Developing Active Personal Learning Environments on Smart Mobile Devices
Developing Active Personal Learning Environments on Smart Mobile Devices
复制标题
在智能移动设备上开发活跃的个人学习环境
DOI：
10.1007/978-3-030-32523-7_64
复制
发表时间：
2019
期刊：
影响因子：
--
通讯作者：
Katharine E. Welsh
中科院分区：
文献类型：
--
作者：
B. Whalley;Julian Park;A. Mauchline;Katharine E. Welsh
平板电脑和其他智能设备(如iPad和iPhone)已经成为移动学习中使用的移动技术的重要组成部分。IPad和Apple Watch等智能设备不仅提供了许多可用于各种教育目的的应用程序，还允许学生和教师之间以及通过社交媒体与整个世界进行交流。我们认为，“智能”移动设备能够根据个人的教育需求进行调整，从而实现个性化学习。我们参考了Salmon的样方图，以建议在哪里使用移动技术应该有利于修改我们的教育观，使其更好地响应学生在教育和一般世界的需求。智能移动设备现在包含计算能力，可以实现语音和人脸识别、增强现实和机器学习，使它们足够智能，可以充当个别学生的导师，并做出相应的调整和回应。为了在移动设备上利用这些设施，教育学必须从以机构为中心转变为以学生-教师-设备为中心。要做到这一点，最好是通过“主动学习”，并将认知意识融入到一个可以与主人一起开发的教育操作系统中。
‘Tablets’ and other ‘smart’ devices (such as iPads and iPhones) have established themselves as a significant part of mobile technologies used in mobile (m-)learning. Smart devices such as iPads and the Apple Watch not only provide many apps that can be used for a variety of educational purposes; they also allow communication between students and tutors and with the world at large via social media. We argue that ‘smart’ mobile devices enable personalized learning by adjusting to the educational needs of individuals. We refer to Salmon’s quadrat diagram to suggest where using mobile technologies should be of benefit to revising our views of pedagogy, making it much more responsive to students’ needs in education as well as the world in general. Smart mobile devices now contain computing power to allow voice and face recognition, augmented reality and machine learning to make them intelligent enough to act as tutors for individual students and adjust and respond accordingly. To take advantage of these facilities on mobile devices, pedagogy must change from an institution-centered to a student-tutor-device focus. This is best done via ‘active learning’ and incorporating cognitive awareness into an educational operating system that can develop with the owner.
影响因子：
16.4
作者：
DWECK, CS
通讯作者：
DWECK, CS