Focuses on learning across contexts and learning with mobile devices that can be used anytime
and anywhere. I really like this tool for learning because I can use it whenever I want and it
supports the learning process through the using of mobile devices. These days I am using the
smart phone and I am interested more in reading and searching on it because it doesn’t take
more time and it is very easy. Also, the thing that I like about the mobile learning is it
empowers the learner to take the initiative and direct of his/her learning activities. In addition ,
I think that the mobile learning improves the social leaning(e.g. when we use the watsapp to
discuss some issues we were in a group of colleagues and we share information and experiences
that allow us to learn from each other). It is really a good way of learning because I found
myself most of the time searching and reading about some issues and topics because I find it
very easy and I can use it when and wherever I want but the question would be who don’t has
like these devices, what he/she will use?? And this can be one of the disadvantages that I was thinking about
On the other side , we have to be in control while using these devices and should look for them
not only as beneficial devices because everything in our lives has benefits and also has risks so ,
we have to think about the risks that might appear through the using of these devices I really
like this lecture that talk about the mobile learning because the doctor talked about his
experiences with the mobile learning and also as students we talk about our experiences with the mobile learning tool
not only as beneficial devices because everything in our lives has benefits and also has risks so ,
we have to think about the risks that might appear through the using of these devices I really
like this lecture that talk about the mobile learning because the doctor talked about his
experiences with the mobile learning and also as students we talk about our experiences with the mobile learning tool
Mobile leaning like any other ways of learning :
1.Support the learning process.
2.We can use it anywhere and anytime.
3.Save the time.
4.Easy to use.
I am really like this way of learning because in our complex at squ we have to go to specificroom to get the access of internet but by using this technology I can use it in my room without going anywhere
Two studies at European universities have focused exclusively on use of SMS technology as
collaboration tools for m-learning. The first study (Bollen, Eimler, & Hoppe, 2004) emulated a
W/H device on a PC to allow students send SMS messages on various discussion topics which
were aggregated and categorized by the instructor, using an electronic whiteboard, in the
classroom. The categorization can be done by criteria such as sender, receiver, time, and others.
The second study (Stone, Briggs, & Smith, 2002) evaluated the effectiveness of SMS campaign
as a conversational mechanism in context of developing better quality mobile teaching and
learning environment. The effectiveness SMS campaign was measured by quickness of the
response, the quality of data collected, the impact of message complexity on number of
responses and the method of campaign announcement on quality and quantity of messages.
These studies demonstrated that students liked using SMS and they were responsive to the use
of W/H devices for interaction and learning. The response rates were high and the quality of
the messages was very good. SMS responses were also much quicker than email responses. Both
these studies experiment with popular mobile messaging services to see whether they would
work in m-learning environment and provide support for the conversational theory of learning
collaboration tools for m-learning. The first study (Bollen, Eimler, & Hoppe, 2004) emulated a
W/H device on a PC to allow students send SMS messages on various discussion topics which
were aggregated and categorized by the instructor, using an electronic whiteboard, in the
classroom. The categorization can be done by criteria such as sender, receiver, time, and others.
The second study (Stone, Briggs, & Smith, 2002) evaluated the effectiveness of SMS campaign
as a conversational mechanism in context of developing better quality mobile teaching and
learning environment. The effectiveness SMS campaign was measured by quickness of the
response, the quality of data collected, the impact of message complexity on number of
responses and the method of campaign announcement on quality and quantity of messages.
These studies demonstrated that students liked using SMS and they were responsive to the use
of W/H devices for interaction and learning. The response rates were high and the quality of
the messages was very good. SMS responses were also much quicker than email responses. Both
these studies experiment with popular mobile messaging services to see whether they would
work in m-learning environment and provide support for the conversational theory of learning
What does the research said
The research that has been done on the use of mobile apps like these has been very promising.
For example, a recent study funded by the Department of Education, looked at the link between
learning, and the PBS Kids educational gaming app, Martha Speaks Dog Party. The study
found that after children had used the app every every day for two weeks, the vocabulary of
Title 1 children between three and seven years old improved by as much as 31 percent. A
similar study, conducted at the Abilene Christian University, centered upon the use of the
Statistics 1 app. Students used it in and out of the classroom and remarked that they
understood the content better, and were more motivated to do well, when using the app. The
instructors agreed with this observation, and added that the students were also better prepared for classes
Studies like these help underline the academic potential that mobile learning devices can have
to enrich the learning process for students. They are versatile, motivating, and active learning tools
Link
http://www.youtube.com/watch?v=GsDzfC1JYBM
Video:
http://www.youtube.com/watch?v=dECs3SRh8Xo
The research that has been done on the use of mobile apps like these has been very promising.
For example, a recent study funded by the Department of Education, looked at the link between
learning, and the PBS Kids educational gaming app, Martha Speaks Dog Party. The study
found that after children had used the app every every day for two weeks, the vocabulary of
Title 1 children between three and seven years old improved by as much as 31 percent. A
similar study, conducted at the Abilene Christian University, centered upon the use of the
Statistics 1 app. Students used it in and out of the classroom and remarked that they
understood the content better, and were more motivated to do well, when using the app. The
instructors agreed with this observation, and added that the students were also better prepared for classes
Studies like these help underline the academic potential that mobile learning devices can have
to enrich the learning process for students. They are versatile, motivating, and active learning toolsLink
http://www.youtube.com/watch?v=GsDzfC1JYBM
Video:
http://www.youtube.com/watch?v=dECs3SRh8Xo
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