Technological innovation in mobile devices has upgraded the potential uses of the devices for living and learning. Mobile learning provides opportunities for mobile users to learn at any time in any location. A certification that confirms computing and Internet technology skills and knowledge provides more opportunities to students in higher education for their future careers. Students can attend a training course to better prepare for a certification exam. However, most students spend their time preparing for and reviewing their regular courses and have less time for the training course. The problems of time limitation and space restriction cause students' insufficient learning toward the preparation for the certification exams. Mobile learning may augment the face-to-face training course to solve these problems. The purpose of this study was to investigate undergraduate students' perceptions and the effectiveness of instruction using mobile devices to prepare for a standard certification exam in a blended certification-training course. Participants were randomly assigned to two groups: the experimental group received the treatment and the control group was treated as usual in a face-to-face class. Using a mixed-method research design, a pretest and a posttest collected data from all the participants and a survey and interviews gathered information from the students of the experimental group. The results showed a significant difference between the experimental and control groups in the posttest scores. In the pretest, the experimental and control groups did not differ significantly, which means that they were at the same level before the intervention. Then in the posttest, the experimental and control groups were significantly different, meaning that the treatment was instrumental in the difference. Further, the results revealed that learning via mobile devices provided the students more learning opportunities and improved interaction with other students; though using short message service for learning had positive effectiveness, multimedia messaging service may supplement it to demonstrate manipulation. Suggestions of experts familiar with the field and review of literature can assist development of using short message service messages for preparation of various certification examinations. Using mobile learning in an institute with integrated planning may decrease cost by sharing of resources.

Technology acceptance in education has been and continues to be a central concern for researchers, application and platform developers, and educators. Rapid advancements in miniaturization along with the availability of fast, reliable, and affordable networks have sparked an increasing demand by students for better ways to complement their mobile lifestyles in support of their learning. Based on a review of the literature of technology acceptance and trends in mobile device usage in learning, this researcher tested the predictive power of the Mobile Learning Acceptance Model (MLAM) in an online higher education setting. MLAM is an extension of the technology acceptance model (TAM) inasmuch as it seeks to obtain user perceptions of usefulness and ease of use and their effect on user attitude and behavioral intention to use mobile devices for learning. For this research, users included students and faculty. Current literature indicates that student desire for access to a variety of learning resources anywhere anytime is growing yet little is known regarding faculty perceptions regarding mobile learning (m-learning) or on how institutions can position themselves to meet the growing demand. A web-based survey design was used to test MLAM using a previously developed and validated instrument, though updated to include and exclude what is now or no longer applicable and the wording modified to ensure relevancy to the target population studied. Exploratory factor analysis was performed to validate the factor structure. Multiple regression analysis was performed to determine which factors had the greatest influence on m-learning acceptance. Group analyses revealed significant differences among faculty and students between age groups, mobile device experience levels, and desired academic uses of mobile devices. The results of this study enables administrators to make informed decisions regarding information technology (IT) investments, allocate scarce resources strategically, and implement appropriate technical support systems. Findings from this investigation may also be of interest to instructional designers, m-learning application developers, and mobile device manufacturers who will gain a better understanding of how to develop m-learning solutions that are both useful and easy to use.

Tese de mestrado. Multimédia. Faculdade de Engenharia. Universidade do Porto. 2010

abstract: As students gain access to personally-owned Mobile Communication Devices (MCDs), schools have begun to embrace MCDs as mobile-learning (m-learning) teaching and learning tools. A research gap currently exists for the innovation of m-learning with student-owned devices, which this study attempts to fill by answering the following Research Question: What are the Bring Your Own Device (BYOD) Levels of Use of teachers at a high-performing, high SES suburban high school? To answer this question, I answered 5 sub questions: (1) What instructional decisions did BYOD user-level teachers make with regards to m-learning? (2) How did teachers collaborate on BYOD with colleagues during implementation? (3) How did teachers participate in voluntary professional development for BYOD and m-learning? (4) Was there a difference in Levels of Use between early career and veteran teachers? (5) What barriers to successful implementation did teachers at this school report? To answer these questions, I conducted a Levels of Use interview with 2-3 teachers from each academic department (n=28), at a school that was in its third year of BYOD implementation, as well as observed 18 of the teachers during instruction. I triangulated data from a first and second interview with observation data, and analyzed these data sets to profile the different Levels of Use among the teachers, and present recommendations for research and practice. I rated all participants between Level 0: non-use and Level IVB: refinement; no teachers in this study were above Level IVB. The findings indicate that teachers made instructional decisions based on their Level of Use, and although they did not participate in ongoing professional development specific to BYOD, they did work with others based on their Level of Use. Few teachers participated in voluntary professional development, and cited time as a factor. This study also finds that personal experience with technology and lesson planning for student-centered learning is a greater indicator of successful BYOD implementation than age or teaching experience. Finally, the most commonly reported barriers to successful implementation of BYOD were time, equity/access, and student behavior. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2013

Submitted by Marta Toyoda (1144061@mackenzie.br) on 2017-04-19T17:20:06Z No. of bitstreams: 2 Sarah Isabella Maas Naville.pdf: 1508543 bytes, checksum: ec0fdf6613001edb805a6235548bc3e8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Paola Damato (repositorio@mackenzie.br) on 2017-04-24T14:06:42Z (GMT) No. of bitstreams: 2 Sarah Isabella Maas Naville.pdf: 1508543 bytes, checksum: ec0fdf6613001edb805a6235548bc3e8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2017-04-24T14:06:42Z (GMT). No. of bitstreams: 2 Sarah Isabella Maas Naville.pdf: 1508543 bytes, checksum: ec0fdf6613001edb805a6235548bc3e8 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2017-02-22 / Children’s behavioral signs of inattention and hyperactivity / impulsivity at the school environment may diminish the opportunities for the child to socially competently and develop appropriate learning skills. The teacher is the main agent in charge of identifying these signs and performing the necessary interventions in the classroom. The objectives of this study were: a) to develop an electronic tool (M-Learning) for teachers to identify and manage behavioral signs of inattention and hyperactivity / impulsivity of students in the classroom; B) verify indicators of possibilities of use of the tool in a classroom context. Method: The study was carried out in two phases: phase 1: development of the electronic tool M-Learning, phase 2: evaluation of the tool by a group of teachers. In the second phase, the study followed a cross-sectional design with a convenience sample composed of 13 Primary School teachers from private and public schools of the city of São Paulo. In this phase the following steps were accomplished: stage 1: class on the characterization of indicators of signs of inattention and hyperactivity / impulsivity in children, step 2: presentation of the electronic tool M-Learning and online access to it, step 3: teachers participated of a form-filling simulation in the M-Learning electronic tool, step 4: teachers evaluated the tool. The main result of the study was the development of the Electronic Tool for the "M-learning" modality. The tool consists of information about patterns of signs of inattention and hyperactivity / impulsivity incompatible with school learning patterns; Screens containing proposals for behavioral intervention for the use of the teacher in the classroom and form to be filled, also by the teacher, on the frequency of use of behavioral management proposals in the students. The results regarding the verification of indicators of possibilities of use of the tool in a classroom context of the classroom showed that there was acceptability among the teachers participating in this study. The reports from teachers indicated that it is possible to access and use the tool from mobile phones with Internet access. Conclusion: from the teachers' responses to the questionnaire, it seems that the tool has potential and will enable the transposition of printed media contents to interactive and mobile media, allowing the teacher a monitoring of the student's behavior. It is hoped that the tool will assist the teacher in the development of interventions in the school environment for the reduction of behavioral patterns of inattention and hyperactivity incompatible with learning. / Sinais comportamentais de desatenção e hiperatividade/impulsividade em crianças no ambiente escolar podem diminuir as oportunidades para a criança se relacionar de forma socialmente competente e desenvolver habilidades adequadas de aprendizagem. O professor é o principal agente encarregado de identificar esses sinais e realizar as devidas intervenções em sala de aula. Os objetivos desse estudo foram: a) desenvolver uma ferramenta eletrônica (M-Learning) destinada a professores para a identificação e manejo comportamental de sinais de desatenção e hiperatividade/impulsividade de alunos em sala de aula; b) verificar indicadores de possibilidades de uso da ferramenta em contexto escolar de sala de aula. Método: o estudo foi realizado em duas fases: fase 1: desenvolvimento da ferramenta eletrônica M-Learning, fase 2: avaliação da ferramenta por um grupo de professores. Na segunda fase, o estudo seguiu um desenho transversal com amostra de conveniência composta por 13 professores de Educação Básica de escolas particulares e públicas do município de São Paulo. Nessa fase foram cumpridas as seguintes etapas: etapa 1: aula sobre caracterização de indicadores de sinais de desatenção e hiperatividade/impulsividade em crianças, etapa 2: apresentação da ferramenta eletrônica M-Learning e acesso on-line a ela, etapa 3: professores participaram de uma simulação de preenchimento de formulários na ferramenta eletrônica M-Learning, etapa 4: professores avaliaram a ferramenta. O principal resultado do estudo foi o desenvolvimento da Ferramenta Eletrônica para a modalidade de ensino “M-learning”. A ferramenta consta de informações sobre padrões de sinais de desatenção e hiperatividade/impulsividade incompatíveis com padrões de aprendizagem escolar; telas contendo propostas de intervenção comportamental para uso do professor em sala de aula e formulário a ser preenchido, também pelo professor, sobre a frequência de uso das propostas de manejo comportamental nos alunos. Os resultados relativos à verificação de indicadores de possibilidades de uso da ferramenta em contexto escolar de sala de aula mostraram que houve aceitabilidade entre os professores participantes desse estudo. Os relatos de professores indicaram que é possível acessar e utilizar a ferramenta a partir dos aparelhos de celular com acesso à Internet. Conclusão: a partir das respostas dos professores ao questionário, parece ser que a ferramenta tem potencial e possibilitará a transposição de conteúdos de mídia impressa para mídias interativas e móveis permitindo ao professor um monitoramento do comportamento do aluno. Espera-se que a ferramenta auxilie o professor no desenvolvimento de intervenções em ambiente escolar para a diminuição de padrões comportamentais de desatenção e hiperatividade incompatíveis com a aprendizagem.

This thesis deals with a relatively new method of education called m-learning. It shows its advantages and disadvantages that may arise during its implementation. It also deals with current mobile technology and the appropriateness of its use for mobile learning. Research was conducted on the use of mobile technology in the study information system ISIS at the University of Economics in Prague, where it was also an emphasis on its potential shortcomings. The output is a recommendation of changes to its website for better use on mobile devices.

nÃo hà / O objetivo deste trabalho foi compreender a relaÃÃo de jovens, de uma escola profissionalizante do interior do CearÃ, com o saber, por meio dos usos de dispositivos mÃveis para aprender na escola e fora dela. Dessa forma, analisamos os mÃbeis e o(s) sentido(s) ligados Ãs aÃÃes comunicativas desses jovens. O arcabouÃo teÃrico desta pesquisa abarcou os conceitos da relaÃÃo com o saber, mobilizaÃÃo, atividade e sentidos de Charlot (2000; 2001; 2013) para se compreender quais motivaÃÃes, sentidos e relaÃÃes os jovens construÃram com o saber por meio dos dispositivos mÃveis, alÃm do conceito de aprendizagem mÃvel (M-learning) a partir das formulaÃÃes de Sharples et al. (2005; 2009), Traxler (2009) e Saccol, Schlemmer e Barbosa (2011). A pesquisa, de natureza qualitativa, abrangeu aÃÃes de 35 jovens, que participaram da coleta de dados, realizada atravÃs da aplicaÃÃo do protocolo do balanÃo de saberes (CHARLOT, 2000; 2001; 2013) e entrevistas semiestruturadas. O trabalho de coleta incluiu, ainda, um perÃodo de observaÃÃo participante, durante seis meses, de um grupo no aplicativo WhatsApp intitulado âEnfermagem â 3 anoâ, com procedimentos de coleta de telas, textos e imagens compartilhadas no meio digital. A anÃlise dos dados foi direcionada pelos tipos ideais de Weber (1979), em que buscamos mapear a relaÃÃo dos jovens com o saber por meio do uso dos dispositivos mÃveis. Os resultados da anÃlise revelaram trÃs tipos ideais da relaÃÃo dos jovens com o saber por meio dos dispositivos mÃveis: 1) apropriaÃÃo de conteÃdos curriculares ou das aprendizagens essenciais que permitem o desenvolvimento de competÃncias e habilidades ao longo do processo formal de EducaÃÃo, colaborando diretamente com a aprendizagem curricular e, tambÃm, com o fortalecimento tÃcnico/profissional; 2) comunicaÃÃo livre com troca de informaÃÃes, por meio de conversas com os colegas, nÃo necessariamente sobre os conteÃdos da escola, mas de vÃrias naturezas e 3) zapping profÃcuo, relacionado ao aprender transitando na Internet, acessando sites com informaÃÃes mais amplas e diversas, mas que chamam a atenÃÃo e para as quais conferem alguma importÃncia ou valor. Esses resultados indicaram que por mais que tenhamos apresentado separadamente os tipos ideais encontrados nesta pesquisa, no contexto dos participantes, ocorreram de forma complementar, pois à medida em que zapeiam na Web, eles vÃo se apropriando de conteÃdos essenciais para o currÃculo escolar e tÃcnico, com compartilhamentos e trocas, como tambÃm construindo uma relaÃÃo com o aprender por meio do uso dos dispositivos mÃveis. O estudo concluiu que os jovens, por meio dos dispositivos mÃveis e suas alternativas de espaÃo/tempo, portabilidade, mobilidade e agilidade das informaÃÃes, conseguem atingir mais rÃpido e de forma eficiente os saberes necessÃrios. AlÃm disso, acreditam que constroem seus saberes crÃticos quando se apropriam dos dispositivos mÃveis para fins pedagÃgicos, concluindo que deixam de ser meras tecnologias para se tornarem um elemento essencial da cultura juvenil e para a aprendizagem.

The technological progress has enabled a frequent use of videos by educators in the teaching-learning process. In order to conduct this work, a study on digital video (characteristics, formats, patterns, video conversions) was made, as well as a collection of data from different repositories of digital videos available. The analysis allowed the definition of improvements to be implemented in ReviMobile, and a study on conversational agents and m-learning was also conducted. This work consists in developing a repository of videos that adapts to the technological resource, that is, to the model of mobile device being used, performing all the necessary conversions (for example, from mp4 to wmv) in a transparent and automated way. This turns out to be a viable solution to the problems of execution of videos due to different video formats and languages of development, using the process of finding a conversational agent as information recommender. Therefore, the results benefit mainly teachers and students in the process of searching and viewing educational videos; that is, showing videos in the format that is compatible with the mobile device being used in a transparent and dynamic way. This work differs in relation to other video repositories in three factors: providing mobility, adaptation to different video formats of mobile devices and conversational agent as recommender of information. / O avanço tecnológico tem proporcionado utilização frequente de vídeos pelos educadores no processo de ensino-aprendizagem. Para viabilizar o presente trabalho, foi realizado um estudo sobre vídeos digitais (características, formatos, padrões, conversões de vídeo), bem como um levantamento de dados dos diferentes repositórios de vídeos digitais existentes. A análise permitiu definir melhorias a serem aplicadas no ReviMobile, sendo também realizado um estudo sobre agentes conversacionais e m-learning. Este trabalho consiste no desenvolvimento de um repositório de vídeos, que se adapta ao recurso tecnológico, isto é, ao modelo de dispositivo móvel utilizado pelo usuário realizando todas as conversões necessárias, (por exemplo, de wmv para mp4) de forma transparente e automatizada. Apresenta-se como uma solução viável aos problemas de execução de vídeos devido aos diferentes formatos e linguagens de desenvolvimento, utilizando-se no processo de busca de um agente conversacional como recomendador de informação. Logo, os resultados inferidos beneficiam principalmente professores e alunos no processo de busca e visualização de vídeos educacionais, ou seja, apresentando vídeos no formato compatível aos dispositivos móveis de forma transparente e dinâmica. Este trabalho diferencia-se em relação aos demais repositórios de vídeo por três fatores: propiciar mobilidade, adaptação aos diferentes formatos de vídeos dos dispositivos móveis e agente conversacional como recomendador de informações.

Au vu de l'émergence rapide des nouvelles technologies mobiles et la croissance des offres et besoins d'une société en mouvement en formation, les travaux se multiplient pour identifier de nouvelles plateformes d'apprentissage pertinentes afin d'améliorer et faciliter le processus d'apprentissage à distance. La prochaine étape de l'apprentissage à distance est naturellement le port de l'apprentissage électronique vers les nouveaux systèmes mobiles. On parle alors de m-learning (apprentissage mobile). Jusqu'à présent l'environnement d'apprentissage était soit défini par un cadre pédagogique soit imposé par le contenu d'apprentissage. Maintenant, nous cherchons, à l'inverse, à adapter le cadre pédagogique et le contenu d'apprentissage au contexte de l'apprenant.Nos travaux de recherche portent sur le développement d'une nouvelle architecture pour le m-learning. Nous proposons une approche pour un système m-learning contextuel et adaptatif intégrant des stratégies de recommandation de scénarios de formations sans risque de rupture. / Given the rapid emergence of new mobile technologies and the growth of needs of a moving society in training, works are increasing to identify new relevant educational platforms to improve distant learning. The next step in distance learning is porting e-learning to mobile systems. This is called m-learning. So far, learning environment was either defined by an educational setting, or imposed by the educational content. In our approach, in m-learning, we change the paradigm where the system recommends content and adapts learning follow to learner's context.

Made available in DSpace on 2014-07-29T15:08:16Z (GMT). No. of bitstreams: 1 Marcelo Ricardo Quinta.pdf: 1538715 bytes, checksum: f81aad08a0fd6c8b0628f1baef9a4721 (MD5) Previous issue date: 2011-03-15 / The mobile technology The increasing of mobile technology usage popularity for internet access enables educational content access in anyplace, anytime. However, the use of this flexibility requires considerable effort, because the content sponsor must produce not just one material version, but as many ones as the number of different devices used. This work discusses the content adaptation support in actual learning management systems, the problems associated with the use of different devices to access educational content and presents Odin. The Odin solution offers transparency on automatic adaptation of audio, video image ant text for suitable adhibition of adapted content in different machines, SCORM support and can be described as an extension in learning management systems application servers. / O aumento da popularidade do emprego de tecnologias móveis para acesso a internet viabiliza o acesso a conteúdo educacional por qualquer pessoa, em qualquer lugar, em qualquer instante. Contudo, usufruir desta flexibilidade exige esforço considerável, pois o responsável pelo conteúdo deve produzir não apenas uma versão do material, mas tantas quanto o número de dispositivos diferentes empregados. O presente trabalho discute o suporte à adaptação de conteúdo nas ferramentas de ensino a distância atuais, os problemas associados ao emprego de diferentes dispositivos para acesso a conteúdo educacional e apresenta a solução Odin. O Odin oferece transparência na adaptação automática de áudio, vídeo, imagens e texto para emprego adequado do conteúdo adaptado para diferentes dispositivos, suporte ao SCORM e pode ser visto como extensão em servidores de aplicações para ensino a distância.