Abstract
Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.
Highlights
IntroductionMobile technologies have been used for supporting social interactions in different domains of our daily lives (Goggin 2012)
Over the past decade, mobile technologies have been used for supporting social interactions in different domains of our daily lives (Goggin 2012)
We present our efforts related to the development of EDU.Tube as well as its exploitation for designing and deploying educational activities containing rich and interactive media usable on mobile devices (Kohen-Vacs et al 2014)
Summary
Mobile technologies have been used for supporting social interactions in different domains of our daily lives (Goggin 2012). Mobile technologies offer support for educational interactions practiced along pedagogical strategies conducted anywhere and anytime (Parsons 2014; Sarrab et al 2012). These technologies can be conveniently used by teachers and students to access educational content in forms of rich and interactive media available in the web (Frantzis et al 2012; Wang and Dey 2013). Students use their mobiles to interact with rich media at their free time when being in places located beyond the boundaries of school (Jacob and Issac 2014) These examples rely on complex but open technological infrastructures enabling vast utilization while using diverse types of end user devices owned by teachers and students (Godhwani 2013; Mohammad and Tomberg 2013).
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