Transcript Document

Development of eContent for Delivery of an
Undergraduate Electromagnetic Course
Using Mobile Devices
Al-Zoubi A. Y.,
Princess Sumaya University of Technology,
Jordan,
Ammar Al-Atiat,
International Turnkey Systems,
Egypt.
Many universities worldwide are re-examining their tools and
methodologies for creating and delivering educational
material.
CD-ROM
Based
Learning
ComputerBased
Learning
WebBased
Learning
Mobile
Learning
eLearning
Distance
Learning
In particular, engineering and science education requires a great
deal of animation and simulation in order to reach into the
students minds.
The electromagnetic course, for example, is one of the most
difficult subjects to teach, both for students and lecturers,
because it requires an understanding of complex mathematics
to solve complicated electric and magnetic field problems.
Very few textbooks and course syllabi have deviated from the
traditional approach.
Electromagnetics is taught today much as it has been taught for the
last several decades.
Yet, no body has seen the electron or touched the wave.
The student needs to visualize the problem and its associated
conditions to be able to solve the equations and then to
understand the solutions for the variation and propagation of
electromagnetic fields.
The EM course is delivered at PSUT in a variety of blended learning
ways. These including text, equations, simulation and animations
of problem formulation and solving.
eLearning is seen as a strong contender to become the technology
of choice for students and faculty at leading Universities.
Thus, an EM course module was designed at PSUT, as a pilot project.
The design was based on the standard (analysis, design, development,
implementation and evaluation) method.
Several work sessions had been conducted between the
subject matter expert and the instructional designer to cover:
• needs analysis,
• target audience,
• technology issues,
• current infrastructure for deployment, learning objectives
and instructional goals and content analysis.
EM eContent
The mobile communication industry has evolved exponentially in the
past decade. It has added a lot of functionality to the simple mobile
phone to open up a new era to users.
Mobile learning will enable access to all kinds of resources.
Advancement as such can also be used to assist people to learn on
an “Anytime, Anywhere” basis.
The Four Screens Developed for Coulomb’s Law lesson.
Mobile Learning Version of Line Charge Problem Formulation.
A research was conducted in the first quarter of 2007 to collect
feedback and analyze students and teachers awareness on
mLearning. An online questionnaire was setup containing
questions ranging from acceptance of the EM eCourse to devices
used for mLearning:
1- Factors that Influence the Choice of a Mobile Device for Use,
2- Mobile Learning Platform,
3- Services Offered by Mobile Learning.
The questionnaire consisted of 24 questions addressed over 2700
emails for professors in the 22 universities, and 415 student. Only 137
professors and students responded of whom 41.61% were student
and 51.83% were lecturers and researchers. Almost all possessed a
mobile phone while only 15.33% possessed a handheld computer or a
PDA.
Table (1) The Percentage Degree of Importance of the
of the Factors that Influence the Choice of a Mobile Device for Use in
a Mobile Learning Environment.
Degree of
Importance
Screen
Size
Weight
Wireless
Capabilities
Input
Methods
Processi
ng Power
Battery
Life
1 (not
important)
2.19
2.92
3.65
2.19
1.46
1.46
2
4.38
5.84
2.92
2.19
1.46
0.73
3
10.22
21.90
6.57
24.82
16.06
10.95
4
18.25
23.36
26.28
27.01
27.74
21.17
5 (very
important)
59.12
37.96
53.28
35.77
45.26
58.39
Table (2) The Percentage Degree of Importance of the
Mobile Learning Platform.
Degree of
Importance
User
Friendliness
Speed of
Download
Cost
Graphics
Edutainment
Variety
1 (not
important)
2.92
0.73
0.00
0.73
2.19
0.73
2
5.11
2.92
2.19
3.65
10.95
5.11
3
11.68
8.03
10.95
16.06
16.79
18.25
4
29.93
23.36
19.71
29.93
33.58
36.50
41.61
56.20
58.39
40.15
26.28
30.66
5 (very
important)
Table (3) The Percentage Degree of Importance of the Services Offered
Through the Use of Mobile Learning.
Degree of
Importance
Accessing
notes
Notification
of events
Interaction
Quizzes
Comm.
with
lecturers
Comm.
with
peers
Add or drop
courses
1 (not
important)
2.92
0.00
3.65
1.46
2.19
0.73
1.46
2
2.19
4.38
7.30
8.76
3.65
8.03
7.30
3
13.87
11.68
21.90
21.17
20.44
19.71
21.17
4
23.36
29.20
30.66
38.69
28.47
31.39
21.17
5 (very
important)
48.18
45.26
27.01
19.71
35.04
29.20
37.23
Results reveal that:
1- screen size and resolution and battery life were the most
important factors that influence the choice of a mobile device used
in a mobile learning environment
2- the speed and cost of downloading new content were the most
important features of the mobile learning platform,
3- its user friendliness and graphics capabilities such as videos,
audios and illustrations in the course content were less important,
4- half of the sample considered accessing notes and course content
as the most important of the function and services expected from
the use of mobile learning,
The development of mobile learning is not intended to replace the
classroom learning, but rather to offer another way to deliver content
and to embed learning into daily life.
Thank you
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Q1Q2
F12 
a R12
2
4 o R
R12  r2  r1
R  R12
a R12
R 12

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