Uplearn Group sdn.Bhd

Design Principles of Mobile Learning Resources

1. Bearer content terminal adaptability
In elearning mobile learning environment, there are more and more kinds of content terminals, and the possibility of users using a variety of mobile devices is greatly increased. Therefore, it is necessary to standardize the design of learning resources for a variety of mobile devices. According to a network survey, at present, 70% of the time college students are occupied by mobile phones, which also shows that learners have a new demand for learning resources from cloud mobile learning.

We need the time pattern that can meet the requirement of fragmentation; we want our learning can achieve visual cognitive requirements, and technically to meet the needs of multi-terminal, cross-platform. With the rapid development of wireless technology, such as mobile terminals and other computer devices, learners are using more and more devices, but the physical parameters of different devices, the system used, the format can be presented are different. Therefore, when we design resources, we should automatically provide learning resources with appropriate format and quantity according to the physical parameters of the different equipments used by learners.

In the design of resources, we should take human, equipment, context and other factors into account, and optimize the matching and continuity of learning resources on the equipment.

2. Content structure matching
Different types of learning resources are designed and used with different media and communication methods. In order to avoid the disjointed phenomenon of the construction and application, in the design of resources, we must consider the application conditions and actual situation of resources. In the design and application of resources, we need to achieve mutual matching and consistency with learners. Compared with other types of learners, adult learners have relatively strong learning motivation and clear learning goals. They have certain expectations of learning results before starting their study, and most of them choose learning resources according to their actual needs. Therefore, the design of mobile learning resources supports preview, learners can access various resources provided by WAP website through mobile phones or other mobile terminal devices, select and download the required learning materials.

One of the biggest differences between mobile learning resources and common learning resources is their content structures. Adult learners often use the fragmentary learning time after work to learn, and adult learners' attention cannot be as focused as ordinary learning. The design of resource content should replace a large number of learning contents with fragmented resources based on this characteristic. The fragmented design of resource content is beneficial for adult learners to complete short, relatively independent learning content in fragmentary time, effectively avoiding the embarrassing situation that they cannot continue to learn because of the limitation of time and have to start from scratch next time. Of course, the content fragmentation we are talking here is not the arbitrary cutting and differentiation of content, but the designer with independent meta-knowledge points as the core, along with fragmentation of mobile learning resources, concise content, each meta-knowledge points through some kind of connection between the content to form a seemingly loose but close knowledgeable system.

3. Contextual presupposition of content
Learning resources are an important guarantee to support the smooth progress of mobile learning. The content selection of resources should not only meet the requirements of the syllabus, but also meet the actual needs of adult learners. For example, a case of online teaching in the form of games, which aims to improve learning interest, may lead learners into endless fighting or adventure games if not properly designed, thus learners may forget their real purpose of learning and even having adverse consequences. Therefore, in the mobile learning environment, when designing teaching resources, teachers must take into account the use of existing teaching resources to carry out the teaching process, what kind of teaching effect is expected to achieve, that is, the presupposition of teachers' teaching. In the mobile learning environment, we need to consider the context-related issues when designing the application of resources: what kind of teaching resources are developed for students? Under what circumstances are students using them? What kind of information are students using? What equipment are students using? When, how and where are they using them? Why? What's his intention? How much time does he have? We all have to think about things like that.

4. Content openness generation
Mobile learning resources now become more and more open; students can not only share, but also edit learning resources. In the mobile learning environment, in order to make a qualitative change in learning resources, we must rely on collective wisdom and coordinated development of resources. Piaget's theory of knowledge construction points out that learners construct their own knowledge in active activities on the basis of their own life experience. In the process of mobile learning, adult learners have gradually formed their own understanding and views on various phenomena in their life, study and communication activities before learning knowledge. Moreover, learners have the intelligence potential to infer from existing knowledge and experience. Therefore, in learning, they will actively enrich and transform their knowledge and experience.

The current standard of learning resources only designs the sharing of learning resources in the form of materialization, but ignores the very important human resources elements in mobile learning resources, the ability of sustainable development and evolution of learning resources, and the dynamic and generative nature of learning resources. Only by changing the single construction mode of resources, allowing learners to participate in the construction and renewal of resources, using collective wisdom, and cooperating with the development of construction resources, can we build a huge amount of learning resources to meet the needs of personalized learning.








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