102584006_朱孝紋_Mobile Learning心得

         Hwang 等學者（2008）認為情境感知無所不在學習與行動學習的不同在於情境感知（context awareness）與主動行為（action initiative），無所不在學習比行動學習更能協助學習及評量學習者在真實世界的觀察力與問題解決能力。表1-1 為情境感知無所不在學習與行動學習的比較。

表 1-1、情境感知無所不在學習與行動學習的比較 (資料來源：Hwang et al., 2008)

Item	M-Learning System	Context-Aware U-Learning System
Awareness of learner	By accessing the learning portfolio database.	By accessing the learning portfolio database and sensing the personal contexts (e.g., location and body temperature) and environmental situations of the learner in the real world.
Accessing learning services or teaching materials.	Learners actively access the system via wireless networks. That is, the learning system usually provides services passively.	The system actively provides personalized services to the learners based on the learner’s contexts.
Content of the learning portfolio	Recording the online behaviors of the learner.	Recording the online behaviors, the real-world behaviors and the corresponding environmental information of the learner.
Personalized support	Based on the learner’s profile and online behaviors in the database.	Based on the personal behaviors and environmental situations of the learner in the real world.
Seamless learning feature	Changing learning devices or learning in moving will interrupt the learning activities.	Learning services will not be interrupted even though the learner is moving from place to place and the environment (including the learning devices and the networks) is changing.

        有別於其他新興科技，便攜性是行動學習中最有特色的功能之一，這個特性使其它科技特性，例如個人化、即時互動成為可能。也由於此特性，雖行動學習與情境感知無所不在學習有所差別，但因為它減少依賴於固定地點的工作或學習，才使無所不在之學習得以實現，使人們不需在特定的環境，並且無時空限制的進行學習（Motiwalla, 2007）。另外（Motiwalla, 2007）也提出了在手持裝置上開發軟體的限制，其中提到的九項包括 (1)螢幕和鍵盤太小、(2)計算能力、記憶體和空間上的限制、(3)電池的持久度、(4)複雜的文字輸入、(5)資料傳輸的高風險和處理的錯誤率、(6)低解析度、(7)流暢度、(8)不友善的介面操作、(9)圖片限制。其中絕大部分問題隨著科技的進步已獲得解決，未來4G網路技術發展成熟之後，更可配合擴增實境等其它技術，更發揮行動學習與情境感知無所不在學習之功效。

Reference:

Hwang, G. J., Tsai, C. C., & Yang, S. J. H. (2008). Criteria, strategies and research issues of context-aware ubiquitous learning. Educational Technology & Society, 11(2), 81-91.

Motiwalla, L. F. (2007). Mobile learning: A framework and evaluation. Computers & Education, 49(3), 581–596.