Showing posts with label augmented learning. Show all posts
Showing posts with label augmented learning. Show all posts

Tuesday, 25 September 2018

Hearables for learning combining #language, #AI & internet #edtech #informal learning

Hearables are clearly on the rise. After the screens (read & write web), learning on the go (mobile learning), the eyes (all sorts of augmented glasses), some kinetic learning (various motion controllers), other wearables (e.g. smart clothing) ... the next sense that is now ready to inspire new learning is: hearing (HLearning). "Hearables are wireless smart micro-computers with artificial intelligence that incorporate both speakers and microphones. They fit in the ears and can connect to the Internet and to other devices; they are designed to be worn daily. One form of specialised hearables are the earphone language translators that offer potential in language teaching." (thank you Rory McGreal for this wonderful description).

Learning with hearables is linked to other, more experienced forms of technology based learning: it is mobile (it is a wearable), it can be used in-context (e.g. in a refugee camp enabling dialogue), it can be implemented within informal learning (using it to increase language skills, or simply to move around in a country where you do not speak the language), hence it helps self-directed learning as you can use the hearables in contexts that you find interesting, and it augments the current information you have, by being able to provide audio feedback or information on a personal level by whispering it into your ear to augment the real world around and within you (wifi and sensor enabled). This puts hearables amidst the already complex learning supported by technology.

Rory McGreal has just given a great overview of hearables for learning, in his most recent CIDER conference. You can download his slides here and listen to his talk here. Or look around on the CIDER page which is packed with EdTech and distance learning talks:
https://landing.athabascau.ca/groups/profile/289790/cider/tab/359765/sessions 

Hearables will be quite a leap forward in translation and language learning (if seamless learning becomes feasable). And for those of us who like spy movies... yep, it has that special agent ring to it as well! 

My colleague Agnes Kukulska-Hulme recently pointed me to the Babel Fish option (referring to the ever inspiring The Hitchhikers Guide to the Galaxy), that specific hearable called the Pilot, and build by Waverly labs. This particular device - the Pilot - supports 15 languages (a.o. English, Arabic, Mandarin, Russian, Hindi, Spanish, Japanese...), with male and female voices that translate the audio which is recorded by the microphone through a cloud-based translation engine. They even claim to have a low latency (which is kind of nice when you want to match what is said to body language). 

While in-ear translations are a straight forward implementation of augmented and language learning, the processing and AI behind is will also allow increased hearing range, audio information of any kind you choose (biometrics, recognizing a bird in the wild, communication between fish, use it as a recognising machine to get names right of those people you meet, look like a secret agent on top of whatever information which makes you look cool, ...). Of course, the usual considerations can be made: hearables will listen in on what you do and where you go, hearables are not yet a seamless learning aid (the name Pilot is clearly well chosen), battery life (as with all things mobile), connectivity can vary while mobile, and it risks to be another addition to distraction by tech. Nevertheless, this is cool and worth looking into. 

Wednesday, 13 December 2017

Report on Innovative #Pedagogy #EdTech #elearning #data @IETatOU

The new 48-page Innovative Pedagogy report from my colleagues at IET at the Open University, UK is published in collaboration with the Learning In a NetworKed Society (LINKS) Israeli Center of Research Excellence (I-CORE). And as always it is of interest for everybody looking for a quick overview of interesting innovative educational technologies, including practical examples and linked references (with the great PhD-researcher Tina Papathoma @aktinaki on the front cover).
The report was written by Rebecca Ferguson, Sarit Barzilai, Dani Ben-Zvi, Clark A Chinn,
Christothea Herodotou, Yotam Hod, Yael Kali, Agnes Kukulska-Hulme, Haggai Kupermintz,
Patrick McAndrew, Bart Rienties, Ornit Sagy, Eileen Scanlon, Mike Sharples, Martin Weller,
Denise Whitelock.

The 5 previous reports with themes can be found here.

This report proposes ten innovations that are already in currency but have not yet had a profound influence on education. A remarkable move is the insistance of looking at the learning from the learners' perspective, including emotions, self-direction in terms of learning analytics, values and communities.
  1. Spaced learning: admittedly not that new, but functional and effective for more behaviorist content (including test preparation), includes 3 spaced learning resources.
  2. Citizen science: I am totally in favor of more of these projects, as citizen science can benefit from all for all citizens. The three resources mentioned (which you can experience as much as you like are: Galaxy Zoo (yes! observing and adding star galaxies!), iSpot (identifying plants and animals!), nQuire-it (which lets you decide what you want to explore - android mobiles)
  3. Open textbooks: in relation to OER, with links on the benefits of open pedagogy, for example a wonderful chapter by DeRosa and Robison entitles from OER to Open Pedagogy: harnessing the power of open.
  4. Navigating post-truth societies (think critical thinking in action): with a focus on epistemic education and ways to stimulate epistemic growth. Including the very useful guide for web literacy for student-fact-finders.
  5. Intergroup empathy (nice!): or understanding the perspectives of others. This connects with the post-truth society topic. A remarkable initiative is 'the enemy is here' (it is a mixed Virtual Reality and Augmented Reality experience where you meet persons at different sides of a war conflict and you get to 'engage' with them and their believes which comes down to the shared humanity on both sides (small critique: mostly male protagonists it seems, but okay that can improved in later versions). And a science game called to-be-education.
  6. Immersive learning: or intensifying learning by experiencing new situations.
  7. Student-led analytics: refering to the University of Michigan and their toolkit for students to direct their learning based on data, the Academic Reporting Tool.
  8. Big data inquiry (thinking with big data):  wcith a nice link to Ocean Tracks.
  9. Learning with internal values: more along the line of using students' interests to stimulate their learning. 
  10. Humanistic knowledge building communities: helpint learners to develop knowledge (now that is a lifelong mission :)

Thursday, 17 November 2016

Free mobile learning papers from mLearn2016 conference in Sydney #mLearning #mobile

This is a great set of mobile learning papers (proceedings available here) written for the 15th mLearn conference that was organised in Sydney, Australia on 24-26 October 2016. The theme chosen for the conference was Mobile Learning Futures – Sustaining Quality Research and Practice in Mobile Learning.
Sustainability and quality are the keys to mobile learning. Future mobile learning research needs to look beyond technological intervention per se. Instead, it must consider a more ecological approach, in which the conditions under which mobile technology contributes to learning are closely examined. The preconditions for sustainability in mobile learning may be broadly categorized as:
  • Economic (financial considerations)
  • Political (leadership, equity and policy)
  • Social (community engagement)
  • Technical (infrastructure, security, devices, applications) and
  • Pedagogical (teaching and learning).
This sustainable and broadly societal focus, provides mLearning proceedings that cover a wide variety of impactful mLeanring insights. Issues to consider include teachers‘ technological and pedagogic expertise when evaluating the effects of mobile technology on learning and the achievement of the goals of instruction. The subject matter is an important factor, as are also students‘ attributes, background and age, and their mobile digital literacy. Authentic assessments that provide evidence of learning are needed. Other factors include institutional and expert leadership, the physical environment, resources, professional development, collegiality, and a commitment to mobile learning implementation and policy.

The papers range from the indigenous use of mobile learning, wearable technologies, eyetracking for gaming, teaching digital citizenship, simulation games, augmented realities, micro-credentials and mobile assisted language learning.

Table of Contents
Section I: PAPERS
Faculty Attitudes towards the Use of Mobile Devices in EFL Teaching in a Saudi Arabian Setting
Radhi Alshammari, Vicente Chua Reyes Jr and Mitchell Parkes

The Use of Wearable Technologies in Australian Universities: Examples from Environmental Science, Cognitive and Brain Sciences and Teacher Training
Victor Alvarez, Matt Bower, Sara de Freitas, Sue Gregory and Bianca de Wit

Ariane: A Web-Based and Mobile Tool to Guide the Design of Augmented Reality Learning Activities
Victor Alvarez, Juan Ramón Pérez-Pérez, MPuerto Paule and Sara de Freitas

Survive with the VUVU on the Vaal: Eyetracking Findings of a User Interface Evaluation of a Mobile Serious Game for Statistics Education
A. Seugnet Blignaut, Gordon Matthew and Lizanne Fitchat

Perceived Utility and Feasibility of Wearable Technologies in Higher Education
Matt Bower, Daniel Sturman, Victor Alvarez

Nurturing Collaborative Networks of Practice
Thomas Cochrane and Vickel Narayan

Location-Based Mobile Learning Games: Motivation for and Engagement with the Learning Process
Roger Edmonds and Simon Smith

Investigating Children‘s E-Reading Behaviour and Engagement using iPads in First and Second Grade
Seyedeh Ghazal Ghalebandi and Noorhidawati Abdullah

Negotiating Cultural Spaces in an International Mobile and Blended Learning Project
Charlotte N. Gunawardena, Agnieszka Palalas, Nicole Berezin, Caitlin Legere, Gretchen Kramer and Godwin Amo-Kwao

Landscape and Literacy on Aboriginal Country
Olivia Guntarik and Aramiha Harwood

Using Web 2.0 Tools to Support Student Writing
Susan Gwee and Shalini Damodaran

Teaching Digital Citizenship in Higher Education
Boris Handal, Sandra Lynch, Kevin Watson, Marguerite Maher and Grace Hellyer

Flipped Learning Approach for a University EFL Course: Utilizing an Online Communication System
Yasushige Ishikawa, Yasushi Tsubota, Craig Smith, Masayuki Murakami, Mutsumi Kondo, Ayako Suto, Koichi Nishiyama, and Motoki Tsuda

A Mobile Learning Framework for Developing Educational Games and Its Pilot Study for Secondary Mathematics Education
Yanguo Jing and Alastair Craig

Designing an Engaging Healthcare Simulation Game
Tuulikki Keskitalo and Hanna Vuojärvi

A Mobile Reader for Language Learners
Jemma König, Ian Witten and Shaoqun Wu

Mobile Learning as a Tool for Indigenous Language Revitalization and Sustainability in Canada: Who Will the Pipe Holders Be?
Marguerite Koole and Kevin wâsakâyâsiw Lewis

Mobile Learning in Practical-based Subjects: A Developing Country Perspective
Suzaan Le Roux

Learning beyond Classroom Walls: A Case Study on Engaging Learners with Mobile Devices in Dance and Drama
Zihao Li

Reboot Your Course – From Beta to Better
Zoe Lynch and Michael Sankey

A Theory-ology of Mobile Learning: Operationalizing Learning Theories with Mobile Activities
Kathryn MacCallum and David Parsons

Responsive Web Design: Experience at the National Distance University of Costa Rica
Seidy Maroto-Alfaro and Yeudrin Durán-Gutiérrez

Analysing Student-Generated Digital Explanations
Wendy Nielsen, Helen Georgiou, Annette Turney and Pauline Jones

Changing Use of Social Media Tools by Preservice Primary Teachers to Learn Science
Wendy Nielsen, Amir Rezaaee and Rachel Moll

Encouraging Faculty Development through Micro-Credentialing
Lisa O‘Neill

A Mobile Sensor Activity for Ad-Hoc Groups
David Parsons, Herbert Thomas, Milla Inkila

Conserv-AR: A Virtual and Augmented Reality Mobile Game to Enhance Students‘ Awareness of Wildlife Conservation in Western Australia
Luke Phipps, Victor Alvarez, Sara de Freitas, Kevin Wong, Michael Baker and Justin Pettit

Bring-Your-Own-Device or Prescribed Mobile Technology? Investigating Student Device Preferences for Mobile Learning
David Reid and Ekaterina Pechenkina

How a Blended, M-Learning Approach to Student Evaluations Increases Participation Rates
Chris Tisdell and Alex Usachev

Using Cloud Drive for Collaborative Learning in Adult Training
Hwee Leng Toh-Heng

A Theory of Enhancement of Professional Learning for Aboriginal and Torres Strait Islander Pre-service Teachers in Very Remote Communities through Mobile Learning
Philip Townsend

Enhancing Workplace Learning through Mobile Technology: Barriers and Opportunities to the Use of Mobile Devices on Placement in the Healthcare and Education Fields
Franziska Trede, Peter Goodyear, Susie Macfarlane, Lina Markauskaite, Celina McEwen and Freny Tayebjee

Does the Mobility of Mobile Learners across Locations Affect Memory?
Chrysanthi Tseloudi and Inmaculada Arnedillo-Sánchez

Let‘s Learn Business Japanese with Learning Log System and E-book
Noriko Uosaki, Mahiro Kiyota, Kousuke Mouri, Hiroaki Ogata and Chengjiu Yin

Introducing Mobile Videos for Academic Support
Mari van Wyk and Linda van Ryneveld

Learning Official Crisis Communication through Decentralized Simulations enabled by Mobile ICTs
Hanna Vuojärvi and Tuulikki Keskitalo

Location-Based Vocabulary Learning App
Shaoqun Wu, Karun Pammi and Alex Yu

Learning Collocations with FLAX Apps
Alex Yu, Shaoqun Wu, Ian Witten and Jemma König

Factors in Designing an Augmented Reality M-Learning Trail with Place-based Pedagogy in Residential Education
Kevin K. Yue, Lisa Y. Law, Hiu Ling Chan, Jade B. Chan, Elaine Y. Wong, Theresa F. Kwong and Eva Y. Wong
Section II: PRACTITIONERS‟ PRESENTATIONS

Designing Physics Courses to Increase Student Engagement for Online and Mobile Environments
Elizabeth Angstmann, John Reddin and Matthew Burley

Building a Campus-Wide Mobile Platform that Focuses on Enhancing Student Effectiveness and Learning
Matthew Burley, Alexander Roche and John Reddin

Designing for Mobile Learning
Lucila Carvalho and Pippa Yeoman

Lighting a FUSE Program for Student Engagement and Differentiated Learning with Mobile Technologies
Scott Diamond and Andrew Brown

Pedagogy GO: Enhancing Educational Experiences with Location-Based Mobile Learning Games
Roger Edmonds and Simon Smith

Mobile Learning: An Innovative Approach that Puts the Control of the Internet of Things into the Hands of Primary School Students
Deborah Evans and Alix Spillane

Teaching Arabic Alphabet using EBook Widgets
Hany Fazza

Integrating iPads into Science Teaching and Learning
Heidi Hammond and Linda Clutterbuck

Google Classroom in My Classroom
Nicole Holgersson

Sustaining Mobile Learning Pedagogies with High Possibility Classrooms: A Vision for Teacher Education in Australian Universities
Jane Hunter and Ariane Skapetis

Why Gamified Learning and Using Games to Teach are not the Same Thing
Michael Kasumovic

Using Mobile Serious Games Technology to Enhance Student Engagement and Learning in a Postgraduate Ethics Classroom: A Case Study
Gillian McGregor and Emma Bartle Our ‗Have a go, Share and eValuate‘

iPad Learning Journey: From Implementation to Acceptance
Damien McGuire

Mobile Phone Potential in Secondary School Classrooms
Gus McLean

A Global Classroom: The ACO Music & Art Program
Vicki Norton and Zoe Arthur

Accepting the Challenge of Adapting Traditional Faculty Development to Online and Mobile Environments
Lisa O‘Neill

How Does a Mobile App Incorporate Facebook-Style Social Connectivity within a Learning Platform?
Alexander Roche, Josephine Chan, Anthony Chung and Matthew Burley

How Does a Mobile Platform Address TEQSA and Other Regulatory Compliance for Online Courses?
Alexander Roche, Josephine Chan, Anthony Chung and Matthew Burley

Online Tutorials and GeoGebra as Mobile Learning Tools
Norman J. Wildberger and Joshua Capel

Thursday, 5 February 2015

Blogphilosophy: Microsoft's #Hololens, the #augmented journey

With Microsoft providing a glimpse into its hololens project (related to Windows 10 options), I felt it would be good to recap on augmented reality, and see what thoughts come to mind when thinking about the exiting hololens endeavor.

History in the blink of an eye
The concept of augmented reality has been around for quite some time. More then hundred years ago (1901) Frank Baum - author most famous for the Wizard of Oz - came up with the idea of an electronic display that put a layer over the real life world. As graphics and computational power increased, Steve Mann (who came up with the wonderful concept of Sousveillance, appreciated by activists everywhere) came up with a system that put text and graphics over a photographic image, creating an augmented reality, the eye-tap.
This is where it becomes of interest for education, as simulations become a possibility. By 2008 augmented reality is being rolled out for the masses: wikitude, Layar, and the inevitable introduction of augmented use in marketing (printing, buying via qr-codes...e.g. metaio) becomes possible through the use of mobile phones with apps.

Augmented reality as performance enhancer
As augmented reality becomes more mainstream, the public implementations, and job performance options become more apparent, which leads to bigger projects. In education augmented reality has been used in video support of specific historical reenactments (now frequently used in documentaries, for example in the 3-D imaging put on top of the real world in this trailer of Archaeology of Portus). The implementation of augmented reality in professions indirectly or directly related to design, architecture, engineering are straightforward: augmented reality allows a concept or new design to be investigated with less cost, and 3D models. Augmented reality has been successfully implemented in guiding workers to do specific (new) jobs by providing them on-site virtual support on what they needed to do with the parts they needed to fit together (e.g. nice slide-deck on topic).

Mobility as a driver
The roll out of mobile technology and mobile devices was crucial for sending augmented reality out into the real, mainstream world. And those same mobile devices had something that would increase augmented options: the mobile device sensors. With these sensors multiple tracking and spatial location options became possible, increasing the overall augmented reality experience.
The mobility of all of us, pushed augmented reality into the public sphere. There were some first steps into a more holistic, augmented approach for the general public: Google glass, metaglasses... but now Microsoft comes up with the stand-alone (nice!) hololens computer.

The Hololens
The hololens offers to be a fully functional computer option that allows you to interact in a space - living room or office or park, anywhere... without markers, wires, nothing, just the device as a native instrument. And, what is a great addition: it builds upon the motion detection that was put on the map by Kinect. As such it combines human motion, with mobile sensors, to dip into all the digital content that is already out there on the Web, in the Cloud... so no more wires, just tapping into the virtual, digital world. It seems like a real augmentation of the human body and mind.
I like it, a lot. Especially because it is a native machine. And of course it offers options that no other device ever offered, as such it brings along the pleasures of tinkering with a new invention. The options for education are multiple: augment the classroom, augment housework, increase informal, augmented and immediate learning... It is a really cool tool, a nice new human instrument.

But what are the first ideas that come to mind when reflecting on possible side effects?

  • The promo-video talks about 'More reality than ever before' is one of the motto's of the hololens. And I can see how this seems like a truth, but is it? Because with our brains, there are only so many inputs that can be processed. So, we might be able to gain time when using the hololens (no longer having to find wifi first, or other barriers that limit immediate access to content), and time might be used in an optimal form due to the merging of data (e.g. recognize face - know what they do or expert at - so immediately strike up a conversation - or not), but reality is the sum of all things, and our concentration picks up whatever we are searching for. 
  • More virtual options for thinking over design (any field) also means that less people are necessary in those fields. What can be done digitally, must not be done manually. This will affect the job market - for those designer support jobs at least. 
  • The immediacy of the information and augmentation also makes me wonder about the immediacy of propaganda. Photoshopping will be immediate, merging live events with fake objects/people and streaming them as if it is real. 
  • And inevitably the barrier of us humans becomes clear once again. We invent things, apply them, but we never seem to cross over to the other species, the super-human, or the non-human. Anything and everything we do seems to mimic humanness... I wish we could get over that.
  • The Specific Absorbation Rate (SAR) information would be of interest to me, as it is a stand-alone device which is worn close to the brain. 

Well, fun to reflect I think. And, what a cool tool the hololens seems to be! The link to the live event of the hololens can be seen here. But I rather share the Hololens trailer below:

Friday, 16 January 2015

#Googleglass out, other smart tech in? Where is #educational bonus?

The wearable technologies are booming business, but a lot of it is still very expensive. And with Google just releasing today that Google glasses will be reinvented, if not stopped, it got me thinking about cost and educational options. Just think about all the developers that bought the Google glasses (1500$) and now get the news that the project is being reinvented. Or about those schools that purchased one set allowing students to research its functionality?
Certainly when looking at smart glasses, there is a lot of expensive material (coming) out. As multiple options are being launched (or are on the verge of being launched) I do wonder what to go for, budget wise. For if the half-life of tech is only about a year... it might not be wise to invest in it? Time or budget wise.

Cheap virtual reality and smart glass solutions are increasingly being rolled out, but as with all technology: multiple companies are trying to corner the market, but in the end only a few will keep on standing (and it seems tech launches and halts happen quicker than ever). A couple of nifty options: the 'classic' Google glasses which is now being rethought, the more advanced Meta space glasses, the more stylish looking (yet with wire hanging from ear) Antheer lab option, of course for gamers the Oculus rift or the about to be released Sony's Morpheus, and for the more cognitive oriented among us the EmotiveInsight headset which is said to be available in April 2015 and which monitors brain activity. But it does cost a lot of money (ranging from cheapest 350 $ to 1500$).The latest from Microsoft is Microsoft's Hololens which merges virtual and IRL nicely together.

On the one hand it is clear that smart-everything is the way forward, but the cost of each item makes it tricky to test all of them in order to find its educational value. Using such tech in classrooms or global courses is at the moment cheer impossible, unless... you choose for the cheaper option: e.g. Google cardboard. This virtual reality app/option allows everyone to either build a Google cardboard from the Google cardboard kit which turns a mobile into a virtual machine, or to buy a cheap cardboard box to be used with a smartphone (and apps which you can search for depending your mobile operating system: e.g. android - Google play, but also to be said working with iPhone ).

What is interesting when looking at all these smart technologies, is all of them rely on crowd-development to provide more meaningful features or applications for their hardware solution. That of course does have a very interesting educational bonus, as it is clear that this supports peer knowledge creation based on a API's or other boundaries provided by a couple of experts. An interesting shift that has been increasingly growing the last couple of years. The same is possible for the cheaper options as well, as such it makes these options (like Google cardboard) a nice jumping board for young developers with a knack for programming or creative solutions.

Looking at some options that are out there for Google cardboard (some of which are also available on the more expensive gears, like oculus rift): Tuscany house: a nice application that shows the opportunities for design and architectural simulations that can be made in class. A more old school tech option: hang gliding and flight sim(ulation) app: decades ago, I was using flight simulator to get a feeling of what it took to fly a plane. It was (and is) fun, and it is instructional as simulations allow a more authentic preparation for the actual IRL action. Or more subject matter related options: e.g. moon, which takes you to a virtual moon surface.

All of the apps can offer educational value, but I keep wondering what the extra bonus would be. What can it teach us that we were not able to be taught in the past. What does it allow me to do, that really lifts learning to the next level? All in all, I see the smartglasses as performance enhancers, more than re-imagining education. The simulations bring real life, authentic learning closer to home; designs can be viewed in 3 dimensions, ... but it seems they all keep within learning/teaching that already existed. Just wondering what it could be, what I am missing.

Google cardboard assembly picture from here. And a really nice, short description of the Google cardboard in this YouTube movie:

Friday, 16 May 2014

Free #mobile learning webinars @imlws

Next week the Advanced Distributed Learning (ADL) group will be providing a great set of speakers to any of you interested in mobile learning and its frontier use. It is a 3 day webinar series, starting on Tuesday 20 May until Thursday 22 May 2014. You can register for this seminar here.

The speaker line-up is quite impressive, bringing the best mLearning practitioners from around the globe together, the full schedule with links to the content and profiles of all the speakers can be found here, but gladly sharing the overview:

Opening Remarks / Welcome
Presented by Dr. Kristy Murray
9:05am – 9:15am EDT
Agenda Overview, Webinar Requirements & Etiquette
Presented by Jason Haag
9:15am – 9:45am EDT
Games-based Mobile Learning:
Presented by Dan Magaha

10:00am – 10:30am EDT
Making The Move to Multi-device Design
Presented by Imogen Casebourne
10:45am – 11:15am EDT
Digital. Mobile. Augmented. Reality - How Emerging Technologies are Redefining Context and Reshaping Our Views About Mobile Learning
Presented by Geoff Stead
11:30am – 12:45pm EDT
Lunch Break
1:00pm – 1:30pm EDT
Beyond the Small Screen: Designing Mobile Experiences that Engage the World
Presented by David Gagnon
1:45pm – 2:15pm EDT
Contextualizing Mobile: MLearning In the Larger Picture of Organizational Performance & Development
Presented by Clark Quinn
2:30pm – 3:00pm EDT
Enhancing Performance through Wearable Devices
Presented by Eric Sikorski

3:15pm – 3:45pm EDT
Strategies for Implementing Mobile Learning into Existing Training Programs - Lessons Learned About Infrastructure and Instructional Design
Presented by Christine Hudy

3:45pm – 4:15pm EDT
Using EPUB3 and xAPI for Mobile Learning
Presented by Tyde Richards

Day 2: Wednesday, May 21, 2014

9:00am – 9:05am
Opening Remarks / Welcome
Presented by TBD
9:05am – 9:15am EDT
Agenda Overview, Webinar Requirements & Etiquette
Presented by Jason Haag
9:15am – 9:45am EDT
Mobile Learning at Abilene Christian University: What we learned and what we are still learning
Presented by Scott Hamm
10:00am – 10:30am EDT
When Learning Becomes Working – How xAPI Blends the Two
Presented by Chad Udell
10:45am – 11:15am EDT
Title: TBD
Presented by Kellian Adams Pletcher
11:30am – 12:45pm EDT
Lunch Break
1:00pm – 1:30pm EDT
Learning in the Open
Presented by Michael Sean Gallagher
1:45pm – 2:15pm EDT
JKO Mobile Use Cases and Demo
Presented by Mark L. Willman
2:30pm – 3:00pm EDT
mLearning, 3D and Augmented Reality for Army Combat Medics
Presented by David Metcalf
3:15pm – 3:30pm EDT
From Legacy Content to Device-independent Presentation Models
Presented by Mayra Aixa Villar
3:45pm – 4:15pm EDT
Structured Content Strategies for Mobile
Presented by Reuben Tozman
4:15pm – 4:30pm EDT
Closing Remarks
Presented by Jason Haag

Day 3: Thursday, May 22, 2014

9:00am – 9:05am
Opening Remarks / Welcome
Presented by TBD
9:05am – 9:15am EDT
Agenda Overview, Webinar Requirements & Etiquette
Presented by Jason Haag
9:15am – 9:45am EDT
Patterns of Mobile Learning: From Mobile Content and Blended Learning to Mixed Reality Simulations
Presented by Christian Glahn
10:00am – 10:30am EDT
How People Really Hold and Touch (their phones)
Presented by Steven Hoober
10:45am – 11:15am EDT
Tools for Mobile Design
Presented by Sarah Gilbert
11:30am – 12:45pm EDT
Lunch Break
1:00pm – 1:30pm EDT
Instructional Design for Mobile Learning
Presented by Peter Berking
1:45pm – 2:15pm EDT
(Re)Designing Learning for Mobile
Presented by John Traxler
2:30pm – 3:00pm EDT
Framing Instructional Design for Collaborative RLOs with the CSAM Framework
Presented by Rob Power
3:15pm – 3:45pm EDT
Mobile Learning as part of a Blended Approach
Presented by Mike Brock

3:45pm – 4:00pm EDT
Closing Remarks
Presented by Jason Haag

Friday, 11 January 2013

Free #research papers on #mLearning from mLearn conference

Today the free proceedings of the mLearn2012 conference that was organized in Helsinki were put online. For all that want to get a peek into recent research, it is a blast! The topics are very diverse: augmented learning, health (diabetes 1 support among others), gender, learning analytics, mLearning pedagogy, language learning, learning with tablets ...
If interested you can download the full proceedings here (pdf) or you can simply scan the titles and pick those you are interested in. I will only list the full papers here, but there are also a number of posters, short papers, showcases and doctoral interests giving an update on research in the making which  you can view online here.

List of full paper topics: