通信部门移动自组网的抗毁性评估

从通信部门所担负的任务出发,建立通信部门移动自组网抗毁性模型,对两节点通信网络直接连接的两个简单网络进行抗毁性评估,同时深入研究了上述网络两节点必须中转一次的抗毁性评估方法．     

Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’

Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across the ‘mainstream’, ‘alternative’ and Open Learning traditions, but examples from around the world show that each broad approach comes with identifiable ‘terms of inclusion’ that, in different ways, reproduce and/or challenge pastoralists’ marginalisation. Achieving political commitment to addressing the scale and extent of pastoralists’ education deprivation is not unimaginable, but contingent on significant reappraisal of mobility as a livelihood strategy and of the legitimacy of pastoralism as a sustainable contemporary livelihood.     

基于云计算的移动学习平台建设研析

云计算是多种技术的合成和业务模式的创新,在整个信息产业运作模式的变革中起到了越来越重要的作用。移动终端应用随着互联技术以及终端技术的发展也正在受到全社会的关注。移动学习作为终身学习的一种实践手段在潜移默化地改变着人们的学习方式。基于云计算的移动学习平台建设无疑解决了传统教学平台的诸多缺陷。对云计算环境下移动学习平台的深入研究将为人们在实践中提高学习的自主性和灵活性提供更有效的支持。     

An intelligent mobile location-aware book recommendation system that enhances problem-based learning in libraries

Despite rapid and continued adoption of mobile devices, few learning modes integrate with mobile technologies and libraries' environments as innovative learning modes that emphasize the key roles of libraries in facilitating learning. In addition, some education experts have claimed that transmitting knowledge to learners is not the only educational goal, as cultivating problem-solving skills is also essential. By integrating the problem-based learning (PBL) model with book resources in libraries, one can identify the advantages of libraries in supporting e-Learning, resulting in innovative and valuable research. Therefore, this study presents a novel intelligent mobile location-aware book recommendation system (IMLBRS) with map-based guidance to support cooperative PBL in a real-library environment. Using map navigation and book recommendation functionalities, learners can search for books associated with problem-solving with increased ease and efficiency, thereby helping learners increase their PBL performance in a library environment. Experimental results reveal that learning performance during PBL supported by the proposed IMLBRS for book searches is superior to learning performance during PBL supported by the online public access catalogue (OPAC). Experimental results also show that the proposed system facilitates better learning performance for learners with a field-dependent learning style than for learners with a field-independent learning style. Moreover, the proposed system facilitates learner contemplation, cooperative learning, and library user education as learners interact with a real-library environment and peers during cooperative PBL.     

Supporting collaborative inquiry during a biology field trip with mobile peer-to-peer tools for learning: a case study with K-12 learners

This study explores how collaborative inquiry learning can be supported with multiple scaffolding agents in a real-life field trip context. In practice, a mobile peer-to-peer messaging tool provided meta-cognitive and procedural support, while tutors and a nature guide provided more dynamic scaffolding in order to support argumentative discussions between groups of students during the co-creation of knowledge claims. The aim of the analysis was to identify and compare top- and low-performing dyads/triads in order to reveal the differences regarding their co-construction of arguments while creating knowledge claims. Although the results revealed several shortcomings in the types of argumentation, it could be established that differences between the top performers and low performers were statistically significant in terms of social modes of argumentation, the use of warrants in the mobile tool and in overall participation. In general, the use of the mobile tool likely promoted important interaction during inquiry learning, but led to superficial epistemological quality in the knowledge claim messages.     

联通主义视域下的移动学习环境设计

联通主义学习理论阐述了网络时代下学习的发生过程,即知识是以不同方式进行联通、重组和再造。文章对联通主义学习理论进行了概述,分析了利用该理论进行移动学习环境设计的可行性,并且根据该学习理论,构建了移动学习环境的基本结构,分别对其中的学习共同体、学习资源、支持工具、学习情境四个环境子要素进行设计。鉴于对联通主义理论下移动学习环境的设计,以期给学习者提供一个优质的学习环境,促进学习者高效学习。     

移动学习的现状及其发展趋势研究

移动学习是教育与技术相互作用的结果,它的出现不仅会带来人们观念的转变,还会促使整个人类学习环境的彻底改变。移动学习经过十多年的发展取得了一定的进步,但也面临一些困境,随着科学技术的革新必将稳步向前。     

移动式辅助平台在教学管理中的应用探讨

为了弥补传统的、单一的网络化教学管理平台在信息传递中实时性、高效性等不足的问题,笔者将移动通信技术引入到日常的教学管理中,建设移动式辅助教学管理平台,提高了教务管理水平和服务手段。     

谈移动阅读与大学生思想政治教育

通过阐述移动阅读的特点契合大学生的心理特点及阅读现状,分析当代大学生的思想现状,探讨移动媒体环境下加强大学生思想政治教育的有效措施,从而开拓思想政治教育的新方法、新途径。     

从手机设计市场的变化引发对地方高校设计教学模式的思考

随着网络化、娱乐化时代的到来,手机从单纯的语音沟通工具变成全能的随身设备,手机设计市场也在近几年中变化巨大,这种变化引发了对现今地方高校艺术设计教学模式的思考,尤其着重于创新思维的正确培养、与产业相适应的教学模式以及模块化的教学方式三个方面。