Marco Arrigo

Meta-Analyses from a Collaborative Project in Mobile Lifelong Learning

This paper focuses on the use of mobile technologies in relation to the aims of the European Unions Lifelong Learning programme. First, we explain the background to the notion of mobile lifelong learning. We then present a methodological framework to analyse and identify good practices in mobile lifelong learning, based on the outcomes of the MOTILL project (‘Mobile Technologies in Lifelong Learning: Best Practices’). In particular, we give an account of the methodology adopted to carry out meta-analyses of published literature and accounts of mobile learning experiences. Furthermore, we present the results of an implementation of our Evaluation Grid and the implications arising from it in terms of management, pedagogy, policies and ethical issues. Finally, we discuss lessons learnt and future work.

Social knowledge building in a mobile learning environment

According to the social constructivism paradigm, knowledge is not transferred from teachers to students, but is the result of collaborative activities; when these activities take place in a mobile environment, it is extremely important to consider how the temporal and spatial factors can influence the collaborative process. In this work we define a model for mobile Knowledge Building Process (mKBP); starting from this model, we propose to analyse the evolution of a mobile collaborative learning experience through its interactions with the social, the information and the geographic spaces. Finally, we present the methodologies and the tools used to investigate the data gathered during a specific mobile learning experience carried out at the Institute for Educational Technologies of the Italian National Research Council, in the framework of the Mobile and Ubiquitous Learning (MoULe) project.

What have we learnt about mobile LifeLong Learning (mLLL)

Mobile technologies are becoming ubiquitous in education, yet the wider implications of this phenomenon are not well understood. The paper discusses how mobile lifelong learning (mLLL) may be defined, and the challenges of forging a suitable definition in an ever-shifting technological and socio-economic landscape. mLLL appears as a ubiquitous concept that puts together mobile learning, essentially an ensemble of didactic practices based on the use of mobile technologies, and lifelong learning, a general vision of education in the knowledge society. Starting from the results of an EU-funded project, MOTILL, the paper situates mLLL within the more complex framework of the network society. This illuminates the difficulties in formulating a comprehensive definition, but also the relevance of this concept in the future of learning. We conclude that the future of mLLL can be understood only as a 360 degree vision that is able to take into account a range of pedagogical, managerial, political and ethical issues.

An Adaptive Open Hypermedia System on the Web

A prototype of an open and adaptive hypertext learning environment on the Web is presented. The nodes of the hypertext system are sorted in clusters which are ordered on a map by a self organizing neural network. This map represents the Information Domain Model on which an overlay model of the learning goal and of the user knowledge is built up. The User Model is made up of a user knowledge model and a preference model that takes into account the users attitude to approaching the information necessary to achieve the learning goal. The Information Domain Model allows users to add new documents to the system that are ordered by the neural network in the appropriate clusters. This maintains the consistency of the User Model and of the learning goal when the number of documents grows.

M-Learning Accessibility Design: A Case Study

In the last few years the number of colleges and universities which provide courses and degree programs via distance education has been growing dramatically. People with special needs will benefit from these online opportunities as long as the information and activities posted to internet sites are appropriately accessible with adaptive technology. This paper presents some research regarding the accessibility design for a mobile learning experience carried out at the Italian National Research Council --- Institute for Educational Technologies. In particular, we introduce some considerations about the methodology and the design steps used to build some educational tools on mobile devices which are fully accessible for students with special needs using a compact screen reader (on a Smartphone). Briefly, we outline the common problems of accessing an online learning management system through a Smartphone (services and information), then we introduce the test phase of the designed tools for visually impaired users.

Design and evaluation of a mobile learning experience

Analysis of scientific and technological development in the field of mobile learning, with particular reference to design issues and evaluation experiences. Analyzes the characteristics of innovative teaching methods together with proposals for concrete operational tools that allow to design educational interventions for mobile learning.

Multimodality in a Mobile Learning Environment

The aim of this paper is to investigate the use of multimodal interfaces as an opportunity for students involved in mobile learning activities to enhance their didactic experience. The MoULe (Mobile and Ubiquitous Learning) system, a technological platform that we developed in order to support on-site learning experiences through handheld devices, allows the students to read and modify the educational content available on a e-learning platform, and to record new information during on site activities, by using different multimedia formats, such as textual notes, annotated audio and photos. Each student can use his/her handheld device to store these notes, or s/he can publish them on the server using a wireless connection. Afterwards, the published notes can be shared amongst the students and used to construct wiki pages. In this paper we analyse conditions under which the multimodality can support the student/learning environment interaction and, consequently, enhance the learning process.

Real: educational resources for astromomy laboratories

Un ambiente online per la didattica dell’astronomia e per avvicinare la cittadinanza alle tematiche della ricerca scientifica

Le tecnologie mobili dell'apprendimento permanente, il progetto MOTILL

In questo articolo vengono presentati alcuni dei risultati del progetto MOTILL. MOTILL, ovvero «Le Tecnologie Mobili nell’apprendimento permanente: buone pratiche», e un progetto finanziato dalla Comunita Europea, nell’ambito del National Lifelong Learning Strategies (NLLS). Il progetto, durato un anno e terminato a Marzo 2010, si e focalizzato sull’uso delle tecnologie mobili in contesti di lifelong learning (LLL). L’articolo sara dedicato a una breve introduzione del progetto, dei suoi obiettivi e delle azioni portate avanti, e a un rapido riassunto dei principali risultati ottenuti, i quali sono stati resi disponibili online alla comunita scientifica e diffusi ai policy makers impegnati nei programmi di apprendimento permanente.

Moule: a project for mobile and ubiquitous learning

Description of experience Moule, a project for mobile and ubiquitous learning that involves the construction of a platform for m-learning. Illustrates the approach adopted for the creation of shared content that the experimental framework and methodology.