Mobile Multimedia Recommendation in Smart Communities: A Survey <s> A. Mobile Social Learning <s> We propose six challenges in evaluating mobile learning: capturing and analyzing learning in context and across contexts, measuring mobile learning processes and outcomes, respecting learner/participant privacy, assessing mobile technology utility and usability, considering the wider organizational and socio-cultural context of learning, and assessing in/formality. A three-level framework for evaluating mobile learning is proposed, comprising a micro level concerned with usability, a meso level concerned with the learning experience, and a macro level concerned with integration within existing educational and organizational contexts. The article concludes with a discussion of how the framework meets the evaluation challenges and with suggestions for further extensions. <s> BIB001 </s> Mobile Multimedia Recommendation in Smart Communities: A Survey <s> A. Mobile Social Learning <s> Introduction Recent developments in the field of mobile computing technologies have lead to a renewed interest among educators in using mobile devices (running systems like Windows Mobile or Symbian, which have many of the features of desktop computers with access to broadband internet networks) as tools for teaching and learning. Location and time independent characteristics of mobile media devices have a unique place in the next generation of learning environments. In the last decade, fast diffusion of mobile devices in society, especially mobile phones, offered great opportunities for ubiquitous learning. There is a growing research interest across the world in seeking to understand how the new wireless and mobile technologies can contribute to improving the student's experience of learning. With the recent advent of 3G smart mobile devices, educational mobile games are gaining more ground in both formal and informal learning environments. Learning games can be considered as a fun and challenging extension to typical learning activities and a strategy to motivate students. The comprehensive use of information and communication technologies is leading to changes in the ways we teach and learn. Digital learning technologies have enabled a variety of ways for teachers to give instruction and students to learn that were not possible in a traditional education environment. With the recent advancement of mobile technologies, such as smart phones, cameras and PDAs (Personal Digital Assistants), numerous new opportunities arise for adult education. Mobile access to learning content provides unique opportunities for leveraging valuable experiences outside of the classroom. Digital mobile games are commonly used with children in their daily life for both educational and entertainment purposes. Today's students, who are the future's adults, will have grown up with these technologies. Well designed educational games and supporting materials can be a powerful learning medium for stimulating motivation and promoting learning (Song & Zhang, 2008). Recent research shows that electronic games are widely used as instructional tools in schools and are becoming more a part of the students and adults' social lives (Klopfer, 2008; Roschelle, Patton, & Pea, 2002; Squire, 2010; Squire & Klopfer, 2007). Little research has been done examining adult educators' perceptions and attitudes towards mobile technology and games. For purposes of this study, we define adult education as any formal or informal education or training aimed at an adult population that is older than traditional university students. Our goal in beginning this area of inquiry was to learn more about how mobile games and technological pedagogical practices are viewed by adult educators. Therefore, this research study explores adult educators' perceptions of and attitudes toward the current use of technology, mobile devices, and educational games for their own classes. Objectives of this study were to explore attitudes and perceptions of adult trainers on mobile games, to examine the extent of use and distribution of mobile devices in adult education, and to examine the preference for game genres by adult educators. The current study is part of "Implementing Learning Game Resources based on Educational Content" (ILGRECO) supported by the European Union Commission's Socrates program, action Grundtvig-1 within the Sixth Framework. Literature Review Mobile Media and Learning The history of mobile devices ranges from graphic calculators (1970s-1980s) to today's 3G smart phones and PDAs. Mobile media have become increasingly relevant to education thanks to the widespread adoption of mobile devices in society (Wood, Lloyd, & Ashfield, 2006). Mobile media devices are relatively inexpensive, offer the possibility of ubiquitous (anywhere, anytime) computing, can facilitate collaborative learning, and support individualized independent learning (Savill-Smith & Kent, 2003). … <s> BIB002 </s> Mobile Multimedia Recommendation in Smart Communities: A Survey <s> A. Mobile Social Learning <s> For a very large number of adults, tasks such as reading. understanding, and using everyday items are a challenge. Although many community-based organizations offer resources and support for adults with limited literacy skills. current programs have difficulty reaching and retaining those that would benefit most. In this paper we present the findings of an exploratory study aimed at investigating how a technological solution that addresses these challenges is received and adopted by adult learners. For this, we have developed a mobile application to support literacy programs and to assist low-literacy adults in today's information-centric society. ALEX© (Adult Literacy support application for Experiential learning) is a mobile language assistant that is designed to be used both in the classroom and in daily life in order to help low-literacy adults become increasingly literate and independent. Through a long-term study with adult learners we show that such a solution complements literacy programs by increasing users' motivation and interest in learning, and raising their confidence levels both in their education pursuits and in facing the challenges of their daily lives. <s> BIB003 </s> Mobile Multimedia Recommendation in Smart Communities: A Survey <s> A. Mobile Social Learning <s> An important aspect of education is to promote higher-order thinking skills to learners. However, in the lecture environment, learners are passively engaged and it is unlikely for higher-order thinking to occur. Although interventions such as 'clickers' can be used to increase engagement in lectures, this does not necessarily promote higher-order thinking. Approaches such as collaborative learning are better suited for this but there is little room to use such methods in the short time frame of a lecture. <s> BIB004
Recent developments in the field of Information and Communication Technology (ICT), specifically mobile computing technologies have led to a renewed interest among educators in using mobile devices for learning BIB001 - BIB002 . Modern mobile devices have many of the features of desktop computers with access to broadband internet networks as tools for teaching and learning. Mobile learning is an ongoing learning landscape and education mode in which users can use mobile communication terminals to assist them to learn. Mobile learning is formed in the background of knowledge exploration. The main feature of mobile learning is mobility. It breaks through the bottleneck of traditional distance learning and e-learning and extends the scope of network multimedia distance education. Mobile learning can provide learners with the learning autonomy, and also provide the instructors and education administrators with more flexible teaching and management methods. Lifelong learning can be realized through mobile learning. Generally, traditional teaching methods have numerous drawbacks. One of them is the fact that students attend a course, take notes and leave without any collaboration in the classroom due to e.g. lack of lecture/classroom time or the non-realization of the importance of collaborative learning. Social learning tries to solve this ineffectiveness. It is an educational method in which students work together in small groups towards a common goal  BIB004 . The teacher acts as a coach, mentor or facilitator of the learning process. The successful achievement of the common goal is shared among all group members. The students take initiative and responsibility for learning. They actively learn by doing, by practice and by experience. Mobile social learning is student-centered, task-based, activity-based learning approaches that provide several advantages to the student  . The weaknesses associated with PC-based collaboration can be addressed by mobile social learning BIB003 . PC has been designed for personal use, with the expectation that learners sit behind a computer screen. Mobility allows learners to have the physical control and interactivity in their collaborative work since they can carry the mobile device while they establish a face-to-face interaction. Learners can even access internet resources or communicate with another learner or expert at a distant location. Using a mobile device, learners can regain the benefits of 'natural' face-to-face collaboration with their peers and also interact with each other. While traditional Computer Supported Collaborative Learning (CSCL) refers to PC-based collaboration for physically dispersed learners, mobile social learning allows learners in face-to-face collaboration to enjoy computing support using mobile devices. Further advancement of mobile technologies may even open up the exciting possibilities of allowing co-located team members to interact and learn seamlessly with dispersed peers. When this happens, mobile devices can be said to be supporting the convergence of distance collaborative learning with face-to-face collaborative learning. In particular, mobile learning devices would be supporting learners to act in the physical world, access symbolic internet resources, capture learning experiences and interact with others locally and at a distance. In a mobile social learning community, there are different learners and learning groups with different interests and preferences of programmes, courses and subjects  . Learners in a mobile social learning community who use multimedia as part of their learning process usually store multimedia contents they prefer and are interested. Such storages really depend on the storage capacities of their mobile devices. Clearly, recommendation systems in mobile computing are very necessary for filtering required academic multimedia resources for learners in mobile social learning in order to meet their multimedia learning interests and preferences. Figure 2 shows a diagram of a mobile social learning smart community involving a teacher and three different groups of students/learners. The server which has a mobile Learning Management System (mLMS) is directly connected to the teachers and students/learners as clients through wireless internet connectivity.