Mobile Assisted Learning
Mobile Assisted Learning - Related Videos
08:40
Using a Cyclic Ion Mobility Spectrometer for Tandem Ion Mobility Experiments
0 Views •
Cited by 3 •
2022
Ion mobility spectrometry (IMS) is an interesting complement to mass spectrometry for the characterization of biomolecules, notably because it is sensitive to isomerism. This protocol describes a tandem IMS (IMS/IMS) experiment, which allows the isolation of a molecule and the generation of the mobility profiles of its fragments.
11:18
Quantifying Learning in Young Infants: Tracking Leg Actions During a Discovery-learning Task
0 Views •
Cited by 18 •
2015
A method is described in which 3-4 month old infants learn a task by discovery and their leg movements are captured to quantify the learning process.
09:31
High-Speed Ultraviolet Photoacoustic Microscopy for Histological Imaging with Virtual-Staining assisted by Deep Learning
0 Views •
Cited by 1 •
2022
A high-speed and open-top ultraviolet photoacoustic microscope that can provide histological images intraoperatively for surgical margin analysis is demonstrated, including the system configuration, optical alignment, sample preparation, and experimental procedures.
08:34
Robot-assisted Partial Splenectomy
0 Views •
2026
This protocol describes a robot-assisted partial splenectomy for a benign splenic tumor. The robotic approach optimizes spleen preservation by enhancing surgical precision, minimizing blood loss, and improving postoperative outcomes. Key surgical steps include meticulous splenic hilum dissection, selective vascular ligation, intraoperative ultrasonography, and controlled parenchymal transection.
10:31
Plasma-assisted Molecular Beam Epitaxy of N-polar InAlN-barrier High-electron-mobility Transistors
0 Views •
Cited by 2 •
2016
Molecular beam epitaxy is used to grow N-polar InAlN-barrier high-electron-mobility transistors (HEMTs). Control of the wafer preparation, layer growth conditions and epitaxial structure results in smooth, compositionally homogeneous InAlN layers and HEMTs with mobility as high as 1,750 cm2/V∙sec.
FAQs
Mobile platforms can combine course materials, assessments, and immediate feedback so learners receive information about their performance while studying. That feedback can help guide subsequent activities toward areas needing reinforcement. Because the materials are accessed through portable devices, learners can revisit concepts across different locations and contexts, supporting flexible progression rather than limiting study to a single classroom setting.
Multimedia can present engineering concepts through more than text, while connectivity supports access to web platforms, communication, and shared learning activities. Together, these features allow learners to engage with course resources, simulations, assessments, and discussions through smartphones, tablets, or other portable devices. Their value lies in linking varied forms of instruction with timely access and interaction.
Simulations and interactive models help connect theoretical concepts with practical problem-solving. Instead of encountering engineering ideas only as abstract course content, students can work with digital representations and design-oriented activities through mobile platforms. This connection can strengthen understanding while also supporting the development of technical and digital skills that are relevant to contemporary engineering practice.
A course can begin by selecting suitable mobile applications or web platforms, then organizing course materials, simulations, assessments, and communication activities within them. Instructors can provide access through smartphones or tablets, use feedback to reinforce concepts, and connect activities with engineering problem-solving. The workflow can also include collaborative project work or practical tasks supported by digital tools.
These platforms are useful when learning activities need to extend beyond a conventional classroom or connect theory with practical work. Engineering students may use mobile-accessible design tools and field data collection activities as part of project-based learning. Such applications support flexible participation while helping students relate digital resources to observation, analysis, design, and collaborative problem-solving.
Mobile Assisted Learning can extend access to instruction and support study across locations and contexts. In engineering education, it can reinforce conceptual understanding through feedback, connect theory with practical problem-solving, and support collaborative project work. It may also help students develop technical and digital skills, while flexible access allows learning activities to continue beyond a single instructional setting.