Richard Hotte

Mobile learning, a solution to vocational training in Senegal

This article focuses on the issue of the use of mobile technologies, especially on online Laboratories, as a support to professional development of adults in the work situation in Senegal. More specifically, how mobile learning can be a solution to access to education for nomadic professionals working specifically in the area of computer networks? This issue is at the heart of a doctoral research underway in the context of the creation of the Senegalese Virtual University (SVU) primarily to adequately solve the problem of mass enrollment in university.

Game Based Learning: A Case Study on Designing an Educational Game for Children in Developing Countries

Despite the efforts and global policies to achieve universal primary education, there are still 58 million children, roughly between the ages of 6 and 11, out of school globally. Although previous studies showed the value of serious games for learning, not enough efforts were made to apply serious games to reduce children illiteracy. Understanding the complexity of this problem, we put together a multidisciplinary research team, and an industrial partner, to work on the design of a serious game for children without access to school. In this paper, we present the preliminary results of our case study, showing the main design challenges faced to develop such tool and proposing solution to overcome those issues. We aim to call the attention of the research community about the urgent need of more studies in this field and we argue that our results could be used as starting point for taking forward future work in this direction.

Mobile Learning: Hierarchical Architecture: Geographical Location and Routing of Mobile Nodes

This article discloses a system for locating mobile nodes and transfer data in a mobile learning system. The proposed solution is based on organizing cell cellular networks and the geographical coordinates. This means that mobile nodes are located thanks to their geographical position, which allows grouping the nearest nodes in a cell which we call Node Open Digital Space (NODS). In order to better organize the mobile learning system is a server placed at each Open Digital Space (ODS) allowing access to resources. These servers at each ODS are connected to a central server that centralizes all the data to identify the mobile nodes. This hierarchical architecture meets the needs of collaboration and latency reduction in a mobile learning solution that we want to implement in Senegal.

Digital Learning Game Scenario: A pedagogical Pattern applied to Serious Game Design

The design of educational Serious Games (SG) remains a difficult operation which requires a tight weave between practices in instructional design and game design to be effective. Despite excellent works in the domain, the balance problem increases more significantly in the mobile learning system development such as Kids Smart Mobile School (KSMS) as a SG. KSMS is a school that aims to provide learning from K to 12 in Math and English as a Second Language to children without access to school in developing countries. This paper proposes a solution by designing a pedagogical pattern of a Learning Game Scenario, based on the educational Montessori approach mixed up with instructional engineering technique. This pattern is applicable to the various learning phases, making up the structure cognitive and pedagogical of KSMS. Moreover, this paper indicates how this pedagogical pattern makes easier the communication between members of an interdisciplinary team in different phases of design and development.

Forming groups of mobile learners that promote collaborative learning supported by mobile devices

The educational system of today is marked by advances in information and communication technologies. Initially we attended computer-assisted learning, then mobile technology has in turn been integrated into the education system, hence the Mobile Learning. The technical capabilities of mobile devices associated with wireless technologies make them remote learning tools in their own right. Mobile Learning is a real potential for distance learning because it allows the learner to learn anywhere and at any time to ensure better collaboration between learners of mobile learning, gathered in small groups, hence the new concept of Mobile Computer Supported Collaborative Learning (MCSCL). One of MCSCL’s problem is the learner groups’ management. This problem is linked to the high mobility of learners (change of position, disconnection of the network, etc.). In our review of the literature we have made a classification of learner group training methods ensuring a better interaction while taking into account the mobility of the learners. In the context of disadvantaged areas, mobile phones can be used for learning.

A model of computer support to mobile learning in the senegalese educational system

This article aims to present a model for mobile learning. The model is using a decentralized system with delocalized subsystems. The solution is based on the use of mobile technology and online labs. It also fits the needs of distance learning institutions (DLIs) and the virtual university recently established in Senegal. This model of learning tool mainly targets professionals on the move within the country (Senegal) or abroad. These professionals, lacking the time for in situ training, are thus given the opportunity to take courses via a learning platform using mobile devices and facilities (cell phones and tablets). Our main challenge is to provide quality service by ensuring connection and permanent availability. Senegal is the setting of the study. This article especially focuses on the technological innovations adopted. The latter are based on a detailed study and analysis (functioning, algorithm) of learners mobility. These technologies aim to ensure, among other things, the quality and performance of the interactions that are at the foundation of the collaboration.

A methodological and physical instrumentation to support experimentation in telE-learning

This article is an attempt to promote a research and development methodology that is action-oriented in order to improve the development of telE-learning environments and software artefacts fully adapted to learning activities. We start by presenting an overview of the two main phases of action-oriented research, stressing the importance of control methods. Then we describe difficulties in applying these methods and, finally, we introduce the LORIT, a recent initiative intended to support instrumentation in tele-learning research.