mLearning Apps for Specialized Curriculum: A Case Study on Film Noir

mLearning Apps for Specialized Curriculum: A Case Study on Film Noir

Jeanny Vaidya (General Assembly, USA)
Copyright: © 2016 |Pages: 16
DOI: 10.4018/978-1-5225-0251-7.ch015
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Abstract

While there are many educational apps for traditionally taught subjects such as math and science, more specialized curriculum has largely been left unexplored in terms of mLearning. Film studies is one such subject, an academic discipline that deals with the theoretical, historical and critical underpinnings of film. This project explores what it means to create a mobile application to teach basic approaches to film interpretation. Benefits of mLearning include increased delivery options for multimedia, context-based learning support and the prospects of more fulfilling learning experiences (Medipour et al., 2013). In addition, learning film on mobile supports learning on the go and has further implications such as multimedia language learning and audio video usage. By providing direction for a prototype, implementation and evaluation techniques, the chapter explores the ways in which an introductory module for film studies can be integrated into a mobile format to render film theory more relevant and accessible.
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Background: Mobile Learning

Mobile Learning or mLearning is a relatively new field that emerged as a result of many other technological and educational advancements. Crompton (2014) outlines these advancements by noting that the creation of the first web browser, digital camera and graphics calculator in the 1990s subsequently allowed for multimedia and portable digital devices (PDAs) to be utilized in educational settings. The introduction of web 2.0 in the new millennium, Crompton argues, represented an important shift in the Internet from “read-only” to innovative “read-write” web platforms (p.12). This birthed new forms of learning environments, sparking a revolution in communication and forever altering the way in which we engage with technology. Importantly, it gave users the opportunity to interact with and actively contribute to online content. Soon after came the development and rapid advancement of portable smartphones and tablets with unique capabilities. The infinite knowledge of the Internet and apps capable of seemingly anything one could think of became portable and contained in devices easily slipped into our pockets. The educational technology landscape was forever changed (Crompton, 2014).

Modern learning environments are highly digital, transformed as a direct result of developments in mobile technology, yet an underlying issue with mobile devices is that they are generally built for the mass consumer market. This makes it difficult to leverage such technology for teaching and learning purposes. Small screen sizes, assessment of learning outside of classrooms, support for learning across contexts, as well as, conceptual differences between e-learning and mLearning are just a few of the challenges (Medipour & Zerehkafi, 2013). However, research and implementation of mobile devices in classrooms and the workplace have shown success at various levels. Benefits of mLearning include increased delivery options for multimedia, context-based learning support and the prospects of more fulfilling learning experiences (Medipour et al., 2013).

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