This work develops a model which handles massive integration of three
core entities in a client server logic for the M-learning system. The proposed
model is based on Object oriented design methodology, (OOADM) for
M-learning. The motivation to this work is to place in the hands of everyone the
ability to learn at anytime and anywhere. The programming language used is
Java Micro Edition, (J2ME) for mobile devices. The university community,
NAU was used as the sample space. A successful result was obtained as some
Computer Science students used it to submit their assignment.
TABLE OF CONTENTS
CHAPTER ONE: Introduction
1.0 Introduction 1
1.1 Background of Study 1
1.2 Statement of the Problem 7
1.3 Objectives of the Study 8
1.4 Significance of the Study 8
1.5 Scope of Study 9
1.6 Limitations of Study 9
CHAPTER TWO: Literature Review
2.0 E-learning concepts 10
2.1 E-learning Types 11
2.1.1 Online versus Blended Learning 11
2.1.2 Synchronous versus Asynchronous 12
2.1.3 Self-Pace Versus Instructor-Led 12
2.2 E-Learning Expansion 12
2.3 E-Learning Technologies 13
2.3.1 Creating and Managing the Learning Content 14
2.3.2 Delivering the Learning Content 15
2.3.3 Accessing the Learning Content 17
2.4 E-Learning Services 18
2.4.1 E-Learning Resources 18
2.4.2 Specific E-Learning Services 18
2.4.3 Common Services 18
2.4.4 Content Presentation 19
2.5 E-Learning Content 19
2.5.1 Learning Objects 20
2.5.1.1 Learning Object Structure 20
2.5.1.2 Learning Objects Levels 21
2.5.2 Designing E-Learning Content 21
2.6 Historical Background of M-Learning. 26
2.7 M-Learning Projects 28
2.8 M-Learning Characteristics 31
2.9 M-Learning Technology 32
2.9.1 Mobile Devices 33
2.9.2 Technologies to Deliver the Learning Content 34
2.9.3 Technologies to Develop the Learning Content 36
2.10 The Learning Context 37
2.11 M-Learning Content 39
2.11.1 M-Learning Content Categories 39
2.11.2 M-Learning Content versus E-Learning Content 40
2.12 M-Learning Content Design 41
2.12.1 Instructional Design Model 41
2.13 Learning Enhancement Techniques 43
2.13.1 Course Conversion 44
2.13.2 Intelligent Tutoring System 45
2.13.3 Recorded lectures of experts. 50
CHAPTER THREE: Systems Analysis and Methodology
3.0 Introduction 51
3.1 Analysis of Existing Systems 51
3.1.1 Advantages of the existing system 52
3.1.2 Disadvantages of the Existing System 53
3.2 Expectations of Proposed System 53
3.2.1 Merits of the Proposed System 54
3.2.2 Disadvantages of the Proposed System 55
3.3 Justification of the New System 55
3.4 Research Methodology 56
3.5 High Level Model of the Proposed System 59
CHAPTER FOUR: System Design
4.0 Introduction 60
4.1 Objectives of the Design 60
4.2 The Proposed System Architecture 60
4.3 The Designs 61
4.3.1 Framework for Mobile Learning System 61
4.3.2 Application for Mobile Learning System
Main Menu (Mobile Academia) 64
4.4. Input / Output Specification 64
4.4.1 Input Specification 65
4.4.2 Output Specification 66
4.4.3 Components of the Design 66
4.5 System Flowchart 68
4.5.1 System Algorithm 68
4.6 Program Module Specification 69
4.6.1 Mobile Online Library 69
4.6.2 Assignment Submission 69
4.6.3 Collaboration Menu Option 69
4.6.4 Add New Course 70
4.6.5 Assignment Posting 70
4.7 Database Specification 70
ix
4.8 Dataflow Diagram 73
4.9 Data Dictionary 74
4.10 Choice of Programming Language 75
4.10.1 Client Programming Tool: Java Micro Edition 75
4.10.2 Server Side Programming Tool: Java Servlet 76
4.11 Database Tool: MYSQL 76
CHAPTER FIVE: System Implementation, Installation and Documentation
5.0 Introduction 77
5.1 System Requirements 77
5.1.1 Client Requirements 77
5.1.1.1 Client Hardware Requirements 77
5.1.1.2 Software Requirements 78
5.1.2 Server Requirements 79
5.1.2.1 Servers’ Minimum Hardware Requirements 79
5.1.2.2 Servers’ Minimum Software Requirements 79
5.2 Client Application Deployment Procedures 80
5.3 Client Application Installation 81
5.4 Server Deployment 82
CHAPTER SIX Conclusion and Recommendations
6.0 Summary of Achievements 83
6.1 Conclusion 83
6.2 Recommendations 84
6.3 Contribution to Knowledge 85
REFERENCES 87
Appendix A
Appendix B
LISTS OF ILLUSTRATIONS
FIGURE 1.1 Technology Impact on Learning 3
FIGURE 2.1 Wireless Virtual Environment 8
FIGURE 2.2 E- learning Technology 11
FIGURE 2.3 E- Learning Content Design 18
FIGURE 2.4 The Number of Mobile Internet Subscribers 21
FIGURE 2.5 Wireless Virtual Learning Environment of Tomorrow 24
FIGURE 2.6 Mobile Learning Technologies 27
FIGURE 2.7 Context Model 31
FIGURE 3.1 High level Model of the proposed System 48
FIGURE 4.1 Proposed System Architecture for M-learning 49
FIGURE 4.2 Framework for M-learning System 50
FIGURE 4.3 Mobile Learning Framework Expanded to Main Menu 52
FIGURE 4.4 Input to Login diagram 53
FIGURE 4.5 Input to signup diagram 53
FIGURE 4.6 Output diagram 54
FIGURE 4.7 Structure of Student Interface 54
FIGURE 4.8 Structure of Lecturer Interface 55
FIGURE 4.9 System algorithm flowchart 55
FIGURE 4.10 Mobile learning information flow diagram 59
TABLE 2.1 Decomposing different Aggregation 17
TABLE 4.1 Assignment Posting Table 57
TABLE 4.2 Assignment Submissiontable 58
TABLE 4.3 Collaborationtable 58
TABLE 4.4 Coursesignuptable 58
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TABLE 4.5 Lecturertable 58
TABLE 4.6 Signuptable 58
TABLE 4.7 Data Dictionary 59
CHAPTER ONE
INTRODUCTION
1.0 Introduction
Mobile devices such as laptop computers, personal digital assistants, mobile
phones and so on are growing in their computing capabilities and are becoming
more and more part of our everyday life. Advances in technology have provided
these devices with wireless interfaces that allow networked communication
even while user is mobile. According to Forman et al. (1994), “wireless
networking enhances the utility of portable computing devices. It allows mobile
user versatile communication with other people and expedient notification of
important events. It also permits continuous access to the services and resources
of land based network”
A mobile phone is also known as wireless phone, cell phone or cellular
telephone. Wikipedia (2006) recorded that the first commercial mobile service
was launched in Japan by NTT in 1978. It was considered the most widely
spread technology and the most common electronic digital device in the world.
This assertion is supported by Wikipedia release of November, 2007 where it
was recorded that the total number of mobile phone subscribers in the world had
reached 3.3 billion, or half the human population.
1.1 Background of Study
In the past, formal education was presented in a classroom where the tutor and
learners interact with each other directly and the technology acts as an extra tool
to support the tutor. This traditional form of learning characterized by face-toface
provision between tutor and learners in the learning group and it based on
interpersonal communications (Keegan, 2002). As a result, this form has some
physical presence restrictions.
Distance learning appeared into use as a consequence of the technological
developments associated with the Industrial Revolution to overcome the traditional classroom restrictions and to provide a new type of learning in which students are not in the physical presence of the tutor. The first form of distance
learning based on two main characteristics which are: separating the tutor from
learners and separating the learner from the learning group (Keegan, 2002).
Mainly, the communication between the tutor and learners was via mail. In the
seventies, great advances were made with the foundation of the European open
universities that was formed by Royal Charter initiative to "open-up" education.
At first, they use correspondence as the main way of communication between
tutors and students.
Later, they were pioneers by linking themselves to other national institutions
like the British Broadcasting Corporation (BBC) to deliver a high quality
learning materials. Later, in the eighties, some technologies including audiovisual
aids, cable and satellite expand the distance learning experience and
facilitate the group-based learning via linking several geographical locations
simultaneously (Keegan, 2002).
The electronic revolution in the eighties had a profound impact in the
technological advancements especially on personal computers. Ever since, we
have observed a rapid development and deployment in computing power. The
size and the price of personal computers were reduced and there was a
significant increasing in the personal computers capacity.
As the World Wide Web (WWW) evolved in early nineties, the electronic
learning came into light to describe a new way of managing the learning process
and delivering the learning materials via Internet or any e-media. It is
characterized by (Keegan, 2002):
First, the separation of tutors and learners that will release the learner from the
traditional classrooms stress. Second, the influence of educational
organizations, which distinguish self-study from private tutoring.
Third, the use of computer networks to deliver the learning content. Finally, the
provision of two-way communication through computer networks to enable the learner to communicate with fellow classmates and with his tutors. However, elearning is not intended to replace the classroom learning. It could be used in
conjunction with more than one traditional learning method; in this case the
term blended learning is used. While many predicted that e-learning is the final and most effective solution for providing learning services, there have been significant developments in mobile and wireless technologies which were the main factor for expanding the mobile usage habit among different communities and escalating the number of mobile Internet subscribers. At this point, the educational community starts to think in investing the mobile usage habit as well as the wireless technologies to
introduce a new learning form that can extend e-learning services and can support the traditional learning techniques. In Mirlad,( 2003), the author
defines e-learning as "learning supported by digital “electronic” tools and media", and he defines mobile learning as "e-Learning that uses mobile devices
and wireless transmission". However, mobile learning extends the benefits of elearning by offering a new degree of freedom to support mobile learners. And
just as the relationship between e-learning and the traditional learning methods, mobile learning cannot replace the traditional classrooms. Mobile learning is a
supported learning technique that can be presented with conjunction of other learning forms. Finally, it has to be said that technology in all forms is the
driving force of the learning process. Each technology participates in transmitting us from one learning form to another. The application of information and communications technology to education and training, both in the corporate and public sectors is now big business on a global scale. It is however, an industry which is young and
relatively immature. The rapid emergence of new technologies outpaces the ability of learning communities to apply the technological infrastructure in any
systemic or sustainable fashion. Now, it seems that learning is getting ready to make another shift forward the era of mobile learning as shown in Figure 1.1
Figure 1.1: Technology Impact on Learning
E-learning communities are still grappling with significant pedagogical,
cultural and business issues which are often under-estimated by the
technologists.
Over the past couple of years, there has been widespread recognition of the need
to place e-learning in the much broader context of the emerging knowledge
economy. In particular, the development of infrastructure embracing both elearning
and information environments is now regarded as a key issue. There
are serious technical challenges inherent in developing such infrastructure and
these technical complexities are equally relevant to the unfolding m-learning
paradigm.
M-learning has now emerged as a new wave of development, based on the use
of mobile devices combined with wireless infrastructure, and much of the
current literature on m-learning reveals all the strengths and weaknesses
associated with the more mature e-learning communities. There are, of course, close links between e-learning and m-learning and it can be argued that they
represent a continuum based on the deployment of ever-more sophisticated technologies. M-learning (mobile learning) is an emerging concept as the development of and adoption rate of mobile technologies increase rapidly on a global scale. While there are as many peop
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