Mobile Learning: Transforming the Delivery of Education and by Mohamed Ally PDF

By Mohamed Ally

ISBN-10: 1897425430

ISBN-13: 9781897425435

ISBN-10: 1897425449

ISBN-13: 9781897425442

This assortment is for somebody drawn to using cellular expertise for varied distance studying functions. Readers will realize the right way to layout studying fabrics for supply on cellular know-how and get to grips with the simplest practices of different educators, running shoes, and researchers within the box, in addition to the latest projects in cellular studying study. companies and governments can the right way to convey well timed info to employees utilizing cellular units. Professors can use this publication as a textbook for classes on distance schooling, cellular studying, and academic know-how.

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By Mohamed Ally

ISBN-10: 1897425430

ISBN-13: 9781897425435

ISBN-10: 1897425449

ISBN-13: 9781897425442

This assortment is for somebody drawn to using cellular expertise for varied distance studying functions. Readers will realize the right way to layout studying fabrics for supply on cellular know-how and get to grips with the simplest practices of different educators, running shoes, and researchers within the box, in addition to the latest projects in cellular studying study. companies and governments can the right way to convey well timed info to employees utilizing cellular units. Professors can use this publication as a textbook for classes on distance schooling, cellular studying, and academic know-how.

Show description

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Extra resources for Mobile Learning: Transforming the Delivery of Education and Training

Sample text

A few accounts mentioned several techniques and were triangulated, but most accounts used only one or, at most, two techniques. None of these elicitation techniques were particularly consistent with mobile learning technologies, and all accounts of such evaluations assumed that the evaluators were told the truth by subjects (that is, learners and teachers). Hopefully those engaged in mobile distance learning evaluation will learn from this critique. Clearly, there are problems with the epistemology and ethics of evaluating mobile learning; there are also challenges in developing suitable techniques to gather, analyse, and present evaluation.

Uk/) are expected to migrate to mobile devices in the near future. It is equally possible, however, to make a strong case for mobile education on practical or “impurist” grounds. This impurist case recognises that learning takes place in a wider social and economic context, and that students must be recognized to be under a range of pressures, most obviously those of time, resources, and conflicting/competing roles. This is true of distance learning and part-time students. Mobile learning allows these students to exploit small amounts of time and space for learning, to work with other students on projects and discussions, and to maximize contact and support from tutors.

In this model, the mobile device is an active component in equal footing to learning and social processes. This model also places more emphasis on constructivism: the word rational refers to the “belief that reason is the primary source of knowledge and that reality is constructed rather than discovered” (Smith and Ragan 1999, 15). The FRAME model describes a mode of learning in which learners may move within different physical and virtual locations and thereby participate and interact with other people, information, or systems – anywhere, anytime.

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Mobile Learning: Transforming the Delivery of Education and Training by Mohamed Ally


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