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This chapter describes our research efforts related to the design of mobile learning (m-learning) applications in cloud-computing (CC) environments. Many cloud-based services can be used/integrated in m-learning scenarios, hence, there is a rich source of applications that could easily be applied to design and deploy those within the context of cloud-based services. Here, we present two cloud-based approaches—a flexible framework for an easy generation and deployment of mobile learning applications for teachers, and a flexible contextualization service to support personalized learning environment for mobile learners. The framework provides a flexible approach that supports teachers in designing mobile applications and automatically deploys those in order to allow teachers to create their own m-learning activities supported by mobile devices. The contextualization service is proposed to improve the content delivery of learning objects (LOs). This service allows adapting the learning content and the mobile user interface (UI) to the current context of the user. Together, this leads to a powerful and flexible framework for the provisioning of potentially ad hoc mobile learning scenarios. We provide a description of the design and implementation of two proposed cloud-based approaches together with scenario examples. Furthermore, we discuss the benefits of using flexible and contextualized cloud applications in mobile learning scenarios. Hereby, we contribute to this growing field of research by exploring new ways for designing and using flexible and contextualized cloud-based applications that support m-learning.
In this paper we present an approach for contextual big data analytics in social networks, particularly in Twitter. The combination of a Rich Context Model (RCM) with machine learning is used in order to improve the quality of the data mining techniques. We propose the algorithm and architecture of our approach for real-time contextual analysis of tweets. The proposed approach can be used to enrich and empower the predictive analytics or to provide relevant context-aware recommendations.
In recent years, hardware for the production and consumption of virtual reality content has reached level of prices that make it affordable to everyone. Accordingly schools and universities are showing increased interest in implementations of virtual reality technologies for supporting their innovative educational activities. Hence, this paper presents a flexible architecture for supporting the development of virtual reality learning scenarios conveniently deployed for educational purposes. We also suggest an example of such
educational scenario for medical purposes deployable with the suggested architecture. In addition, we developed and used a questionnaire answered by 17 medical students in order to derive additional requirements for refining such scenarios. Then, we present these efforts while aiming at deployments usable also for additional domains. Finally, we summarize and mention aspects we will address
in our coming efforts while deploying such activities.
In this paper we describe our efforts to foster educational interoperability in scenarios using mobile and wireless technologies to support hands-on scientific experimentation and learning. A special focus is given to the idea that innovative uses of mobile and wireless technologies enhance the learners' scientific experience. Specific contributions include the creation of new applications to support interoperability between different mobile devices, thus to provide "glue" between different learning situations. We describe a number of educational scenarios as well as the technologies and the architectural principles behind them.
Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.