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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.
In recent years, teachers have started to conduct pedagogical activities to promote different kinds of learning interactions supported by rich media. The deployment of such activities is rapidly increasing, as teachers and students own technological means that allow supporting them along such interactions. These activities can be carried out in traditional classroom settings while using regular computers. Additionally, they can also be conducted from anywhere at any time while using smartphones and tablets. In this paper, we describe a pedagogical activity requiring students to author and later peer- assess learning interactions
incorporated to videos in YouTube. We describe EDU.Tube, an environment that enables them to create, share and consume such rich media learning activities across a variety of devices. We then detail a plan for the implementation of an activity that took place in 3 different classes dealing with diverse materials addressing computer science related topics. Finally, we also
provide an evaluation presenting students' insights and feedbacks resulting from the experienced activity. We discuss and analyze these outcomes in order to elaborate on them as concerns that could be applied for the further deployment of the EDU.Tube environment.
This chapter describes our current research efforts related to the contextualization of learners in mobile learning activities. Substantial research in the field of mobile learning has explored aspects related to contextualized learning scenarios. However, new ways of interpretation and consideration of contextual information of mobile learners are necessary. This chapter provides an overview regarding the state of the art of innovative approaches for supporting contextualization in mobile learning. Additionally, we provide the description of the design and implementation of a flexible multi-dimensional vector space model to organize and process contextual data together with visualization tools for further analysis and interpretation. We also present a study with outcomes and insights on the usage of the contextualization support for mobile learners. To conlcude, we discuss the benefits of using contextualization models for learners in different use-cases. Moreover, a description is presented in order to illustrate how the proposed contextual model can easily be adapted and reused for different use-cases in mobile learning scenarios and potentially other mobile fields.
This paper discusses the efforts carried out related to the design and development of a web-based framework that allows designing, deploying and executing mobile data collecting applications. Furthermore, it also allows analyzing and presenting the data that is generated during the mentioned process. The fact that the framework is completely web-based provides a platform independent execution of the mobile application on any mobile device with a web-browser. As a result that the whole life-cycle of creating, executing and discussing a mobile learning activity is implemented in pure web-based manner separates this work from similar efforts. In the course of this work, the current state of development of two of the components, the authoring tool and the mobile application is presented. This framework was introduced to teachers in an activity to follow up an initial study. On the basis of a workshop with teachers, we performed an explorative study regarding the technology acceptance and usability of two components of the proposed framework. The results are discussed and analyzed in this paper.