ma090107 陳鈺欣 碩研資管一甲
COMMON PRACTICAL MOBILE LEARNING MODELS AND THEIR FEATURES
摘要：雲計算，這是未來科學和技術革命，是發展分佈式處理，並行計算和網格計算。它是一個
基於互聯網的超級計算模式，並促進移動學習的迅猛發展以及其獨特的優勢。本文總結了傳統的
移動學習的特點和模式，分析了雲計算的功能，並闡明了在雲計算環境的移動學習模式的發展優
勢。
移動學習模式可分為以下幾方面
The Dimension of Communication Technology
通訊科技方面
1.
Short Message-based Mobile Learning Model
基於短訊息的行動學習模組
2.
Multimedia Information-based Mobile Learning Model
基於多媒體的行動學習模組
The length of MMS short message can reach 30100 bytes. In addition to text, such
media as audio, image and video or a combination of several kinds of media can also
be included in aMMS short message. There are probably three kinds of multimedia
information: one is the multimedia information exchanged between MMS terminals,
one is the multimedia information exchanged between the MMS terminal and the
Internet e-mail server and the last one is the multimedia information exchanged
between the MMS terminal and the Internet value-added business platform. So by
the means of multimedia business, learners can communicate not only with other
learners but also with the Internet. For instance, learners can shoot or record the
live things and scenes they observed and then upload it to the instructional platform
to share with teachers or other learners. But the cost of this model is high and there
is no real-time interaction.
3.
Multimedia E-mail-based Mobile Learning Model
基於多媒體E-mail的行動學習模組
The multimedia e-mail business includes text, audio, image and video etc. The most
important difference from multimedia information business is its larger capacity and
stronger security. Therefore, it is more appropriate for that kind of learning in which
there is large amount of learning content such as homework to be handed in.
4.
On demand-based Mobile Learning Model
基於要求的行動學習模組
The realization of audio, video and animation on demand on the 3G network provide
a mobile TV for learners to view and learn new materials at any time. The advantage
is its vivid learning materials and flexible learning methods. The disadvantage is the
high requirement for devices, the high cost of communication and the limitation of
transmission rate.
5.
The Mobile Learning Model Based on Wireless Network Browsing and
Downloading
基於無線網路瀏覽與下載的行動學習模組
The release of 3G communication protocol leads to a rather high communication
speed. It allows learners to browse, inquire and download curriculum resources on
the WAF and Web server at any time and any where just like common Internet users
and finish vary kinds of learning activities including autonomous and cooperate
learning such as browsing or downloading electronic books and small-scale
courseware or joining in forum discussion etc. The disadvantage is its limited
resources, high cost and high requirement for storing ability of mobile devices.
6.
Software-based Mobile Learning Model
基於軟體的行動學習模組
This model includes such social software as QQ and Fetion etc. and also includes
Java game software. It can be applied to real-time discussion between learners or
between learners and teachers. In addition to increase in knowledge, social
software also helps to exchange feelings, heighten confidence and reduce loneliness.
Game software also helps to enhance enthusiasm for leaning and helps to stimulate
motivation of learning.
The Dimension of Online Frequency
線上頻率
1.
Real-time Online Model
線上即時模組
The real-time online learning model emphasizes the wireless
network-supported real-time interaction. In this model, all resources are saved
on severs, and with the help of wireless network terminal, users make
real-time interaction with the server through a special client terminal or an
explorer installed in the mobile devices. The advantage of this model is its good
interaction and low requirement for devices, but its disadvantage is relative
dependence on the wireless network.
即時線上學習模組強調無線網路支援的即時互動性。
2.
Occasionally Online Model
隨選線上模組
Compared to the first model, in some degree the occasionally online model including
downloading of necessary resources and uploading of users’ data can be regarded
as an effective combination of the first and the third model. The merit is that users
can not only browse and learn the resources downloaded or ordered with line off,
but also can access the materials on the server. The demerit is the high
requirements for devices.
3.
Offline Model
離線模組
The offline model is used for those mobile devices not having the function of wireless
network such as Noah and Ozing etc. These systems do not interact with the server.
The strong point is low cost of devices, and the weak point is lack of necessary
interaction and rapid resource updating. However, the mobile learning system is
learner-centered and integrates several learning models to reflect the flexibility and
adaptability of mobile learning rather than adopting a single learning model.
離線模式是用於那些沒有諾亞和好記星等，這些系統，如無線網絡的功能，不與服務器進行交互
移動設備。支撐點是設備成本低，薄弱點是缺乏必要的互動和快速資源更新。然而，移動學習系
統學習者為中心，集成了多種學習模式，以反映移動學習的靈活性和適應性，而不是採用單一的
學習模式。
Because of the disadvantage of traditional mobile learning models, it is difficult for
mobile learning to be popular and well developed. The advent of cloud time will
make up the inadequacy of traditional mobile learning models and lead to the
revolution of mobile learning models. Because cloud computing provides a most
secure and reliable data-storage center, the huge amount of educational resources
can be stored in the cloud server so as to remedy the defect of mobile devices in
data-storage capacity. The high computing ability of cloud computing provides
infrastructural facilities, platforms and application services for users centrally and
also provides immeasurably high computing ability for a variety of applications.
Therefore, except the computing ability to run an explorer, there is no other
data-processing requirement for mobile devices and just a normal mobile phone is
enough. Just like the discussion of Bill Gates “The Past, Present and Future of
Computer” in 1989, only a main memory of 640KB is enough. The rapid and
convenient services enable users to do anything without installing any kind of
application software [3].
In the environment of cloud computing, all resources involved in mobile learning
can be put at the cloud “end”, so all learning activities can be carried out by an
explorer and as a result the network will become as usual as water or electricity.
Therefore, all learning activities are online, there is no need to discriminate online
frequencies and no need for short-messagebased and multimedia-based mobile
learning models, and all information can be displayed by the network. In a word, as
the primary supporting platform of learning in the future, cloud computing will
integrate several traditional mobile learning models such as short-message,
multimedia -information, ondemand, application- program and downloading
models into an exploring-based mobile learning model. And mobile learning models
will be categorized by different learning ways, process and organization rather than
by communication technologies. The models categorized by leaning process are
respectively discussed below.
In terms of the features of learning process, there are two kinds of mobile learning
models: one is autonomous mobile learning model, and another is reception mobile
learning model.
由於傳統的移動學習模式的缺點，它是移動學習難以得到普及和發達。雲時間的到來將彌補傳統
的移動學習模式的不足，導致移動學習模式的革命。因為雲計算提供了最安全可靠的的數據存儲
中心，教育資源的巨額可以被存儲在雲服務器，以彌補在數據存儲容量的移動設備的缺陷。高雲
計算的計算能力提供基礎設施，平台用戶集中和應用服務，也為各種應用提供了不可估量的高的
計算能力。因此，除的計算能力來運行一個探險家，有沒有其他數據處理移動設備的要求，只是
一個普通的手機就足夠了。就像比爾蓋茨說：“過去，現在和未來的電腦”1989年的討論，只
有640KB的主內存就足夠了。快速，便捷的服務，使用戶沒有安裝任何應用軟件 [3]的任何東
西。
在雲計算環境，移動學習所涉及的所有資源，可以在“結束”雲，所以可以進行所有的學習活動
由探險家，因此，網絡將成為像往常一樣為水或電力。因此，所有的學習活動是在線的，有沒有
必要歧視線上的頻率，並沒有短期messagebased和多媒體移動學習模式的需要，所有的信息
可以通過網絡顯示。總之，在以後的學習作為首要支持平台，雲計算將整合一些傳統的移動，如
短消息，多媒體信息，按需，應用程序和下載模型進入探索基於移動學習模式的學習模式。移動
學習模式將被分為不同的學習方式，過程和組織，而不是由通信技術。靠在過程分類模型分別討
論如下。
在學習過程中的功能，有兩種移動學習模式：一種是自主移動學習模式，另一種是接收移動學習
模式。
As can be seen from the model diagram, as a platform cloud computing play a role
of a bridge to enable the information exchange between teachers and learners to be
convenient, and at the cloud “end” there are a few teachers responsible for
announcing vary kinds of notices, producing learning materials, supervising and
evaluating learners’ behavior and dealing with learners’ problems as well. Learners
receive notices, announcements, course information and knowledge information in
time. To use is a single-way transmitting process of information, feedback refers to
the interaction between teachers and learners to complete learning process and
evaluate learning effect, and communication means the interaction between
learners which is carried out by the cloud computing platform. The interaction in this
model is primarily for single-way knowledge transmission.
從模型圖可以看出，作為一個平台，雲計算發揮橋樑作用，使教師和學生要方便之間的信息交流，
並在“結束”雲有幾個老師負責宣布不同種告示，生產學習材料，監督和評估學習者的行為，並
與學習者處理“的問題，以及。學員收到通知，聲明，當然及時的信息和知識的信息。採用的是
一個單向的信息傳輸過程中，反饋是指教師和學習者完成學習過程和評估學習效果之間的互動，
和通訊手段的雲計算平台進行了學習者之間的互動。在這個模型中的相互作用主要是單向的知識
傳輸。
According to the time domain in which information is transmitted, this model has
two categories: one is synchronous reception mobile learning model and another is
asynchronous reception mobile learning model.
The synchronous reception mobile learning model means that teaching and learning
happens in the same time. Learners accept the teachers’ instruction and interact with
each other simply. This model emphasizes the synchronization in time, but the site of
learning can be different. The super computing and storing ability of cloud computing
and the rich cloud services allow the interaction at different learning sites to be more
authentic, flexible and convenient. For instance, through the relay of video, in any
mobile environment linked to the net work, every thing that happens in the
classroom can be displayed by mobile devices. This model can be applied to
classrooms with mobile devices and so the real classroom can be displayed in the
mobile environment.
根據信息傳輸到時域，這種模式有兩類：一類是同步接收的移動學習模式，另一種是異步接收的
移動學習模式。
同步接收的移動學習模式是指教學和學習，在同一時間發生。學習者接受教師指導與對方簡單交
互。這種模式強調在時間上同步，但可以有不同的學習網站。超級計算和雲計算的存儲能力和豐
富的雲服務，允許在不同的學習網站的互動，更真實，更靈活方便。例如，通過繼電器的視頻，
掛在任何移動環境下的淨工作，在課堂上發生的每一件事情，可以在移動設備上顯示。該模型可
應用於移動設備的教室，所以真正的課堂上可以顯示在移動環境中。
The main reception mobile learning model is the asynchronous one which means
that learning and teaching is not synchronous. In this model, in addition to
traditional learning activities, learners can finish homework, simulate experiments
and exercises, join in group discussion and cooperate to solve problems through the
cloud computing platform. Teachers or managers can publish vary announcements,
notices and learning requirements etc. The discussion or problem-solving between
teachers and learners is carried out with the interactive function of the network
platform. If learners have some difficulty during learning, they can consult teachers
through e-mail or forum, and likewise, teachers can also give the answers through
e-mail or forum. The large storage capacity and rich services of cloud computing
provide hardware and software assurance for asynchronous reception mobile
learning model. The major factors that influence the effect of learning are the
transmission speed of network, and the effectiveness and timeliness of the
interaction between learners and teachers and the model diagram is as Fig.1.
主要接待的移動學習模式是異步的，這意味著學習和教學不同步。在這種模式下，除了傳統的學
習活動中，學習者可以完成功課，模擬實驗和演習，參加小組討論和合作，以解決問題，通過雲
計算平台。教師或管理人員可以發布更改公告，通知和學習要求等進行討論或解決問題的教師和
學生之間的交互功能的網絡平台。如果學習者在學習過程中有一定的難度，他們可以通過電子郵
件或論壇諮詢教師，同樣地，教師也可以通過電子郵件或論壇給予的答案。大存儲容量和豐富的
雲計算服務提供異步接收的移動學習模式的硬件和軟件保證。影響學習效果的主要因素是網絡傳
輸速度，學習者和教師的模型圖圖之間的相互作用的有效性和及時性。
The autonomous mobile learning model means that learners are required to search
a variety of learning resources to learn autonomously and try to finish specific
learning tasks on the basis that they are clear about the learning objectives.
Professor Zimmermann in Washington University proposed that autonomous
learning happen when a learner is an active participant in all the three aspects of
meta-cognition, motivation and behavior. The emphasis of meta-cognition is on
knowledge of cognition, and learners are also required to be able to plan and
organize each phase of learning process and to be able to guide, control and
evaluate themselves. The requirement of motivation is that learners should know
they are able to be self-disciplining. As to behavior, learners are required to be able
to choose, organize and create the environment in which learning is most effective.
The theoretical foundation is humanist learning theory[4] and the model diagram is
as Fig.2.
自治區的移動學習模式意味著學習者需要尋找各種學習資源自主學習，並嘗試完成特定的學習任
務的基礎上，他們明確的學習目標。在華盛頓大學教授齊默爾曼提出自主學習的發生，當學習者
元認知，動機和行為三個方面的積極參與者。元認知的重點是知識的認知，學習者還需要能夠計
劃和組織學習過程中的各個階段，能夠引導，控制和評價自己。動機的要求是，學習者應該知道，
他們能夠自律。行為，學習者必須能夠選擇，組織和創造的環境中學習是最有效的。理論基礎是
人文主義的學習理論[4]和模型圖2所示。
The focus of the model is on learners themselves who become the main body of
learning. During learning, learners identify learning objectives and make learning
plans all by themselves, communicate with teachers and other learners with the
help of cloud environment, guide, supervise and evaluate themselves in the
learning process and construct knowledge by autonomous exploration. As learners’
organizer, guider and adviser, the main role of teachers is to help learners to learn
[5]. The cloud computing environment provides learners with a variety of databases
(knowledge base or information base), relevant managing, storing and transmitting
software and hardware resources with the exception of mobile devices, and thus
provides a wide autonomous learning space for learners. Likewise, the learners’
information literary especially autonomous learning ability is required to be at a
higher level and thus strong and effective interaction is more necessary. Learners
use the social network, group ware, blog or Wiki cooperation on the cloud platform
to communicate with others (teachers or learners) so as to learn from others ’strong
points to counteract their own weakness, to utilize others’ learning experiences for
reference, enrich learning materials, improve learning ability, improve emotional
and mental quality such as enthusiasm or self-confidence in learning, and cultivate
special thinking ability such as creative thinking and self-expressing. The humanist
psychology proposes that learning means that learners explore their own feeling
learn to communicate with teachers and peers, explain their own attitude and idea
of value, realize their own potential ability, and reach the best state while they gain
knowledge and skills and develop intelligence[6]. The constitution of learners at the
cloud “end” breaks through the limitation of prior network range. Learners coming
from different countries all over the world with different cultural background are
able to learn and have discussion together and this makes multivariate cultural
communication come true.
該模型的重點是學習者自己成為學習的主體。在學習過程中，學習者確定學習目標，使自己的學
習計劃，溝通與雲環境，引導幫助教師和其他學習者，監督和評估自己在學習過程中，構建自主
探索知識。作為學習者的組織者，引導器和顧問，教師的主要作用是幫助學習者學習 [5]。雲
計算環境為學習者提供各種數據庫（知識庫或信息庫），有關管理，存儲和傳輸與移動設備的異
常的軟件和硬件資源，從而為學習者提供了廣闊的的自主學習空間。同樣，學習者的文學，特別
是自主學習的能力是需要在更高層次和更需要從而有力和有效的互動。學習者使用的社會網絡，
潔具組，博客或合作的Wiki上的雲計算平台，溝通與他人（教師或學習者）
，以從學習別人的長
處，來抵消自己的弱點，利用別人的學習經驗，以供參考，豐富的學習材料，提高學習能力，改
善情緒和精神品質，如熱情或學習自信心，培養創造性思維和自我表達，如特殊的思維能力。以
人為本的心理學提出，學習是指學習者探索自己的感覺，學習與教師和同伴溝通，解釋自己的態
度和價值觀念，實現自身的潛在能力，並達到最佳狀態，而他們獲得知識和技能，開發智力[6]。
憲法學習者在“結束”雲的突破之前，網絡覆蓋範圍的限制。來自世界各地不同國家的不同的文
化背景的學習者都能夠一起學習和討論，這使得多元文化溝通成真。