Abstract:

Mobile Learning (m-Learning) is a natural extension of distance education by employing Information and Communication Technologies (ICT) and wireless networks. In order to be effective, m-Learning requires especially tailored forms of user interaction with the mobile device and the creation of content that unlocks the full potential of this method. Two possible solutions to this problem are mobile-specific software applications and the delivery of contents in audio format – apps and podcasts, respectively.

In this paper, we report on a case study of m-Learning in two Electrical Engineering courses: Electric and Electronic Circuits I and II (EEC I, EEC II). These are courses that have been taught in Blended Leaning (b-Learning) with Flipped Classroom since 2014 and, therefore, have an extensive background of ICT-enhanced learning, including Remote Labs, Simulations and Interactive Learning Objects.

The main results can be classified in two categories: apps and podcasts. Concerning the first group, an educational app about resistor values has been developed, and it is now being modified in order to include Augmented Reality (AR). The AR is employed such that a mobile device can use its camera in order to identify the nominal value of a resistor by recognizing its color code. This is a very challenging application, as many aspects have to be taken into account, such as lighting conditions and the camera angle with respect to the resistor. A second app for in-classroom polling has also been developed and is now under final tests. A third app is being developed – its deals with sound that is captured to have its spectrum analyzed by the application of an FFT – Fast Fourier Transform algorithm; its second step is to apply filters. The development of apps is a project that involves undergraduate students who are enthusiasts of mobile devices and their application in Engineering Education.

Additionally, two series of podcasts were created in the first semster of 2019,. They address topics of the EEC I and EEC II syllabi, with respectively 18 and 15 episodes and an average duration of 10 minutes each. Creation of podcasts for such courses is somewhat challenging, as it turns out to be very difficult to talk about an electric circuit without any circuit diagram. This aspect is shared with many other science and engineering courses that not only require visual diagrams but, more fundamentally, complicated mathematical formulas that are incompatible with the audio format. The two podcast series have already been deployed and are currently being used by the students of EEC I and EEC II; feedback is expected by the end of the semester. The podcasts are already in open access and, even though they have not yet been included in podcast-specific delivery platforms, they are already available on MERLOT – Multimedia Educational Resources for Learning and Online Teaching (www.merlot.org).

Keywords:

Mobile Learning, Apps, Podcasts, Engineering Education, Blended Learning.