Information Science Reference

Table of Contents:

Section I: Frameworks and Theories

Chapter I: A Contextualised Multi-Platform Framework to Support Blended Learning Scenarios in Learning Networks

This chapter describes a multi-platform extension of learning networks. In addition to web- and desktop-based access, we propose to provide mobile, contextualised learning content delivery and creation. The extension to a multi-platform extension is portrayed as follows. First, we give a description of learning networks, the kind of learning focused at, and the mechanisms that are used for learner support. After that, we illustrate a possible extension to contextualised, more authentic forms of learning mediated by mobile devices. Moreover, we give some requirements for a multi-platform learning network system and describe a technical framework integrating contextualised media with learning networks. Two blended learning scenarios are given as examples of how the extended system could be used in practice. Last, the conclusions and outlook describe what is necessary to integrate multi-platform e-learning software in existing learning scenarios, and how a larger-scale adaptation can be achieved.

Chapter II: A Knowledge-Based Framework for E-Learning in Heterogeneous Pervasive Environments

We propose a ubiquitous learning approach useful not only to acquire knowledge in the traditional educational meaning, but also to solve cross-environment everyday problems. By formalizing user request and profile through logic-based knowledge representation languages, a lightweight but semantically meaningful matchmaking process is executed in order to retrieve the most suitable learning resources. Standard formats for distribution of learning objects are extended in a backward-compatible way to support semantic annotations in our framework. The framework and algorithms are designed to be general purpose. Nevertheless, an application has been developed where the semantic-based Bluetooth/RFID discovery protocols devised in previous work, support users –equipped with an handheld device– to discover learning objects satisfying their needs in a given environment.

Chapter III: Designing Effective Pedagogical Systems for Teaching and Learning with Mobile and Ubiquitous Devices: Explorations in Ubiquitous Learning

The aim of this chapter is to explore issues in effective system design to bring about pedagogically sound learning with mobile devices, including the emerging generation of new devices. We review pedagogical models and theories applicable to mobile learning, or m-learning and ubiquitous learning, or u-learning, also sometimes called pervasive learning, or p-learning , consider the technological support available, and describe scenarios and case studies that exemplify the achievements and challenges for each paradigm. We will also consider possible abstractions that relate ways in which learners can work within varied pedagogical model(s to make use of relevant supporting technologies, e.g., the notions of “personal learning workflows” and “group learning workflows.”

Chapter IV: Text Messaging to Improve Instructor Immediacy and its Role in Multiplatform E-Learning Systems

Text messaging has been exploited for supporting learning in a variety of educational settings. However, evidence for its effectiveness and impact is limited. This chapter demonstrates how the use of text messaging can contribute towards enhanced quality of learning. In particular the chapter focuses on the use of text messaging as a means of improving immediacy between instructors and students in third-level education. Immediacy is defined as behaviour which increases psychological closeness between communicators. The results of research in instructional communication suggest that improved immediacy leads to more positive student-instructor relationships engendering positive attitudes, increased interest and motivation by students as well as improved attendance, improved retention, improved student engagement and improved learning. This chapter outlines a theoretical basis for the effect of text messaging on instructor-student relationships, provides empirical evidence for the impact of text messaging on immediacy and discusses the integration of text messaging for improving immediacy in Multiplatform E-Learning Systems.

Chapter V: The Role of Multi-Agent Social Networking Systems in Ubiquitous Education: Enhancing Peer-Supported Reflective Learning

Jonathan Bishop, Glamorgan Blended Learning, UK

Knowledge it could be argued is constructed from the information actors pick up from the environments they are in. Assessing this knowledge can be problematic in ubiquitous e-learning systems, but a method of supporting the critical marking of e-learning exercises is the Circle of Friends social networking technology. Understanding the networks of practice in which these e-learning systems are part of requires a deeper understanding of information science frameworks. The Ecological Cognition Framework, ECF provides a thorough understanding of how actors respond to and influence their environment. Forerunners to ecological cognition, such as activity theory have suggested that the computer is just a tool that mediates between the actor and the physical environment. Utilising the ECF it can be seen that for an e-learning system to be an effective teacher it needs to be able to create five effects in the actors that use it, with those being the belonging effect, the demonstration effect, the inspiration effect, the mobilisation effect, and the confirmation effect. In designing the system a developer would have to consider who the system is going to teach, what it is going to teach, why it is teaching, which techniques it is going to use to teach and finally whether it has been successful. This chapter proposes a multi-agent e-learning system called the Portable Assistant for Intelligently Guided Education, PAIGE , which is based around a 3D anthropomorphic avatar for educating actors ubiquitously. An investigation into the market for PAIGE was carried out. The data showed that those that thought their peers were the best form of support were less likely to spend more of their free time on homework. The chapter suggests that future research could investigate the usage of systems like PAIGE in educational settings and the effect they have on learning outcomes.

Section II: Design and Integration

Chapter VI: A Method for Generating Multiplatform User Interfaces for E-Learning Environments

In this work we present a structured method for automatically generating User Interfaces for e-learning environments. The method starts with a definition of the learning scenario where the different goals, jobs, professor-student/trainer-learner , and tasks are described and stored in a template. After, the description is mapped to FlowiXML, a learning process authoring tool, where graphically trainers or content designers draw the overall process. A learning process is viewed as a workflow and modeled using Petri net notation. From each step in the process model more details are added using user task models; user's activity interacting with a user interface is stored in such diagrams. Then, a transformational method for developing user interfaces of interactive information systems is used that starts from a task model and a domain model to progressively derive a final user interface. This method consists of three steps: deriving one or many abstract user interfaces from the task model, deriving one or many concrete user interfaces from each abstract interface, and producing the code of the final user interfaces corresponding to each concrete interface. The models and the transformations of these models are all expressed in UsiXML, User Interface eXtensible Markup Language and maintained in a model repository that can be accessed by the suite of tools. Developing user interfaces in this way facilitates its automated generation over multiple computing platforms while maintaining portability and consistency between the multiple versions. Our approach is illustrated on an open Learning environment using a case study.

Chapter VII: Cross Platform M-Learning for the Classroom of Tomorrow

Mobile devices are becoming more and more commonplace across all walks of life from the workplace to leisure activities and even the classroom. Many schools shun the use of devices such as mobile phones in the classroom environment, but this will have to change as they become a more integral part of our daily lives. The ever increasing capabilities of these devices allow for opening up on new application domains. The ubiquitous use of mobile technology in the classroom may provide new and interesting ways for students to interact with subject matter. This chapter discusses the use of cross platform Bluetooth enabled mobile devices within the classroom setting to allow students to interact with subject matter in a new and interactive way using the ICT resources that are ever present in our daily lives.

Chapter VIII: Plastic Interfaces for Ubiquitous Learning

José Rouillard, Université de Lille 1, France

This chapter presents research around pervasive and ubiquitous computing, particularly oriented in the field of human learning. We are studying several solutions to deliver content over a heterogeneous networks and devices. Converting and transmitting documents across electronic networks is not sufficient. We have to deal with contents and containers simultaneously. Related work in interface adaptation and plasticity, the capacity of a user interface to withstand variations of both the system physical characteristics and the environment while preserving usability is presented and some examples of context-aware adaptation are exposed. We present an adaptive pervasive learning environment, based on contextual QR Codes, where information is presented to learner at the appropriate time and place, and according to a particular task. This learning environment is called PerZoovasive, where learning activities take place in a zoo and are meant to enhance classroom activities.

Chapter IX: Co-Design and Co-Deployment Methodologies for Innovative M-Learning Systems

Building innovative m-learning systems can be challenging, because innovative technology is tied to innovative practice, and thus the design process needs to consider the social and professional context in which a technology is to be deployed. In this chapter we describe a methodology for co-design in m-learning, which includes stakeholders from the domain in the technology design team. Through a case study of a project to support nurses on placement, we show that co-design should be accompanied by co-deployment in order to manage the reception and eventual acceptance of new technology in a particular environment. We present both our co-design and co-deployment methodologies, and describe the techniques that are applicable at each stage.

Chapter X: Design and Implementation of Multiplatform Mobile-learning Environment as an Extension of SCORM 2004 Specifications

Kiyoshi Nakabayashi, National Institute of Multimedia Education, Japan

A learner-adaptive self-learning environment has been developed in which both mobile phones and personal computers can be used as client terminals. The learner-adaptive function has been implemented using SCORM 2004 specifications. The specifications were extended to enable offline learning using mobile phones. Because the application-programming environment of mobile phones varies from carrier to carrier, a common content format was specified for the learning content and content-execution mechanisms were developed for each carrier’s environment to maximize content-platform interoperability. The latest learning results achieved by using mobile phones were synchronized with the latest ones on the server-side sequencing engine so that the learner-adaptive function was available from personal computers as well. The system can provide adaptive courses such that the results of a pre-test taken on mobile phones can modify the lecture content on personal computers, fitting them to each learner’s level of knowledge and understanding. The functionality and usability of the system was evaluated through two trial experiments, the first of which involved adult learners and the second with small children and their parents.

Chapter XI: Towards Mobile Learning Applications Integration with Learning Management Systems

ICT in education innovators are creating new kinds of learning applications using all sorts of new technologies available: Web 2.0, Mobile, Gaming platforms and even Virtual Worlds. Mobile learning applications, m-learning take advantage of the ubiquitousness of the mobile devices to explore new ways of learning. Learning Management Systems, LMS are a consolidated kind of Web based learning software that over the last 15 years have evolved to meet the needs of the learning institution to basic, common online educational platforms. The LMS creates a Web based space for every course, Virtual classroom that can be used to complement the presence learning activities, Blended Learning or to fully deliver the course contents, Online Learning . Nowadays most learning organizations have integrated a LMS with their information systems, back-office, academic management, etc. to a point where all learning activities, virtual and non virtual have a counterpart, syllabus, assessments, scheduling, etc. in the LMS virtual classrooms. M-learning is not destined to replace the current web based learning applications, but to extend it, that is why Mobile Applications will need to be able to integrate with the LMS. It also makes sense to be able to access some of the services of the LMS Virtual Classroom from the mobile device. But, to accomplish this goal might not be a simple task. This chapter analyzes the complexities involved to achieve that goal, and describes some standard interoperability architectures and related research and development projects that will allow this kind of interaction between the LMS and the m-learning applications.

Section III: Innovative Tools

Chapter XII: Using Mobile and Pervasive Technologies to Engage Formal and Informal Learners in Scientific Debate

In a climate of concern in the UK about a perceived loss of interest in science among schoolchildren and the general public, we consider the relationships that exist between science education and public engagement in science, and ‘formal’ and ‘informal’ learning contexts. We move on to describe four case studies drawn from our research, where mobile technologies have been used in ubiquitous ICT-based science-related learning activities. Three of these studies were of school based activities which took place in timetabled science lesson time. The fourth was set in Kew Gardens in London, during a holiday period, and involved leisure-time visitors of all ages. Finally, we describe a planned integrated trial, which will draw together ‘formal’ and ‘informal’ learners in environmental and scientific debate, scaffolding previous mobile learning experiences towards a genuinely multiplatform e-learning system.

Chapter XIII: Tools for Students Doing Mobile Fieldwork

Students are not always sitting at their desk when learning new things – they are also out in the world. We present a set of tools we developed to support groups of students who are doing field studies. Initially, we gave the students a wiki for gathering field notes and their group work material. Based on observations on how they used it and collaborated, we developed additional tools to run along with the wiki. These include a mobile application for capturing data, photo, video, audio, and text and automatically uploading to the wiki, and a set of web tools which run on top of the wiki for increasing the awareness between students, and for browsing the captured data. We describe the implementation of these tools and report on the experience from having students using them on their own equipment during the course.

Chapter XIV: SMART: Stop-Motion Animation and Reviewing Tool

Animation shares many of the educational advantages of digital video production. However, both activities can be time consuming, are non-trivial to implement as whole class activities and there are aspects of the process that are not well scaffolded by currently available software tools. The design, implementation, and evaluation of a mobile learning application called the Stop-Motion Animation and Reviewing Tool, SMART are described. The application enables users to create animations on a mobile phone and is part of a larger generic suite of open-system software we are developing to facilitate the development of cross platform applications in the area of digital narrative production.

Section IV: Innovative Cases

Chapter XV: A Multiplatform E-Learning System for Collaborative Learning: The Potential of Interactions for Learning Fraction Equivalence

Siu Cheung Kong, The Hong Kong Institute of Education, Hong Kong

A multiplatform e-learning system called the “Graphical Partitioning Model, GPM ”, with the separate versions for desktop computers and mobile devices, was developed for learning knowledge of fraction equivalence. This chapter presents a case study on the use of the mobile version GPM for the learning of the targeted topic in a mobile technology supported environment. The interactions between a dyad of Primary 5 students and the GPM were analyzed in order to understand the feasibility of the design of the mobile version e-learning system. The results show that the interactions between the students and the GPM have the potential to enhance the learning effectiveness of the targeted topic. The mobile version GPM demonstrated a possibility to integrate with collaborative learning strategies such as reciprocal tutoring and peer-to-peer discussion. The case study also reveals that there is a potential for the flexible use of the dual-version GPM to foster deep learning.

Chapter XVI: Mobile Interactive Learning in Large Classes: Towards an Integrated Instructor-Centric and Peer-to-Peer Approach

This chapter aims at describing a new platform for mobile and interactive learning targeted as an effective communication medium between the professor and students during lectures. In this system, students and professors will be equipped with a Multimedia Messaging Service, MMS capable device, which may be PDAs, Laptops, or Tablet PCs that is connected on the campus-wide Wireless LAN. During lectures, students can ask questions, response to questions or give immediate feedback on the lecture simply by composing a MMS message and sending it to the professor. The main advantage of this learning system is that MMS messaging is easily extensible to the mobile GSM networks, so students are not restricted to use it only on campus. In addition to enabling better interaction between students and instructor, an approach to facilitate student-to-student interaction during a lecture for peer-to-peer learning is proposed, which can be easily integrated into our existing system.

Chapter XVII: The “Trigger” Experience: Text Messaging as an Aide Memories to Alert Students In Mobile Usage of Teaching And Learning Resources

This case study chapter will outline the results of a pilot test into the use of Short Message Service, SMS to augment the provision of student administrative services currently available through a university website. The pilot conducted utilised an SMS Prototype Tool Trigger that enabled dynamic information transfer between staff and students. Trigger facilitated live update reminders that assisted students to schedule their time and better organise themselves. Specifically, SMS technology was used to deliver physical class locations, availability and web addresses of iPod resources, important events, alerts for multimedia, examination schedules, and, assessment feedback by ‘pushing’ information to students. Trigger also provided students with pull access to study schedules and requirements. The aim of the test was to evaluate student response to the use of Trigger to improve the learning environment. The case study will identify student responses to the pilot and describe a current project that has extended the number of students participating in the study.

Chapter XVIII: Use of Mobile Technology at Montclair State University

Educators strive to develop innovative teaching strategies to meet the expectations of digital natives that are accustomed to social networking environments. The Campus Connect project at Montclair State University provided an innovative mobile technology service, in order to meet these expectations. The program, which included a custom designed, high speed, rich media and GPS, location based services capable cellular network as well as a rich array of cell phone based applications enabled students to customize their mobile phone for 24/7 access to the University’s teaching and learning, information, and administrative resources. This chapter will describe the growth and evolution of the Campus Connect program and the applications that were frequented by the student population on mobile technology through this innovative program. In addition, a description of how these applications enhanced the learning environment will be provided as well as the changes the program underwent in order to best suit the demands of the changing population of students. Quantitative and qualitative survey results are offered to describe the student’s reaction to using mobile technology in a learning environment as well as identify those applications that students utilized most often. Based on these results, recommendations for future iterations of the Campus Connect program will be provided, which can be used as a guide for administrators who may be contemplating comparable mobile technology programs at their institutions.

Chapter XIX: Contextual Learning and Memory Retention: The use of Near Field Communications, QR Codes, and the Spacing Effect in Location Based Learning

An important part of multiplatform or blended learning is designing learning environments that take full advantage of the relative strengths and weakness of the various platforms employed to meet learning objectives. The desktop has strengths that are conducive to immersive learning environments, whereas mobile devices excel in contextual learning and performance support roles. Blended learning then, is not merely porting the same content from one platform to another, but recognizing the need for unique implementations. This chapter will examine two general applications in which mobile learning takes advantage of the flexibility afforded by the platform. In the first case we will explore the possibilities presented by physical hyperlinks through the application of Near Field Communications, QR codes, and image recognition software. In addition to providing contextually relevant information, the mobile platform is ideal for providing enhanced conceptual retention. The Spacing Effect demonstrates that memory decays according to a well-defined logarithmic curve. Once this curve has been optimized for an individual, it is possible to determine the most productive times to review learning objectives. Mobile devices are the perfect platform to review material initially mastered on a desktop or in a classroom, and these scheduled sessions can boost retention times dramatically. Contextual Learning and Enhanced Retention are two applications that cater to the strengths of mobile devices, and augment a holistic multiplatform approach to learning.

Chapter XX: Development of a Museum Exhibition System Combining Interactional and Transmissional Learning

Shinichi Hisamatsu, The University of Tokyo, Japan

“Hands-on” exhibitions, which not only present objects for viewing but also stimulate learning by allowing visitors actually able to touch them, is gaining increasing popularity at museums. By actually handling an exhibited object, the visitor can get a better understanding of the characteristics of the object that cannot be fully grasped by just looking it, such as the object’s underlying structure and hidden aspects, as well as tactile information like the object’s weight, hardness, and so on. The experience also arouses curiosity and interest and becomes a learning opportunity for the viewer. We have developed an interactive exhibition system for museums, which combines learning based on the interaction with physical objects and knowledge transmission. In this system, the user handles and looks at an actual physical object, which appears just like the original object and talks directly to the user. This “conversation” with the object as the user “grasps”, in both senses the object deepens the user’s understanding of and interest in the object. This “narrative” feedback to the user is achieved through the active linkage between, in the case presented here, a fossil in real space and three-dimensional computer graphics employing Augmented Reality, AR . The system uses RF-ID technology to determine the level of the user’s “grasping” state and to feed back information to the user. In this paper, I present the actual implementation of this interactive system at a museum and a school. The system was tested with elementary and junior high school students and I present results of the trials that show the convenience of the system and its beneficial effect on learning.