of Mobile Learning State of the Art and Case of Mobile Help Seeking Tool for the Health Care Sector;324
28.1;Abstract;324
28.2;19.1 Introduction;324
28.3;19.2 Three Phases of Mobile Learning State of the Art;325
28.4;19.3 Design Research in the Learning Layers Project;329
28.4.1;19.3.1 Design Research;329
28.4.2;19.3.2 Vygotsky;329
28.4.3;19.3.3 Learning Layers;330
28.5;19.4 Help Seeking Tool;331
28.5.1;19.4.1 Overview of WP2 `Networked Scaffolding---Interacting with People';331
28.5.2;19.4.2 Early Co-design of the Help Seeking Tool;333
28.5.3;19.4.3 Help Seeking: Follow-up Empirical Co-design Study;334
28.6;19.5 Innovation in Context: Help Seeking Using the Social Semantic Server;336
28.6.1;19.5.1 Social Semantic Server;337
28.6.2;19.5.2 Layers Social Semantic Server and Help Seeking Tool in Healthcare Sector;337
28.7;19.6 Conclusions;340
28.8;Acknowledgments;340
28.9;References;341
29;20 Mobile-Assisted Language Learning in China's College English Education: The Reality and Research;343
29.1;Abstract;343
29.2;20.1 Introduction;343
29.3;20.2 Definitions of Key Terms;345
29.4;20.3 College English Education in China;346
29.4.1;20.3.1 Historical Context;346
29.4.2;20.3.2 Problems;347
29.5;20.4 Mobile Technologies;349
29.6;20.5 MALL Research in China's Higher Education;350
29.7;20.6 Recommendation;353
29.8;20.7 Conclusion;354
29.9;Acknowledgments;355
29.10;References;355
30;21 Enacting App-Based Learning Activities with Viewing and Representing Skills in Preschool Mathematics Lessons;358
30.1;Abstract;358
30.2;21.1 Introduction;358
30.3;21.2 Literature Review;361
30.3.1;21.2.1 Designing a Creative Reasoning and Collaborative Learning Environment;361
30.3.2;21.2.2 Viewing and Representing Skills with Digital Texts;361
30.4;21.3 Research Design;363
30.5;21.4 Observation of Participants' Enacting the App with Viewing and Representing Skills;367
30.5.1;21.4.1 Participant One: Peter;367
30.5.2;21.4.2 Participant Two: Mary;369
30.5.3;21.4.3 Participant Three: Ben;370
30.5.4;21.4.4 Participant Four: Nicole;371
30.6;21.5 Discussions;371
30.7;21.6 Conclusions;376
30.8;References;376
31;22 Effects of Prior Knowledge on Mathematics Different Order Thinking Skills in Mobile Multimedia Environments;380
31.1;Abstract;380
31.2;22.1 Introduction;380
31.3;22.2 Literature Review;381
31.3.1;22.2.1 Multimedia Learning and Prior Knowledge;381
31.3.2;22.2.2 Instructional Design in Mathematics;382
31.3.3;22.2.3 The Present Study;383
31.4;22.3 Method;384
31.4.1;22.3.1 Participants;384
31.4.2;22.3.2 Design;384
31.4.3;22.3.3 Materials;385
31.4.4;22.3.4 Procedure;385
31.5;22.4 Result;386
31.5.1;22.4.1 Graphical Property and Concept Association;386
31.5.2;22.4.2 Evaluation of Solution and Written Explanation;387
31.5.3;22.4.3 Procedural Knowledge;388
31.6;22.5 Discussions;388
31.6.1;22.5.1 Prior Knowledge and Low Order Thinking Skill in Conceptual Knowledge;388
31.6.2;22.5.2 Design Approach and High Order Thinking Skill in Conceptual Knowledge;389
31.6.3;22.5.3 Design Approach and Procedural Skill;389
31.7;22.6 Conclusions;390
31.8;References;390
32;23 An Investigation of the Effects of Individual Differences on Mobile-Based Augmented Reality English Vocabulary Learning;394
32.1;Abstract;394
32.2;23.1 Introduction;395
32.3;23.2 Literature Review;396
32.3.1;23.2.1 English Vocabulary Learning;396
32.3.2;23.2.2 Situated Learning;398
32.3.3;23.2.3 The Present Study;400
32.4;23.3 Methods;400
32.4.1;23.3.1 Participants;401
32.4.2;23.3.2 Mobile-Based AR Simulations Learning System Overview;401
32.4.3;23.3.3 Procedure;402
32.4.4;23.3.4 Variables and Instruments;404
32.4.5;23.3.5 Data Analysis;406
32.5;23.4 Results;406
32.5.1;23.4.1 Research Question 1;406
32.5.2;23.4.2 Research Question 2;407
32.5.3;23.4.3 Research Question 3;408
32.5.4;23.4.4 Research Question 4;408
32.5.5;23.4.5 Findings from the Interviews;409
32.5.5.1;23.4.5.1 Fun;409
32.5.5.2;23.4.5.2 Effectiveness;409
32.5.5.3;23.4.5.3 Satisfaction;410
32.5.5.4;23.4.5.4 Confidence;410
32.6;23.5 Conclusion;410
32.6.1;23.5.1 Summary and Discussion of Major Findings;410
32.6.2;23.5.2 Pedagogical Implications;412
32.6.3;23.5.3 Limitations of the Study and Suggestions for Future Research;413
32.7;Acknowledgments;413
32.8;Appendix A: Motivation Questionnaire;414
32.9;References;415
33;Part VIFuture Developments;418
34;24 Future Directions in Mobile Learning;419
34.1;Abstract;419
34.2;24.1 Introduction;419
34.3;24.2 Present and Future Mobile Learning;420
34.4;24.3 The Technological Context;421
34.5;24.4 The Educational Context;425
34.5.1;24.4.1 Contextualisation of Learning (E.G., Through Augmented Reality);426
34.5.2;24.4.2 Personalisation of Learning (E.G., Through Big Data and Learning Analytics);427
34.5.3;24.4.3 Diversification of Learning (E.G., Through MOOCs);428
34.5.4;24.4.4 Student Support (E.G., Through Virtual Assistants);429
34.5.5;24.4.5 Student Engagement (E.G., Through Gaming and Gamification);430
34.5.6;24.4.6 Student Creativity (E.G., Through Makerspaces);430
34.5.7;24.4.7 Wider Collaboration (E.G., Through Digital Networking);431
34.6;24.5 Conclusion;432
34.7;Acknowledgments;432
34.8;References;433