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Today's mobile learning application development does not only require a sophisticated pedagogical design, but also faces a number of technical challenges to overcome several problems and limitations. In this paper, we present common challenges in scaling mobile learning applications for real world environments and exemplify our solutions and decisions for the collaborative and context-aware quiz playing and authoring application called Quizzer. [ABSTRACT FROM PUBLISHER]

In recent years the diversity and the ownership of mobile devices steadily increased while the prices for this kind of devices decreased to a level that allows many students to own reasonably powerful devices. As mobile devices are also being used in learning scenarios, the challenge of today is the integration of multiple heterogeneous devices into existing and upcoming learning scenarios. This paper describes an architecture that allows easy integration of various kinds of mobile and non-mobile devices. The presented architecture will be exemplified by a group discussion scenario in a heterogeneous learning environment. The paper concludes with the description of a pilot study using the described system. [ABSTRACT FROM PUBLISHER]

This paper introduces an agglomerative method for detecting cohesive subgroups in networks based on geodesic distance. The algorithm starts with a set of nodes as "seed". Beginning with the seed nodes as initial clusters, the clusters grow by incorporating more nodes successively based on minimal average distance to the current members of the cluster as a criterion for cluster extension. This approach is combined with an optimization step to achieve high quality performance on subgroup detection. The resulting method for detecting discrepant cohesive subgroups has been tested on artificial benchmark graphs as well as real-world networks. [ABSTRACT FROM PUBLISHER]

Free-hand drawing of diagrams or sketches is a natural form of expression in a variety of learning settings. It is easily supported by tablets or tablet PCs. Often such sketches are the basis of reasoning processes, also in collaborative scenarios. Sketches can indicate misconceptions. Therefore it is desirable to support a semantic interpretation of sketches integrated with other parts of a learning environment or with an ITS. Our solution introduces a multi-agent architecture based on the blackboard paradigm. Inspired by the Cog Sketch system, it supports the introduction of user-defined "glyphs" as external representations of concepts, it provides a set of basic geometrical/topological primitives and allows for the addition of more domain-specific semantic relations. [ABSTRACT FROM PUBLISHER]