Strategic design of There App’s business model: From product to multi-sided platform

The following work project illustrates the strategic issues There App, a mobile application, faces regarding the opportunity to expand from its current state as a product to a multisided platform. Initially, a market analysis is performed to identify the ideal customer groups to be integrated in the platform. Strategic design issues are then discussed on how to best match its value proposition with the identified market opportunity. Suggestions on how the company should organize its resources and operational processes to best deliver on its value proposition complete the work.

Definition, implementation and management of m.commerce apps and services

This report aims to analyse the Definition, Implementation and Management of Vodafone Portugal’s Apps and Services, so that possible ways of improvement can be suggested. To do so, Vodafone’s strategy regarding the development/ implementation of specific Apps and Services, as well as the strategy of its competitors are going to be analysed. This analysis is going to be complemented with insights from some key-persons of Vodafone’s Consumer Business Unit team in Portugal. Findings suggest that Vodafone is ahead of its competitors when it comes to developing the most innovative Apps and Services, but there is always room for improvements, especially when it comes to communication.

Rich Apps Introductory Lecture

What are Rich Apps? How can students develop their career prospects as well as develop software? This lecture describes the aims and objectives of the course, and gives an outline of the first assessment.

Aprender a programar ???apps??? como enriquecimiento curricular en alumnado de alta capacidad

Resumen tomado de la publicaci??n.

Ability of students to recognize the relationship between using mobile apps for learning during fieldwork and the development of graduate attributes

The increasing importance of employability in Higher Education curricula and the prevalence of using mobile devices for fieldbased learning prompted an investigation into student awareness of the relationship between the use of mobile apps for learning and the development of graduate attributes (GAs) (and the link to employability). The results from post-fieldwork focus groups from four field courses indicated that students could make clear links between the use of a variety of mobile apps and graduate attribute development. The study suggests a number of mobile apps can align simultaneously with more than one graduate attribute. Furthermore, prior experience and the context of use can influence students’ perceptions of an app and its link with different GAs.

Effectiveness of mobile apps in teaching field-based identification skills

It has been suggested that few students graduate with the skills required for many ecological careers, as field-based learning is said to be in decline in academic institutions. Here, we asked if mobile technology could improve field-based learning, using ability to identify birds as the study metric. We divided a class of ninety-one undergraduate students into two groups for field-based sessions where they were taught bird identification skills. The first group has access to a traditional identification book and the second group were provided with an identification app. We found no difference between the groups in the ability of students to identify birds after three field sessions. Furthermore, we found that students using the traditional book were significantly more likely to identify novel species. Therefore, we find no evidence that mobile technology improved students’ ability to retain what they experienced in the field; indeed, there is evidence that traditional field guides were more useful to students as they attempted to identify new species. Nevertheless, students felt positively about using their own smartphone devices for learning, highlighting that while apps did not lead to an improvement in bird identification ability, they gave greater accessibility to relevant information outside allocated teaching times.

The future of mobile apps for teaching and learning

A new definition of m-learning has been presented in the first chapter. It was modified from a definition presented by Sharples, Taylor, and Vavoula in 2007. In Chapter 1, Crompton, Muilenburg, and Berge defined m-learning as "learning across multiple contexts, through social and content interactions, using personal electronic devices" (Crompton, 2013, p. 4). This chapter departs from this definition and focuses on mobile applications (apps) and technologies in this context.

A review of the current status of mobile apps in education - implication for emerging countries business education strategies

Mobile applications (in short: mobile apps) are software applications designed to run on mobile devices such as smart phones and tablet computers. These technologies have come a long way since the opening of the Apple App Store in 2008, especially in their applications for business, information, communication, health and gaming. Most mobile devices are capable of processing and disseminating information in an efficient way. Smart devices, such as the iPhone or iPad, are equipped with innovative functionalities and unique features for easy delivery of content, information sharing, and collaborative work over the Internet. This is the basis for the use of these technologies in the education industry.

iTeach we learn via mobile apps : "a case study in a business course"

Mobile smart phones and Mobile applications (apps) can be seen as an added opportunity for education and for teachers in particular, this can be true if educational institutions are willing to enable this type of delivery mechanism. With the recent development of app technologies in today’s society and the shift towards mobile technologies (devices and applications), it seems hard to imagine better devices and tools that can grant students easy and on demand access to learning content. These smart devices and technologies are multitasking and can offer variety of educational apps that teachers and students are able to integrate into their daily learning activities and can carry with them anywhere. In this paper mobile apps and their integration in education are discussed, a case study on the use of three mobile apps (e-Lecture-Producer, Dropbox and QR Code) in an educational setting in a Business e-commerce course is described. Results and outcomes are discussed based on the results from the case study.

Are individuals more accepting of the internet than mobile phone apps being used in clinical practice?

Background: New technology such as the internet and mobile phone applications (“apps”) are increasingly being used in clinical practice. However, little is known in regards to individual’s attitudes towards medical professionals using the internet and apps in the context of their own medical care. The aim of the present study was to examine and compare individual’s attitudes towards the use of medically related internet sites and apps in clinical practice.