M-LEARNING Editted & Published by Prof.Dr.Qaysar S.Mahdy
The wide use of mobile technology allows to increase the learning activities, create learning environments and assist to the use of new technologies and to supply new methods of learning and training. The purpose of next mobile generation to enhance the uses of new methods of learning and training that are available to all who wish to depart of the new generation. We expect the next generation of distance learning will be the mobile learning (M-learning).
Today, Internet and World Wide Web have enhanced learning activities providing a high degree of interactivity among geographically separated learners and teachers. It is worth mentioning that Internet doesn’t provide just another way to deliver learning contents, actually the potential is there to create learning environments that fit the needs of modern,
diverse learners that are placed in the centre of the process by engaging them in purposeful activity,
problem solving, collaborations, interactions and conversations. The wide diffusion of Internet allows to maintain that e-learning is today the state of art for distance learning in Europe.
Today, we work increasingly with mobile technologies. There are mobile phones for communication nearly everywhere, laptops to work wherever we want and personal digitalassistants (PDAs) to get access to information whenever we want. It is just a question of timeuntil mobile technologies are used for other aspects of our life. One of these is learning.
People grow, learn, develop best in many different ways.
M-learning is a great new option for all of us, but especially for those who prefer to learn this way. But beware the person who refuses to also learn in a room with other people. My guess is that person still has much to learn about how to be productive and successful in life. Not sure I’d want them on my team helping to solve business problems. Translate them.
It is definitely feel M-Learning is the most logical progression in the modern learning domain. The challenge is to come up with the right technical expertise which will help launch interactive and engaging content on the mobile devices. We only hope that, in our desire to make learning more and more accessible, we do not just try to dump heaps of drab digitized pages of information for if that happens, then M-Learning will lead to a regression to the ’90s E-Learning scene, rather than continue the progressive march to the new learning era of engaging interactive learning with simulations and serious strategy games. M-Learning can be the time-machine . We have to decide whether it takes us back to the past or to the future of radical immersive learning.
There are estimated to be 1.5 billion mobile phones in
the world today (Prensky, 2004). This is more than three times the number of personal computers (PCs), and today’s most sophisticated phones have the processing power of a mid-1990s PC. These facts, and the range of computer-like functionality offered by top-of-the-range devices, are leading some observers to speculate that many people in the not so distant future will start to see the mobile phone as an alternative to a PC. For example Jeff Hawkins, inventor of the Palm Pilot, was recently quoted (Stone 2004) as saying, ‘One day, 2 or 3 billion people will have cell phones, and they are not all going to have PCs … The mobile phone will become their digital life’.
E-learning Lecture on I pad (Samsung Not Galaxy Tab 10.1),
E-learning Lecture on mobile smart phone.
The rapid development of information and communication technologies (ICT) during the past two decades has had many points of contact with education and training. The development of technology is placing new demands on expertise, and it is also leading to the increased use of information technology (IT) in instruction and learning. As early as in the 1980s discussions of the future of school systems started to pay attention to the opportunities provided by ICT. Now with the approach of the new. Therefore the Government of Erbil initiated a pilot study of e-Learning for SUH here in Erbil which is initiating to step toward the same path with vision of integrating ICT into its learning and education system.
The E-learning centers have established an online educational portal and hope to enroll 15,000 to
20,000 of its army personnel for a degree programme . The future soldiers will not be carry guns but
Computers review of recent and ongoing mobile learning initiatives to support teaching and learning in Asia. The review focuses in particular on the use of mobile phones – either alone or in combination with other technologies – to increase access to educational opportunities and resources, provide direct instruction in formal and informal educational settings, enhance teachers’ competency and professional development, and enrich educational quality for all students.
Mobile technologies look especially promising as a vehicle to extend educational
Opportunities to people who have the fewest A number of teachers, schools and even countries have attempted to infuse mobile technology into education and learned important lessons along the way. By describing and analyzing the successes as well as the failures of these efforts, this Series highlights characteristics shared by effective initiatives and helps policy-makers develop strategies to better leverage mobile devices to improve education. Over the past twenty years, many governments have adopted policies to guide the integration of ICT in education. However, because interest in mobile learning has only recently become widespread, most of these policies were developed in a ‘pre-mobile’ era and do not account for the new technological environment in which educators and students work. As this Series makes abundantly clear, there is a global policy vacuum when it comes to mobile learning.
The 2000s saw the unprecedented growth of mobile telephony around the world in both
developed and developing countries. There are now 5.9 billion mobile phone subscriptions worldwide, which represents a penetration rate of 87%. In the developing world the mobile penetration rate is 79%, nearly as high as the global average.
Today there are over 5.9 billion mobile phone subscriptions worldwide, and for every one person who accesses the internet from a computer two do so from a mobile device. Given the ubiquity xpanding functionality of mobile technologies, UNESCO would like to better understand their potential to improve and facilitate learning, particularly in communities where educational opportunities are scarce.
It seems fitting that the current decade, which many say will be shaped by advances in mobile technologies and the social and cultural changes those advances bring, began with a mobile revolution, not in a figurative sense but literally. If there was any doubt that mobile phones will change the world, those doubts were laid to rest with the Arab Spring in 2011. While many people are familiar with the role mobile phones played in the protests and fighting that eventually brought down decades-old governments in Egypt, Tunisia and Libya, it is less widely known that information about government corruption and abuse of constitutional rights were disseminated via mobile devices years before 2011. This activity – the learning that happened on mobile phones outside government censure – created an intellectual and social environment that allowed dissatisfaction with the status quo to compound and, over time, transform relatively small protests into bona fide revolutions. Already mobile technologies have irreversibly changed politics, business, medicine and many other fields, often for the better. They have not yet had a massive impact on education, but as this Series signals, it is not likely to stay this way. Mobile devices – because of their ubiquity and portability – are positioned to influence teaching and learning in way personal computers never did. The papers that constitute this Series, by describing and analyzing a number of diverse mobile learning projects, offer a taste of some of the changes that are right around the corner. More importantly though, they provide a tool for policy-makers, educators and others who hope to leverage a near-universal technology to help make education more accessible, more equitable and more effective for students everywhere.
The Kurdistan Strategic Plan for 2010-2016, however, recognizes the importance of ICT in higher education and plans to create a wide-area network that will connect all of the University’s colleges and institutes and provide web-based
The professors are attends as a lecturers
- They are going to have an overview on the background on AVCI.
- They are also training for different session to know the process of how to doing or register their lecturers by using the models.
- They become ready to put their course lecturers on line for the students through AVCI facilities in Erbil Center for e-learning.
- They will made a contract directly either with the SUH or UNESCO after the evaluation of their online course lecturers by the pedagogical experts.
- It’s a matter of my pleasure if the present Government of Kurdistan here in Erbil or in the central of Baghdad declared a vision to build ‘Digital Kurdistan or Baghdad’ by 2020. This scientific term has the following components:
(a) Digital Government,
(b) Digital Education,
(c) Digital Business,
(d) Digital Citizen (Student) and
(e) Digital Society.
- The future soldiers will not be carry guns but computers.
The major advantage to students is its easy access. Students are used to carrying everywhere with them,
- Which they regard as friendly and personal devices,
- Which are cheap and easy to use,
- Which they use constantly in all walks of life and in a variety of different settings.
Editted and published by Prof.Dr.Qaysar Salih Mahdy , Assist. Prof. Dr.Ismail Musa Murad Hasan and Mr. Ammar Omar Hasan.