Beruflich Dokumente
Kultur Dokumente
with Technology
Dietmar P.F. Mller
Roland Haas
Hamid Vakilzadian
Abstract
1. Introduction
With advances in information and communication
technology (ICT), the development and expansion of the
internet, the increase in the number of ICT applications
useful for preparing educational materials, the availability
of streaming video, audio, and animation processing
software, and declining prices of computer hardware and
other accessories, the role of ICT in education has been
increasing in many countries. In the last two decades,
Pros:
use of smartphone/tablet
resources
Cons: complex, native programming for
each operating system (e.g., iOS,
Android) necessary.
In general, the pros and cons of me-learning are:
Pros:
me-learning content can be offered
independent of time and location; new scenarios
are feasible, such as the use of new time slots
(bus, train, etc.); mobile units allow fast and easy
to handle communication with other learners/
instructors, and more.
Cons: Smartphones have small displays which
result
in
presentation
restrictions;
smartphones/tablets without WLAN means
changing bandwidth reduces the possibility of
adequate streaming, high resolution graphics,
etc.; thus, downloading learning content to avoid
online connection.
Blended e-learning must fulfill the requirements of
todays digital native. This term has been used in
education [Bennet, Maton, and Kervin, 2008], higher
education [Jones and Shao, 2011], and in association with
the term New Millennium Learners, introduced by OECD
in 2008. In this regard, a digital immigrant is an
individual born before the existence of digital technology
and who has adopted it to some extent later in life. If
blended e-learning enables and supports learning within
transportation systems, such as bus, train, car, airplane,
ship, ferry, etc., it becomes the me-learning approach
which requires new forms of content delivery. The user
interface to broadcast learning object (LO) content in a
web browser is only a part of the necessary improvements
but the most important one because the user interface is
the gateway between the learner (full-time students, parttime students employed in industry, engineers entering the
job market, and midcareer engineers in industry) and the
learning materials. Therefore, features from psychology
and ICT have to be considered and summarized as
human-machine-interaction which deals with the useroriented design of interactive systems and their humanmachine or user interfaces [Meller and Sitzmann, 2012].
In short, the user interface must be designed in such a way
that it is easy and intuitive to use, independent of the front
end, as indicated in Fig. 2.
Since people are different and feel different about
"good," "beautiful," or "learning supportive" user
interfaces for the online computer engineering (TIO)
project, we created a widely adaptive layout. A first draft
is given in Fig. 3 [Meller and Sitzmann, 2012].
To accomplish the adaptive layout, a standard
template, which defines basic features of the user
interface, e.g., where the navigation or the content is
placed, a good look and feel, has been developed.
Working with the me-learning system, various properties
are customizable depending on individual taste; colors,
Manage uncertainty
Communicate across and within cultures, subcultures,
families, and communities
Negotiate conflicts
The emphasis of LLL is on how to learn and how to
keep learning for a lifetime. Thus, lifelong learning uses
formal and informal learning opportunities, throughout
people's lives to foster continuous development and
improvement of the knowledge and skills needed for
employment and personal fulfillment through:
Learning to know: mastering learning rather than the
acquisition of structured knowledge.
Learning to do: equipping people for the types of
work needed now and in the future, including
innovation and adaptation of learning about future
work environments.
Learning to be: education contributing to a persons
complete development: mind and body, intelligence,
sensitivity, aesthetic appreciation, and spirituality.
In Table 1, the convergence between several learning
approaches and technology is shown.
Learning Approach
Technology Used
Learner centered
User centered
Situated
Mobile
Collaborative
Networked
Ubiquitous
Ubiquitous
Lifelong
Durable
Table 1: Convergence between learning approach and
technology used [Sharples, Taylor and Vavoula, 2005].
Using mobile technology learning can be regarded as
situated, collaborative, ubiquitous, pervasive, and/or
lifelong complementing the actual know how to become
updated with the latest knowledge in the area of
concentration. Moreover, mobile technology allows the
sharing of knowledge with others, independent of their
location. Thus, learning becomes ubiquitous with regard
to the mobile technology embedded in most digital
devices and/or units that perform human-oriented
functions. These devices and/or units are also becoming
more durable when it comes to storing content in
whatever format makes it possible to build backward
compatibility. This allows the preservation and
organization of digital records of humans learning over a
lifetime.
The rise in Internet availability elsewhere and the
continual transformation occurring in software and
telecommunication services has led to the ability to
connect everything with anything. One of the first
opportunities to arise was the concept of mobile and
ubiquitous computing, a term introduced by Mark Weiser
in the 1990s [Weiser, 1993]. It refers to the process of
seamlessly integrating microcomputers into the real
world. Thus ubiquitous computing allows embedding
Ability to identify, formulate, and solve mathematical, engineering and scientific problems by
selecting and applying appropriate methods.
6. CONCLUSION
The concept of u-Learning goes beyond portable
computers. It can be seamlessly embedded into a uLearning space and will become the major teaching
technique using the technology paradigm. Thus, using uLearning course modules is an ideal problem-oriented
learning strategy.
7.
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AUTHORS BIOGRAPHS
DIETMAR P.F. MLLER is a Professor for Stochastic
Models in Engineering Science at Clausthal University of
Technology (TUC), Faculty of Mathematics, Informatics
and Mechanical Engineering, Germany. He is also a
Professor at the University of Hamburg, Germany, and
Director of the McLeod Institute of Simulation Sciences
at TUC. His current research interests include
aeronautical and space engineering, computational
modeling and simulation, embedded intelligent systems,
hardware-software co-design, me-and u-Learning,
multimodal transportation and logistics, robotics,
transportation system analysis, modeling and simulation.
ROLAND E. HAAS is a Professor for Embedded
Systems at the International Institute of Information
Technology Bangalore (IIITB), India. His current
research interests include automotive IT, embedded
systems and advanced product data management,
engineering workflow automation, concurrent and
simultaneous engineering as well as knowledge-based
engineering. He is also interested in the architectural and
performance aspects of complex software systems as well
as design issues of mechatronic and embedded systems.
HAMID VAKILZADIAN is an Associate Professor for
Electrical Engineering at the University of NebraskaLincoln (UNL). He is a Region 4 Technical Activities
Chair of IEEE. His current research interests include
computational modeling and simulation, microcomputers,
logic design and analysis, embedded systems, and
curriculum development.