International Journal of Mobile and Blended Learning (IJMBL)
Editor-in-Chief: David Parsons (The Mind Lab by Unitec, New Zealand)
Published Quarterly. Est. 2009.
ISSN: 1941-8647|EISSN: 1941-8655|DOI: 10.4018/IJMBL
The International Journal of Mobile and Blended Learning (IJMBL) provides a forum for researchers in this field to share their knowledge and experience of combining e-learning and m-learning with other educational resources. Providing researchers, practitioners, and academicians with insight into a wide range of topics such as knowledge sharing, mobile games for learning, collaborative learning, and e-learning, this journal contains useful articles for those seeking to learn, analyze, improve, and apply technologies in mobile and blended learning. The journal spans theoretical, technical, and pedagogical issues in mobile and blended learning. These embrace comprehensive or critical reviews of the current literature, relevant technologies and applications, and important contextual issues such as privacy, security, adaptivity, and resource constraints.
- Comprehensive or critical reviews of the current literature
- Evaluation of mobile or blended learning in practice
- Future of mobile or blended learning
- Knowledge Sharing
- Learner interaction/collaborative learning
- Mobile games for learning
- Mobile or blended learning applications
- Mobile or blended learning applied at different levels of education from pre-school to tertiary and beyond
- Pedagogical and/or philosophical underpinnings of mobile or blended learning
- Privacy and security issues
- Related research in learning, including e-learning and pedagogical approaches
- Resource constraints in the delivery of mobile or blended learning
- Reviews of the application of mobile or blended learning in multiple contexts
- Role of Wikis, blogs, podcasts, messaging, other online tools, and Web 2.0 components in learning delivery
- Roles of mobile, pervasive, and immersive technologies in education
- Technologies that directly or indirectly support mobile or blended learning systems (devices, networks, tools etc.)
- Theoretical approaches to mobile or blended learning solutions
- Use of mobile or blended learning in professional environments
The primary mission of the International Journal of Mobile and Blended Learning (IJMBL) is to provide comprehensive coverage and understanding of the role of innovative learning theory and practice in an increasingly mobile and pervasive technological environment. As technology enables a more seamless experience of device supported learning worlds that may integrate mobile, embedded, augmented, and immersive technologies, we may expect to see increasing interest and activity in blended approaches to learning. IJMBL brings together researchers at the forefront of this field, in both technology and pedagogical practice and assists them in the development and dissemination of new approaches to both mobile and blended learning.
More on mobile and blended learning in this IMS blog:
Book Announcement: Implementing Mobile Language Learning Technologies in Japan
New book: Implementing Mobile Language Learning Technologies in Japan
by Steve McCarty, Hiroyuki Obari, and Takeshi Sato
Publisher: Springer Singapore / SpringerBriefs in Education (107 pages)
Table of Contents
Chapter 1 Introduction: Contextualizing Mobile Language Learning in Japan
Chapter 2 Mobile Language Learning Pedagogy: A Sociocultural Perspective
Chapter 3 Tokyo University of Agriculture and Technology Case Study:
Smartphone App LINE for EFL Peer Learning
Chapter 4 Osaka Jogakuin University Case Study:
Mobilizing the EFL Curriculum and Campus Infrastructure with iPods and iPads
Chapter 5 Aoyama Gakuin University Case Study:
Blended Learning and Flipped Classrooms utilizing Mobile Devices
Chapter 6 Conclusion: Implementing Language Learning in a Mobile-Oriented Society
This book explores theoretical and practical aspects of implementing mobile language learning in university classrooms for English as a Foreign Language in Japan. The technologies utilized, such as smartphones, iPads, and wi-fi, integrate students’ hand-held devices into the campus network infrastructure. The pedagogical aims of ubiquitous mobile learning further incorporate social media, blended learning, and flipped classroom approaches into the curriculum. Chapter 1 defines mobile language learning within dimensions of e-learning and technology-assisted language learning, prior to tracing the development of mobile learning in Japan. Chapter 2 documents the sociocultural theory underpinning the authors’ humanistic approach to implementation of mobile technologies. The sociocultural pedagogy represents a global consensus of leading educators that also recognizes the agency of Asian learners and brings out their capability for autonomous learning. Case studies of universities, large and small, public and private, are organized similarly in Chapters 3 to 5. Institutional/pedagogical and technological context sections are followed by detailed content on the implementation of initiatives, assessment of effectiveness, and recommendations for other institutions. Distinct from a collection of papers, this monograph tells a story in brief book length about theorizing and realizing mobile language learning, describing pioneering and original initiatives of importance to practitioners in other educational contexts.
Steve McCarty lectures for Kansai University, Osaka Jogakuin University, KIC Graduate School of IT, and the government agency JICA.
Hiroyuki Obari, PhD in Computer Science, is a Professor at the Aoyama Gakuin University College of Economics in Tokyo.
Takeshi Sato is an Associate Professor at the Division of Language and Culture Studies, Tokyo University of Agriculture and Technology.
Ordering information from Springer
Paperback (ISBN: 978-981-10-2449-8):
eBook (ISBN: 978-981-10-2451-1) or individual chapters:
more on mobile technologies in this IMS blog
How Teachers Leverage Mobile Technology
“Teachers and administrators continue to see the No. 1 benefit of any digital tool, content or resource as enhancing student engagement. While that is interesting, it has limited value. Lots of thing can engage kids — that does not necessarily point to an academic benefit or value proposition on its own. So, I always acknowledge the engagement benefit but look deeper at other benefits that can shed new insights into how the teachers are leveraging these powerful devices to transform education — or to change the trajectory of the learning process for their students.
among the more interesting or meaningful benefits were:
- Improvement of communications between stakeholders, such as the ability for students to ask question via e-mail. “Stronger communications between students and teachers is a huge benefit
- Extending learning beyond regular school hours: “Teachers giving that high marks as a real or perceived benefit means that they are also looking for ways to extend learning time beyond the school day but realize that kids need a device to make that a reality.”
- Student ownership of the learning process: “Students who are using mobile devices in class are empowered/enabled to be in the driver’s seat of their own learning
more on mobile technology in this blog
the media of this morning is filled with reports about google phones:
New Leak Reveals Everything About Google’s Pixel And Pixel XL Phones
Everything there is to know about Google’s new Pixel phones just leaked
Everything there is to know about Google’s new Pixel phones just leaked
and much more on Twitter:
more on mobile devices for education in this IMS blog
more on blended and flipped learning in this IMS blog
Alphabet is breaking up Nest, its standalone smart-home gadgets company, and moving Nest’s software group back into Google.
enerally speaking, Google has very limited interest in making hardware in the first place. The cost of building things is high, the margins are low, and Google’s real specialty is in web services like Gmail and search anyway.
Google started signaling that Android, the most popular operating system in the world, and Chrome OS, its more niche operating system for laptops, were going to get smashed together. The result, ideally, will be a version of Android that can extend its smartphone dominance to tablets and laptops…which is why Android 7.0, the most recent release, makes split-screen multitasking such a tentpole feature.
the real business opportunity for Google is to compel a broad range of companies to create gadgets and home appliances using its software. The hardware is secondary. In fact, building its own hardware can even work against Google: The more successful Google is at selling its own hardware, the less likely other hardware makers want to use its software, since they view Google as a competitor.
Putting all its efforts behind expanding and extending Android has made Google a top player in the smartphone market, even after its late start against Apple and the iPhone.
Feds Say Virtual Schools Need to Follow Special Ed Rules
By Dian Schaffhauser 08/25/16
“Dear Colleague” letter issued to virtual schools by the U.S. Department of Education. The agency isn’t creating or imposing “new legal requirements,” is intended to help state education agencies and districts meet their existing obligations under the Individuals with Disabilities Education Act.
feedback at firstname.lastname@example.org.
The letter is available on the Education Department website here.
Zap! Zaption Sold to Workday
K12 – Nearpod or EdPuzzle.
Higher Ed: HapYak or H5P
Are there any other platforms like Zaption that you recommend?
For K12 users, we recommend you look at EDpuzzle or Nearpod. Both allow you to quickly create high-quality interactive content. For Higher Ed, we encourage you to look at HapYak or H5P – an open source interactive media platform. Finally, Vizia offers another simple but effective option for users of any kind.
For those looking to replace Zaption, Vizia is a viable alternative for creating interactive video content.
Zaption is shutting down. Thankfully, educators have alternatives
More on Zaption in this blog:
Badging: Not Quite the Next Big Thing
While badging and digital credentialing are gaining acceptance in the business world and, to some extent, higher education, K-12 educators — and even students — are slower to see the value.
By Michael Hart 07/20/16
That’s when the MacArthur Foundation highlighted the winning projects of its Badges for Lifelong Learning competition at the Digital Media and Learning Conference in Chicago. The competition, co-sponsored by the Bill & Melinda Gates Foundation and the Mozilla Foundation, had attracted nearly 100 competitors a year earlier. The winners shared $2 million worth of development grants.
Evidence of Lifelong Learning
A digital badge or credential is a validation, via technology, that a person has earned an accomplishment, learned a skill or gained command of specific content. Typically, it is an interactive image posted on a web page and connected to a certain body of information that communicates the badge earner’s competency.
Credly is a company that offers off-the-shelf credentialing and badging for organizations, companies and educational institutions. One of its projects, BadgeStack, which has since been renamed BadgeOS, was a winner in the 2013 MacArthur competition. Virtually any individual or organization can use its platform to determine criteria for digital credentials and then award them, often taking advantage of an open-source tool like WordPress. The credential recipient can then use the BadgeOS platform to manage the use of the credential, choosing to display badges on social media profiles or uploading achievements to a digital resume, for instance.
Finkelstein and others see, with the persistently growing interest in competency-based education (CBE), that badging is a way to assess and document competency.
Colorado Education Initiative, (see webinar report in this IMS blog http://blog.stcloudstate.edu/ims/2016/06/20/colorados-digital-badging-initiative/)
There are obstacles, though, to universal acceptance of digital credentialing.
For one, not every community, company or organization sees a badge as something of value.
When a player earns points for his or her success in a game, those points have no value outside of the environment in which the game is played. For points, badges, credentials — however you want to define them — to be perceived as evidence of competency, they have to have portability and be viewed with value outside of their own environment.
More on badges in this IMS blog: