Computational Approach for Mobile Image-Based Language Learning. Starostenko, O., Alarcon-Aquino, V., Sanchez, A., & Cruz-Perez, C. In EDULEARN12 Proceedings, pages 292-302, 2012. IATED.
Computational Approach for Mobile Image-Based Language Learning [link]Website  abstract   bibtex   
Most theories of traditional pedagogy require a teacher to assist the learning process in a two-way conversation or through the mediating tools such as reference textual and audiovisual material and lab equipment. However, these theories fail to capture the distinctiveness of mobile learning because they are predicated on the assumption that learning occurs in a classroom environment, mediated by a trained teacher. Actual migration of traditional learning from school to the network now is characterized by using heterogeneous comprehensive, searchable, relevant learning media in social, collaborative learning environment available for open community through personalization of customizable tools, content options and learning objects for particular individual. Taking into account the convergence occurring between new conceptions of learning and new mobile technologies, the main objective of this paper is to evaluate novel pedagogical aspects of mobile learning and to propose appropriate wireless distributed infrastructures, which may support users on the move operating in informal situations considering the ubiquitous nature of learning, its constructive and social activity and its dynamic context providing people with knowledge and skills they need to succeed in a rapidly changing world.
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 title = {Computational Approach for Mobile Image-Based Language Learning},
 type = {inproceedings},
 year = {2012},
 pages = {292-302},
 websites = {https://library.iated.org/view/STAROSTENKO2012COM},
 publisher = {IATED},
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 abstract = {Most theories of traditional pedagogy require a teacher to assist the learning process in a two-way conversation or through the mediating tools such as reference textual and audiovisual material and lab equipment. However, these theories fail to capture the distinctiveness of mobile learning because they are predicated on the assumption that learning occurs in a classroom environment, mediated by a trained teacher. Actual migration of traditional learning from school to the network now is characterized by using heterogeneous comprehensive, searchable, relevant learning media in social, collaborative learning environment available for open community through personalization of customizable tools, content options and learning objects for particular individual. Taking into account the convergence occurring between new conceptions of learning and new mobile technologies, the main objective of this paper is to evaluate novel pedagogical aspects of mobile learning and to propose appropriate wireless distributed infrastructures, which may support users on the move operating in informal situations considering the ubiquitous nature of learning, its constructive and social activity and its dynamic context providing people with knowledge and skills they need to succeed in a rapidly changing world.},
 bibtype = {inproceedings},
 author = {Starostenko, O and Alarcon-Aquino, V and Sanchez, A and Cruz-Perez, C},
 booktitle = {EDULEARN12 Proceedings}
}

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