If mobile technologies are to be effectively used in education, how do we best implement sustainable mobile solutions for teaching and learning? The aim of this handbook is to support educators and policy makers who are investing in innovations in digital education to develop effective and sustainable mobile learning solutions for higher education environments.
Authors from sixteen countries across the Asia-Pacific region have collaborated to share their experiences with developing and implementing mobile learning initiatives. These projects focus on a variety of aspects of mobile learning innovation, from the trial adoption of existing social media platforms on mobile devices and the development of specialised applications or mobile learning systems, to the large-scale, interuniversity implementation of technologies and pedagogies to support mobile learning.
Each chapter addresses challenges and solutions at one or more levels of mobile learning innovation within the education system, encompassing the student perspective, the educator perspective, technical processes, policies and organisational strategy, and leadership. The book also offers a unique perspective on the integration of mobile learning innovations within the educational, political and cultural environments of Asia-Pacific countries.
Cuprins
Part 1 Asia-Pacific Regional Perspectives.- Chapter 1 Introduction: Supporting the Sustainable Implementation of Mobile Learning for Higher Education in the Asia-Pacific Region.- Chapter 2 A Framework for Designing Transformative Mobile Learning.- Chapter 3 Ethical Issues Surrounding the Adoption of Mobile Learning in the Asia-Pacific Region.- Part 2 East Asia.- Chapter 4 Electronic Schoolbag and Mobile Learning in China: Design Principles and Educational Innovations.- Chapter 5 Implementing Sustainable Mobile Learning Initiatives for Ubiquitous Learning Log System called SCROLL.- Chapter 6 Mobile Instant Messaging (MIM) for Intercultural Communication: A Qualitative Study of International Students in the Republic of Korea.- Part 3 South-East Asia.- Chapter 7 A Historical Review of Mobile Learning Research in Malaysia and Its Implications for Malaysia and the Asia-Pacific Region.- Chapter 8 Investigating Mobile Learning in Higher Education in Lao PDR and Cambodia.- Chapter 9 The Stateof Practice of Mobile Learning in Universitas Terbuka Indonesia.- Chapter 10 Analysing Mobile Learning Acceptance in the World Heritage Town of Luang Prabang, Lao PDR.- Chapter 11 Creating Apps: A Non-IT Educator’s Journey within a Higher Education Landscape.- Chapter 12 Facebook on Mobile Phones: A Match Made in the Cloud?.- Chapter 13 Authentic Mobile Application for Enhancing the Value of Mobile Learning in Organic Chemistry and its Pedagogical Implications.- Chapter 14 The Use of Structured Academic Controversy in a Mobile Environment to Broaden Student Perspectives and Understanding in the Social Sciences.- Chapter 15 Enhancing Oral Communication Skills using Mobile Phones among Undergraduate English Language Learners in Malaysia.- Chapter 16 Mobile Learning Student-Generated Activities from Students’ Perspectives: Malaysian Context.- Chapter 17 Personalising Mobile Learning Spaces in Higher Education: A Case Study of a Malaysian Student with Learning Difficulties.- Chapter 18 Teachers’ use of Facebook Motivating Vietnamese Students to improve their English Language Learning.- Part 4 North and South-West Asia.- Chapter 19 Mobile Learning Implementation in University Environments: Implications on Practice for University Leadership Stakeholders.- Chapter 20 Mobile Voting Tools for Creating a New Educational Design of the Traditional University Lecture in Russia.- Part 5 Australia and New Zealand.- Chapter 21 Mobile Learning Policy Formulation and Enactment in New Zealand.- Chapter 22 Growing a Mobile Learning Ecology: A Systemic University-wide Strategy.- Chapter 23 Rethinking BYOD Models and Student’s Control.- Chapter 24 Aboriginal and Torres Strait Islander Pre-Service Teachers’ Views on using Mobile Devices for Tertiary Study in very remote communities.- Chapter 25 Enabling Effective Mobile Language Learning: Students’ Perspectives, Wants and Needs.- Chapter 26 Improving Student Language Learning in Adult Education through the use of Mobile Learning: Barriers, Challenges and Ways to Move Forward.- Part 6 Oceania and Pacific Islands.- Chapter 27 A Pilot Study of Mobile Learning in Higher Education in Samoa.- Chapter 28 A Mobile Learning Journey in Pacific Education.- Chapter 29 Usability Study of Mobile Learning Application in Higher Education Context: An Example from Fiji National University.- Chapter 30 SMS Story: A Case Study of a Controlled Trial in Papua New Guinea.
Despre autor
Angela Murphy is the learning analytics manager at the University of Southern Queensland (USQ), Australia. She has been employed at USQ as a research fellow in the Australian Digital Futures Institute since 2011 (now Digital Life Lab). Her work included a 3-year USQ-led Collaborative Research Network (CRN) project with the Australian National University and the University of South Australia to develop an evaluation framework for sustainable mobile learning initiatives in higher education environments. Her research involved exploring the experiences of
students, educators and leaders in the Asia-Pacific region who were actively engaged in mobile learning or mobile learning innovation.
Helen Farley is an associate professor within the Digital Life Lab at the University of Southern Queensland. Her research interests include investigating the affordances of emerging digital technologies, including virtual worlds, augmented reality and mobile technologies, in formal and informal learning. She led the CRN-funded project to develop a Mobile Learning Evaluation Framework, working with Dr. Angela Murphy. She is passionate about digital inclusion and leads the $4.4 million Making the Connection project which recently received an Australian Award for University Teaching for Programs that Enhance Learning. Associate Professor Farley has published extensively and is a featured speaker at both educational technology and corrections conferences. She is also on the ASCILITE executive committee and chairs the community mentoring portfolio.
Laurel Evelyn Dyson is an Honorary Associate in Information Technology at the University of Technology, Sydney, and founding president of anz MLearn, the Australian and New Zealand Mobile Learning Group, established in 2009. She has published over 75 papers and books, which include research into the innovative use of mobile technology to enhance student learning and the adoption of mobile technologies by Indigenous people. She has three decades of experience teaching in the university and adult education sector and is the recipient of five faculty, university and national teaching awards, three best paper awards and two Reconciliation awards. Her most recent book is Indigenous People and Mobile Technologies.
Hazel Jones is currently an Educational Designer and a Ph D candidate at University of Southern Queensland Australia. Her research interests are in higher education and learning analytics, with an emphasis on support for online learning and teaching and for working with academics to provide quality learning environments for their students. She has worked in educational design and development roles at universities around Australia for over 15 years.
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