Ferial Khaddage

A model driven framework to address challenges in a mobile learning environment

In this paper a review of the pedagogical, technological, policy and research challenges and concepts underlying mobile learning is presented, followed by a brief description of categories of implementations. A model Mobile learning framework and dynamic criteria for mobile learning implementations are proposed, along with a case study of one site that is used to illustrate how the proposed model can be applied. Implementation challenges including pedagogical challenges, technological challenges, policy challenges, and research challenges are described. These align well with the themes of EduSummIT 2013 that hosted the dialogue resulting in this paper.

iLearn Via Mobile Technology: A Comparison of Mobile Learning Attitudes among University Students in Two Nations

University students from two nations, the United Arab Emirates (UAE) and the United States of America (USA), completed Likert-type mobile learning attitude surveys during 2011-12. Analyses based on country of residence, gender and ownership of a smartphone led to the conclusion that all three forms of disaggregation of the data resulted in identifiable differences not likely to have occurred by chance, and of sufficient magnitude to be considered educationally meaningful. Differences due to country of residence and smartphone ownership were moderately large and comparable in magnitude to each other. Both had an effect on mobile learning attitudes larger than gender. Implications of these findings and the need for further research are discussed.

iPad in higher education: “Ready or not? a college case study in the middle east”

As we move into the digital age, educational institutions should identify and explore specific mobile technologies initiatives as a way to expose both students and teachers to the potential it engenders. Mobile applications (apps) are a big step towards providing flexible education; Universities are finding themselves grappling with how best to utilize mobile apps for learning while staying within the educational missions and resources. This paper describes the current evolution for this seamless integration in higher education. A college in the middle east is described a case study/scenario as it moves across to a new learning platform using iPads for its course. Hence this paper focuses on the research that currently underway into the extent to iPad and mobile apps integration and if this is going to add value to the teaching and learning experience for both teachers and students at this higher institution.

Formal and informal learning: Bridging the gap via Mobile App Technology (MAT)

The group discussion will actively involve participants in an exploration of innovative Mobile App Technology (MAT) as a tool to support teaching and learning, and as a method to bridge the gap between formal and informal learning in the 21st century. Participants will discuss MAT and its ability to empower informal learning. Unresolved questions emerging from the scholarly and practitioner communities will be raised, and a variety of mobile apps developed to support teaching and learning will be introduced and discussed. The possibility of a badge reward system that can be implemented to reward teachers who integrate MAT technology for informal learning will also be discussed and argued.

E-Learning over Mobile Phone Technology: Best Practices and Guidelines

Over the past decade, we have seen a large advancement in picture and sound quality that is now offered through mobile phones. Through this advancement we have now seen the development of mobile phones that have cameras that can take picture and videos. They can also play music, provide internet services, pay-per-view TV, radio, and even hi-res computer games are now becoming available to mobile phone users. With all these available services that are now offered through mobile phone, we now believe that those who provide E-learning materials can now provide their presentations that is clear and concise, but also make their materials fun and enjoyable so that it does not have the opposite effect of learning. In this brief paper, we covered some of the best practices and guidelines that course designers could use in guiding them to provide E-learning material over mobile phones.

A Comparison of Mobile Learning Attitudes among University Students in Four Nations

This paper contains findings based on administering a Likert-type mobile learning attitude survey to 261 university students from four nations, China, Lebanon, the UAE and the USA. Students were asked to provide attitudes and perceptions toward the use of mobile technologies in education. The results of the survey indicate that students in different regions of the world tend to agree that mobile learning could empower informal learning and could enhance teaching and learning. Lebanon students were most similar to those from the USA, while students from China were more similar to those from the UAE. Similarities and differences in results among nations and implications of these findings are discussed.

A Review of the Current Status of Mobile Apps in Education: Implications for Emerging Countries’ Business Education Strategies

Mobile applications (in short: mobile apps) are software applications designed to run on mobile devices such as smart phones and tablet computers. These technologies have come a long way since the open- ing of the Apple App Store in 2008, especially in their applications for business, information, communication, health and gaming. Most mobile devices are capable of processing and disseminating informa- tion in an efficient way. Smart devices, such as the iPhone or iPad, are equipped with innovative functionalities and unique features for easy delivery of content, information sharing, and collaborative work over the Internet. This is the basis for the use of these technologies in the education industry.