1/14/2024 0 Comments Web based screencast tool![]() Overton, L., Dixon, G.: New learning agenda (2013) UNEP: UNEP Frontiers 2016 Report: Emerging Issues of Environmental Concern. In: Proceedings - Frontiers in Education Conference, FIE, pp. ![]() Tabuenca, B., Kalz, M., Specht, M.: “Tap it again, Sam”: harmonizing the frontiers between digital and real worlds in education. Lloyd, S.A., Robertson, C.L.: Screencast tutorials enhance student learning of statistics. McKinney, D., Dyck, J.L., Luber, E.S.: iTunes University and the classroom: can podcasts replace Professors? Comput. Hew, K.F.: Use of audio podcast in K-12 and higher education: a review of research topics and methodologies. 4, 34–46 (2012)Įvans, C.: The effectiveness of m-learning in the form of podcast revision lectures in higher education. 32, 16 (2012)ĭe Waard, I., Koutropoulos, A., Hogue, R.J., Abajian, S.C., Keskin, N.Ö., Rodriguez, C.O., Gallagher, M.S.: Merging MOOC and mLearning for increased learner interactions. Tabuenca, B., Drachsler, H., Ternier, S., Specht, M.: OER in the mobile era: content repositories’ features for mobile devices and future trends. Mihai, O., Vlad, M., Radu, V.: Technical analysis of MOOCs. In: Proceedings of the First ACM Conference on Learning Scale Conference - pp. Guo, P.J., Kim, J., Rubin, R.: How video production affects student engagement. (2013) If MOOCS are the answer–did we ask the right questions? Implications for the design of large-scale open online courses (No. International Encyclopedia of the Social and Behavioral Sciences. Kalz, M.: Lifelong learning and its support with new technologies. Stephen, B.: Back to the future with MOOCs. Looi, C.-K., Seow, P., Zhang, B., So, H.-J., Chen, W., Wong, L.-H.: Leveraging mobile technology for sustainable seamless learning: a research agenda. Wong, L.-H., Looi, C.-K.: What seams do we remove in mobile-assisted seamless learning? A critical review of the literature. In: Proceedings of the ACM International Conference on Multimedia - MM’14, pp. Hsu, C.-F., Chen, D.-Y., Huang, C.-Y., Hsu, C.-H., Chen, K.-T.: Screencast in the wild: performance and limitations. Schneider, J., Börner, D., van Rosmalen, P., Specht, M.: Can you help me with my pitch? Studying a tool for real-time automated feedback. Tabuenca, B., Börner, D., Kalz, M., Specht, M.: User-modelled ambient feedback for self-regulated learning. In: ACM (ed.) Proceedings of the 9th International Conference on Tangible, Embedded, and Embodied Interaction - TEI’14, pp. Springer International Publishing, Graz (2014)īörner, D., Tabuenca, B., Storm, J., Happe, S., Specht, M.: Tangible interactive ambient display prototypes to support learning scenarios. In: EC-TEL’14 Proceedings of the 9th European Conference on Technology Enhanced Learning, pp. ![]() Tabuenca, B., Kalz, M., Specht, M.: Lifelong learning hub: a seamless tracking tool for mobile learning. Tabuenca, B., Ternier, S., Specht, M.: Supporting lifelong learners to build personal learning ecologies in daily physical spaces. Gartner: Gartner identifies the top 10 strategic technology trends for 2016. Johnson, L., Adams Becker, S., Estrada, V., Freeman, A.: NMC Horizon Report: 2015 K-12 Edition. Doctoral thesis, Heerlen, The Netherlands. Open Universiteit, Welten Institute, Research Centre for Learning, Teaching and Technology. Tabuenca, B.: Ubiquitous Technology For Lifelong Learners. Finally, lessons learned are discussed and cues for future implementations are challenged. This tool can be reused and adapted in further MOOC implementations. The contribution from this manuscript is threefold: First, preferred learning spaces for students enrolled to accomplish the activities in a MOOC are identified second, mobile-screencast is evaluated as a solution for improved accessibility in online courses third, an open tool for mobile-screencast and initial results from a formative evaluation are presented. This work presents the first study evaluating mobile-screencast technology as a means to facilitate learning processes in online courses. However, there is little research exploring these alternative ways to present the content offered to learners in MOOCs for improved accessibility from personal contexts. In the last years, Massive Open Online Courses (MOOCs) represent one of the key resources facilitating universal access to education as they enable students to learn across formal and informal contexts. The progressive adoption of smartphones and interconnected devices is inspiring students to redesign their physical spaces toward a seamless shift between daily life and learning activities.
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