Implementing Sustainable Mobile Learning Initiatives for Ubiquitous Learning Log System Called SCROLL
The prevalence of high-performance mobile devices has enhanced the potential of mobile learning initiatives. There has been substantial technology-driven research on mobile learning. This ubiquitous learning project using lifelogging technology is among t
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Implementing Sustainable Mobile Learning Initiatives for Ubiquitous Learning Log System Called SCROLL Noriko Uosaki, Hiroaki Ogata, Kousuke Mouri, and Mahdi Choyekh
Abstract The prevalence of high-performance mobile devices has enhanced the potential of mobile learning initiatives. There has been substantial technology- driven research on mobile learning. This ubiquitous learning project using lifelogging technology is among them. Since 2010, work has been undertaken to develop a system called SCROLL (System for Capturing and Reminding of Learning Log). It is still an ongoing project with new functions being added to the system. It has been used in various language learning settings in Japan. The aim of this chapter is to describe past and current research endeavours using SCROLL in various learning environments such as seamless learning and flipped learning. The past studies show that the system is effective for learners with their vocabulary learning; it contributes
N. Uosaki (*) Center for International Education and Exchange, Osaka University, Osaka, Japan e-mail: [email protected] H. Ogata Academic Center for Computing and Media Studies and Graduate School of Informatics (Social informatics), Kyoto University, Kyoto, Japan e-mail: [email protected] K. Mouri Department of Computer and Information Sciences, Tokyo University of Agriculture and Technology, Tokyo, Japan e-mail: [email protected] M. Choyekh Graduate School of Engineering, Osaka University, Osaka, Japan e-mail: [email protected] © Springer Nature Singapore Pte Ltd. 2017 A. Murphy et al. (eds.), Mobile Learning in Higher Education in the Asia-Pacific Region, Education in the Asia-Pacific Region: Issues, Concerns and Prospects 40, DOI 10.1007/978-981-10-4944-6_5
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to linking in-class learning with outside-of-class learning, to boosting outside-of- class learning and to enhancing learners’ learning opportunities.
5.1 Introduction The pervasion of high-efficiency mobile phones has expanded the potential of mobile learning environments. Researchers in this area have been very active during the past decade (e.g. Cavus and Ibrahim 2008; Ismail et al. 2010; Kukulska-Hulme and Bull 2009). Mobile learning has been recognised as one of the natural directions towards which computer-assisted learning is heading (Chinnery 2006; Stockwell 2007). Thornton and Houser (2005), who indicated that the learners preferred mobile platforms rather than PCs, endorsed this trend. Mobile and ubiquitous technologies have been expected to foster shifting from classroom-based learning to the one that is free from time and space boundaries, which is what Wang and Jason (2012) call mobile cloud education. Moreover, the progress of mobile and ubiquitous technologies enables new learning environments such as flipped learning, context-aware personalised learning, mobile-navigated task-based learning, mobile- based collaborative learning and seamless learning. Since 2009, using cutting-edge ubiquitous technology, an award-winning sy
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