Exploring the Impact of Receiving Sender‐Based Negative and Positive Feedback on Team‐Level Process Outcomes Using a Mobile Application

Team‐based projects continue to be important for structuring work in many organizations, and employees are increasingly using mobile applications (apps) for peer evaluations as part of a performance appraisals process. Since a graduating student can expect to work in a team at some point in their career, exposure to class‐related group projects is important. This study explored using a mobile application (app) called DevelapMe (DMe), which allowed for 273 business undergraduates in 54 teams to give and receive real‐time peer‐based feedback during a 5‐week group project. Prior empirical research has shown that technology can improve the group development process, but such research has not used a mobile app. The general goal of this study was to investigate how receiving real‐time feedback through a mobile app (DMe) can affect the team development process over time. Two online surveys, Time 1 (T1) and Time 2 (T2), were administered over a 5‐week period. Results showed that two of the three team‐level process outcomes, team trust and team commitment (but not team value‐goal fit), significantly increased from T1 to T2. Results also showed that receiving T1 sender‐based positive, but not negative, feedback scales had a significant impact on all three team‐level process outcomes.     

Thouësny,Sylvie & Bradley,Linda ed (2011) Second language teaching and learning with technology (Research‐publishing.net,Dublin) isbn 978‐1‐908416‐00‐1 217 pp Free of charge http://research‐publishing.net/publication/978‐1‐908416‐00‐1.pdf

This ten chapter volume intends to approach a number of current issues “from well‐established web‐based learning environments to mobile learning, through current web 2.0 applications such as blogs, which foster intercultural contexts and/or diverse means of computer‐mediated interaction”. In this sense, the valuable book aims to enable readers to gain a deep understanding of the field and to provide research procedures and processes to facilitate the learning of foreign languages through the use of information technology. If you expect the content of this book to be relevant to you, I recommend that you buy a copy for your own use. Jesús García Laborda     

移动教学在“模拟电子技术”教学中的应用研究

互联网的迅速发展,致使学生的学习方式不再局限于课堂上的学,教师的教学方式也不再局限于课堂上的教。基于移动教学APP的智慧课堂被广泛应用于现代教学中。文章基于"模拟电子技术"课程,研究了移动教学APP在教学过程中的应用。     

虚拟实验移动Web平台设计与开发

面对多样的移动终端,在开发移动应用时如何实现在不同移动系统的无差异化移植显得越来越重要,移动Web应用能够很好地保证跨终端,跨平台的同一用户体验。将移动学习,翻转课堂聚焦于大学物理,选择构建虚拟实验移动Web应用平台和基于该平台开发虚拟实验和物理模型,能够辅助物理课程的教学和学习,为翻转课堂提供学习支持。     

Thouësny,Sylvie & Bradley,Linda ed (2011) Second language teaching and learning with technology (Research‐publishing.net,Dublin) isbn 978‐1‐908416‐00‐1 217 pp Free of charge http://research‐publishing.net/publication/978‐1‐908416‐00‐1.pdf

This ten‐chapter volume aims to approach a number of current issues “from well‐established web‐based learning environments to mobile learning, through current web 2.0 applications such as blogs, which foster intercultural contexts and/or diverse means of computer‐mediated interaction”. In this sense, this valuable book aims to enable readers to gain a deep understanding of the field and to provide research procedures and processes to facilitate the learning of foreign languages through the use of information technology. If the content of this book is likely to be important to you, I recommend you buy a copy. Jesús García Laborda     

基于混沌的OTP移动商务身份认证方案设计与实现

随着3G时代的到来移动电子商务以其随身移动、方便快捷、省时高效、利润丰厚等特点,成为电子商务新的发展方向,但移动电子商务的身份认证问题却成为了制约其快速发展的重要瓶颈。为解决上述问题,作者在现有身份认证技术的基础上,结合移动电子商务自身的特点,应用基于一次性口令（OTP）认证技术,融入独特的混沌HASH加密方式,提出了在移动商务环境下的OTP身份认证方案。该方案包含了用户注册、双向认证和敏感信息安全存储等内容。与传统身份认证方案相比,该方案更多的考虑了移动商务的安全性要求以及移动设备的技术局限性。符合移动商务自身特点,身份认证过程安全高效。     

基于社会需求的网络融合意义探讨

近年来,日新月异的信息化浪潮席卷世界,依托互联网新技术的各种新事物、新媒体不断涌现,丰富多彩的网络世界强烈地影响着我们的生活。不论你是在城市还是在农村,随时随地都可以感受到从固定到移动、从语音到图像、从通信到视频的信息化生活。网络融合适应了社会发展,满足了人们的需要,本文从社会需求的角度探讨其融合的意义。     

Selwyn,Neil (2011) Education and technology Continuum (London SE1 & New York) isbn 978‐1‐4411‐5036‐3 197 pp £22.99 http://www.continuumbooks.com/books/detail.aspx?BookId=158591&SubjectId=940

Education and technology: Key issues and debates offers an informed and carefully argued perspective on the role of information technology in education, adopting historical and critical perspectives in its attempt to produce a shift towards a more evidence‐based approach. If the book is relevant to you, I recommend that you buy a copy. Michael Thomas     

Message design for mobile learning: Learning theories,human cognition and design principles

The demands of an increasingly knowledge‐based society and the dramatic advances in mobile phone technology are combining to spur the growth of mobile learning (mLearning). However, for mLearning to attain its full potential, it is essential to develop pedagogy and instructional design tailored to the needs of this new learning environment. At present, there is a lack of research on message design for mLearning. Towards these ends, this paper explores the principles and processes of message design for mLearning, including the influence of learning and cognitive theories, human–computer interaction principles, devices and methodologies. And it presents a number of practical guidelines for designing instructional messages for mLearning.     

Ribble,Mike (2011) Digital citizenship in schools ISTE & Eurospan (London) isbn 978‐1‐56484‐301‐2 166 pp $39.95 ($27.97 to members) http://www.iste.org/store/product.aspx?ID=2111

This interesting book, addressed to school teachers and technology leaders, aims to build awareness of what are inappropriate behaviours in technology use and why they are potentially dangerous. Digital citizenship—the application of norms for productive and appropriate technology use—is relevant to all in our technology‐rich society, and should be an integral part of technology education. If this book is likely to be relevant to you, I recommend you borrow a copy. Giuliana Dettori     

A model for e‐education: Extended teaching spaces and extended learning spaces

The paper proposes a model for e‐education in instruction, training, initiation and induction based upon the concept of extended teaching spaces involving execution, facilitation and liberation, and extended learning spaces used for acquisition, application and construction cemented by dialogue and reflection. The proposed model is based upon theory, research and practice in education and information and communications technology (ICT). In this paper, the focus is on K‐12 schooling, but the model may be applied to ICT integration in all sectors of education and training.     

Ask Dr. Discovery: the impact of a casual mobile game on visitor engagement with science museum content

Educational technology research and development - This study examines the impact of a mobile game app on science museum visitors’ level of engagement with exhibit content, compared to a non...     

Fostering children's acceptance of educational apps: The importance of designing enjoyable learning activities

Educational applications (apps) offer opportunities for designing learning activities children enjoy and benefit from. We redesigned a typical mobile learning activity to make it more enjoyable and useful for children. Relying on the technology acceptance model, we investigated whether and how implementing this activity in an app can increase children's intention to use. During the 27-day study, children (N = 103, 9–14 years) used the app to memorize one-sentence learning plans each day. Children used three different app-based learning activities throughout the study. In two standard activities, children reread or reassembled the words of the plan. In the redesigned activity, children represented the meaning of the plan with emojis. Children repeatedly reported on their attitude towards each activity. Subsequently, children reported perceived enjoyment and intention to use the app. Results showed children found the emoji activity most enjoyable, and enjoyment of the emoji activity contributed uniquely towards intention to use. Additionally, children's enjoyment of the app mediated their intention to use the app in the future. Overall, the study suggests that children's enjoyment of an app is crucial in predicting their subsequent intention to use, and it provides a concrete example of how emojis can be used to boost enjoyment.

Practitioner notes

What is already known about this topic

• Educational applications provide children with unrestricted access to mobile learning resources.
• Positive attitudes towards educational applications predict behavioural intention to use these applications, at least in young adults.
• There is a need for more research examining the relevance of enjoyable learning activities in fostering children's sustained usage of an educational application.

What this paper adds

• Positive attitude towards the use of emojis during learning activities uniquely contributed to children's behavioural intention to use the application.
• Perceived enjoyment predicted behavioural intention to use the application.
• Perceived enjoyment mediated the effect of attitude towards using learning activities on the behavioural intention to use the mobile educational application.

Implications for practice and/or policy

• These findings highlight the importance of enjoyment for children's' acceptance of educational applications.
• Enjoyable learning activities are necessary to ensure sustained usage of educational applications.
• The paper provides a concrete example of how emojis can be used to boost enjoyment of a typical mobile learning activity.

     

Boundary interaction: Towards developing a mobile technology‐enabled science curriculum to integrate learning in the informal spaces

This paper explores the crossover between formal learning and learning in informal spaces supported by mobile technology, and proposes design principles for educators to carry out a science curriculum, namely Boundary Activity‐based Science Curriculum (BAbSC). The conceptualization of the boundary object, and the principles of boundary activity as the key elements to fuse the merits of learning in informal spaces with formal learning, are discussed and elaborated. The key elements of BAbSC are further articulated to provide the framework for curriculum design and development from a holistic perspective. The proposed principles and framework will reinforce the theoretical underpinnings of mobile technology‐enabled curriculum design and development, and can be used to guide teachers to implement curriculum in a more principle‐based and structured manner.     

Using Student-Determined Needs to Evaluate Environmental Education Programs

Abstract

All too often, evaluation is not used as the important management tool it could be, because educators feel inadequately prepared to use complex evaluation techniques. “Direct evaluation,” as a research concept, is based on the idea of “research as an intermediate technology,” developed by Steven and Rachel Kaplan in Cognition and Environment (1982: Praeger). Direct evaluation means you ask what you need to know of those who are participants in a program you wish to evaluate. The results, when collated, can be used for justification as well as modification of programs.     

Azeitero,Ulisses Miranda et al ed (2014) E‐learning and education for sustainability. Peter Lang (New York & Bern) isbn 978‐3‐631‐62963‐1 290 pp £41 http://www.peterlang.com/index.cfm?event=cmp.ccc.seitenstruktur.detailseiten&seitentyp=produkt&pk=73204

E‐learning and education for sustainability is a book that delivers on what it promises to present: principles, information technology tools, examples of good practice, and coverage of formal as well as of informal education for sustainability. The book is divided into chapters covering each of these areas quite well. If the content of this book is likely to be relevant to you, I recommend that you arrange to borrow a copy for a while. William Brescia     

Tug‐o‐where: situating mobilities of learning (t)here

This article explores ‘mobilities’ as a research framework for learning not so much in terms of what has to be done to enhance learning using mobile technologies. Instead it focuses on our embodied ways of knowing and learning by ‘being mobile’ in physical and mediated spaces. It reviews current mobility frameworks used in mobile learning research and other technology integration studies. It proposes a practice‐based mobility agenda for learning by ‘setting in motion’ not just technologies, but also bodies and spaces from a sociological perspective and a phenomenological standpoint. It seeks to understand what is being done – the re‐configurations of bodies, spaces and technologies in a mobile society that is increasingly characterised by media convergence and ubiquitous connections and communication. To move educational research, a conceptual framework that articulates body‐types in relation to technologies is discussed.     

Stein,Jared & Graham,Charles R (2014) Essentials for blended learning Routledge (New York & London) isbn 978‐0‐415‐63616‐2 210 pp £19.99 http://www.routledge.com/books/details/9780415636162/

This reader‐friendly jargon‐free volume is a down‐to‐earth and visual guide for practitioners seeking new ways to improve educational opportunities in times when quality needs to be enriched by simple but effective online experiences. It is a must for those involved in integrating technology into the classroom. If this book deals with a subject likely to be relevant to you, I recommend you buy a copy. Jesus Garcia Laborda     

论数字化校园建设对大学生移动学习模式的影响

移动学习是一种全新的学习模式,是高校传统学习方式的有益补充。数字化校园建设,加速了信息技术的应用和渗透。在数字化校园建设背景下,大学生移动学习模式受到一定影响,主要体现在建立了以人为本的移动学习模式,实现了移动通信技术与课程、教学的融合以及学习环境的创新三个方面。构建了基于数字化校园的大学生移动学习模式。