A framework for mobile elearning (mLearning) with analytical decision model

Mobile eLearning (mLearning) can create a revolution in eLearning with the popularity of smart mobile devices and Application. However, contents are the king to make this revolution happen. Moreover, for an effective mLearning system, analytical aspects such as, quality of contents, quality of results, performance of learners, needs to be addressed. This paper presents a framework for personal mLearning. In this paper, we have used graph-based model called bipartite graph for content authentication and identification of the quality of results. Furthermore, we have used statistical estimation process for trustworthiness of weights in the bipartite graph using confidence interval and hypothesis test as analytical decision model tool.

A 'respectful relationships' approach : could it be the answer to preventing gender-based violence?

Applying external solutions to organizational development : elearning as a platform for internal growth

Innovations in technology have facilitated eLearning process development, bringing significant impact into education. eLearning is not simply putting study materials online on the Web, nor is it a substitute for traditional classroom teaching (KPMG, 2002). Businesses worldwide have been using eLearning as a facilitator in organisational development through knowledge sharing, especially in the area of web based training and project management. eLearning has also become a large area of potential business for many organisations. In this study, we explore how eLearning has helped an organisation based in India – Tata Interactive Systems (part of TATA conglomerate), which provides eLearning solutions for businesses locally and globally. In this single case study, we explored how the organisation has not only utilised eLearning as an internal development process, but also successfully converted this learning into business opportunities for itself. To study the development process, we have applied the process theories of Van De Ven and Poole (1995).

Elearning: 40 years of evolution?

Cun-ent rhetoric around the use of 'eLearning' in Higher Education relates particularly to Internet-based flexible eLearning programs that focus on sustaining particular communities of practice. In this paper we argue that this contempormy view of what eLearning comprises arises from a lack of historical perspective on what the focus of educational eLearning programs has been over the past 40 years. Contemporary descriptions of eLearning as a 'new mode of learning' are fallacious and ignore its 40-year evolution from 1: 1 localised didactic models (both constmctivist and behaviourist) to many-to-many distributed social-constmctivist learning models. In addition, the historic divide between Education and Training has led to both the concurrent development of different notions, foci, and labels for technology-enhanced learning in different contexts and situations, and different conceptual origins arising in acquisitive and participatory learning metaphors. We argue that a more inclusive and historically aware conceptual framework is needed to be able to accurately describe what the full repertoire 'eLearning' really embraces

Gender and equity in elearning

This paper reports on a large scale survey of the perceptions of university students to their use of an online learning environment. The aim of the survey was to gather data to inform online learning practices at the university. The results were explored, amongst other factors, for gender differences. Findings include no significant differences between the female and male students with respect to being able to use the online learning environment confidently and effectively. In general the female students were more willing to participate in online discussions though there was no difference between the female and male students as to whether they were willing to voice their opinions online. An unexpected result was the greater value placed by female students on using this environment for working with students of diverse backgrounds.

News from Down Under : DE + IT = eLearning?

In the current era of eLearning with everything, distance education students have to not only master the intricacies of their discipline but also master sufficient information technology skills to access and use the eLearning environment. This article outlines some technology-relatedproblems that such students have to overcome in order to meet the online requirements of their studies

Content exploration for e-learning using XML Web services

Obtaining high quality content in an e-learning portal is critical to maximise the learning experience. For e-learning portals the content specialists are the publishers. Typically, publishers are nominated by portal administrators to make their content available to instructors. Instructors subsequently customise the portal by selecting content according to their requirements. The choice of content is limited to that provided by the publishers. This is a rigid system owing to the fact that instructors do not have access to an exhaustive range of content. We propose a system based on XML Web services which can be adopted by publishers in adherence with a number of emerging Web standards including SOAP and UDDI to disseminate their content. This system can be leveraged by portals to preview and subsequently acquire content which best suits the requirements as determined by instructors.

The classmate PC 1:1 eLearning project in Australia

Increasingly on the agendas of governments and educational leaders is an impetus to increase the number of computing devices in schools across Australia. There is much expected, promised and hoped for in developing 1:1 eLearning pedagogies, or ubiquitous approaches in ICTs. In 2008, the Intel Classmate PC 1:1 eLearning Project investigated the effects on classroom practices which arose from the provision of low-cost mobile learning devices for each student to use in a collaborative learning environment. The overall goal of the research was to provide evidence and understanding about the impact of 1:1 eLearning on student/teacher and student/student interactions, pedagogical and curriculum practices and student learning. This presentation draws from six primary school case studies, across three States of Australia. Significant successes and challenges were experienced across the diverse sites of these studies. Through these schools’ participation in this pilot study, five key factors have been identified as contributing to, or hindering the adoption and implementation of the devices. These included: ICT infrastructure, connectivity and hardware; Teacher attributes; Pedagogical and curriculum approaches; Teacher professional knowledge, and; School leadership.

Enriching student experience and inter-professional learning of inclusive design with Second Life

This position paper reflects rapid advances in immersive 2D and 3D eLearning technologies and the expanding pool of ideas and applications in higher education across two professions. Inspiration has been drawn from examples in design learning, and various multidisciplinary collaborative projects through developmental research in Multi-User Virtual Environments (MUVEs). Linden Lab's Second Life (SL) is the most mature and popular of the ‘persistent’ virtual worlds. The study described in this paper aims to increase the authenticity of student learning through a range of SL simulated ‘life experiences’ relating to accessibility and mobility in the built environment. Significantly, the successes of such initiatives lie in several elements: teaching champions with vision and courage; detailed scripting of precise role-play encounters for first-time users to provide supportive ‘blended learning’ contexts; careful and vigilant strategic management of facilities and resources, and a robust design program. This paper focuses on the crucial alignment of these elements to the specific challenges of designing and navigating conception and development processes, to enable the execution and delivery of a tightly defined script for meaningful and memorable learning outcomes. This innovative pedagogical approach lacks time-tested outcomes, but is recognised equally as opportunity and challenge; risk and reward.