M-learning Across Mobile platform Applications for Deaf Language - Thesis Proposal Example

M-learning across mobile platform applications for Deaf Language Introduction With the development of technology, demand for mobile is increasing, and the device is no longer being used just for calls, instead it is designing for more advanced functions like sending and receiving text messages, e-mailing, web browsing, for playing game and many more. The future of m-learning is looking strong as people in more number are making use of all the extra functionality designed for mobiles. New kinds of learning were emerging from the Smartphone such as I Phone, and Android with the ability to super impose graphics and other sense enhancements from the screen on to real environments. Mobiles are playing an important role in learning process characterized by their ability to incorporate transportable devices used in the learning process. Since several years, usage of m-learning technologies for teaching and learning purposes has been increasing across the globe, and technology development made m-learning is an accessible tool evens for the physically challenged people (Kiernan, & Aizawa, 2004). Challenges in using similarity function Usage of m-learning for deaf language has some application limitations: Small screen and availability of little space made it harder for displaying information. Storage capacity of mobiles in general is limited. It needs regular charging of battery, and there is a possibility of lost of memory if it has not done properly. Mobiles are small sets. So, they may be vulnerable to being misplaced, damaged, or stolen. Because of small screens, they may cause strain for eyes, if students used it for long hours. It may difficult for physically challenged people to use moving graphics. Because of increasing number of users, there is a possibility of degrade of bandwidth. Devices may become out of date as technology improves, and new models hit the market. Problem statement Using mobile technology for deaf language is really invaluable, and can improve learners’ learning and communication capacity, but is not economical for poor and developing countries. In addition, texting in a foreign language may be difficult if people who are deaf having limited English ( Thornton, & Houser, 2005). For technicians also it a challenging task as they have to keep up their skill for the requirements of the growing market. They have to provide technical support for hands on practice whenever needs, and trained children. It burdens more on the company as it has to invest money for the research purpose. Research objective It has an intention of guiding, and providing an opportunity for hearing impaired students to improve their learning, and communication experiences using mobile technology. At the same time creation of mobile environment for social interactions where students are able to follow the content through their personal digital assistants without affecting time and place. Generally, students with hearing loss would face great difficulty in acquiring languages, and they have to use aid for hearing. They may face problems while understanding the speech of others and at the same time achieving effective communication through speaking or using signs may not be sufficient for them (Garcia Cabrere, 2002). So, for acquiring academic and intellectual skills, there is a necessity of developing reading and writing dimensions of oral communication effectively. For the purpose, there is a need for new approaches which could help for developing cognitive, intellectual, academic, social, and emotional skills among hearing impaired children. Children should not be deprived of m-learning just because they are hearing impaired. They have to get benefit from the technology development, and in turn they have to overcome their feelings of inferiority. Motivation M-learning for deaf language has many advantages over normal learning. It motivates student towards learning. M-learning increases knowledge of the students. Because of its portability nature, mobiles are readily available for learners at all times. It allows students to learn anywhere, and anytime which in turn gives unique experience for learners (Shanmugapriya, 2010). It is very helpful for learners those who are hesitate or reluctance to normal learning. It helps to focus on individual learners, and encourage them. This type of teaching-learning method helps to develop self-confidence and self-esteem among hearing impaired children. Related work As technology improves, new software is hitting the market to ease m-learning for hearing impaired children. Many companies were improving their technologies for making the learning experience more enjoyable. In an effort, engineers at the University of Washington have recently developed new software (Mobile ASL) which transmits American Sign Language over cellular networks. In this device students can use both hands for communication as the device has a front facing camera sits up. Theoretical background and System architecture In the first step in the process of developing academic and intellectual skills, there is a need for maintaining writing and reading skills among hearing impaired children. To encourage reading and writing, we need to take environment where these children are familiar and carry out their daily lives into consideration. Evaluation in this environment helps to gain information about their skills, behaviors, and routine activities expected to occur, and the technology needed for assistance. Generally, each student has different levels of hearing loss. To gain access this dimension, we need to evaluate individual’s strengths, special skills, weakness, knowledge, linguistic capacity, and experiences into consideration. It helps to decide the technology needed for the improvement (Smith-Jackson, 2003). The next step is the implementation of technology for use centered learning. The devices used in daily life and the training needed for hearing impaired individual may vary. This should be taken into consideration, and multimedia applications having display opportunities could enhance the learning process. Many operating systems are available for deaf language, and one such operating system called Symbian can be used for the purpose which is developed specifically for them. The recent version of the operating system has introduced new 2D and 3D graphics architecture, and its native toolkit would helps to detect the motion of the disabled people and convert it to text (Cem Cuhadar, 2009). Sign language appeared on the screen could helps to understand the meaning of the object. Using this software, students can send and receive home works, assignments, and other course activities. They can chat with classmates, teachers, and friends, and could share valuable information. They can play games, send and receive pictures which could be converted into text by using native toolkit. Here we can opt out for sending audio which could save bandwidth and time (Colpaert, 2004). Multimedia environment helps to provide multiple representations of concepts for students those who are facing hardship of hearing. It improves learning capacity of students with a range of strengths and other needs. It can bridge communication gap, promote skill development, and at the same time encourages students for more discover (Garcia Cabrere, 2002). Natural skill gain Individual focus Text Software used Steps involved in m-learning for hearing impaired children. Source: From courseware to course wear. Conclusion Future learning is focusing on learning process beyond traditional classroom and curriculum thanks to development in technology. Even the person with the most severe challenges like deaf could communicate with the help of m-learning. It offers significant opportunities both for educator and learner in the process of learning. In the way, m-learning has created a new dimension in education, as it goes beyond the limit of classrooms, computer desks, and campuses. Being a wireless communication it has tremendous opportunities for sharing information. The trend indicates that the computer technology will be more and more integrated into the mobile network. References Beskow, J. et al, (2008) ‘Visualization of Speech and Audio for Hearing Impaired Persons’. Technology and Disability, pp. 97–107. Cem Cuhadar, H., Ferhan Odabas, & Abdullah Kuzu, (2009) ‘m-Learning for Hearing Impaired Learners: Dimensions of Evaluation’ International Journal of Education and Information Technologies. 3(3), pp. 179-186. Colpaert, J. (2004) ‘From courseware to course wear?’ Computer Assisted Language Learning, 17(3-4), 261-266. Garcia Cabrere, J.C. (2002) ‘Tele-enREDando.com: multimedia WEB-CALL software for mobile phones’. International Journal of English Studies, 2(1), 167-178. Kiernan, P.J., & Aizawa, K. (2004) ‘Cell phones in task based learning: Are cell phones useful language learning tools?’ ReCALL, 16(1), 71-84. Mielo, G. (2005) ‘The medium is the mob log’. ETC: A Review of General Semantics, 62(1), 28-35. Salmon, G. (2003) ‘E-moderating: The key to teaching and learning online’. London: Taylor and Francis Books, Ltd. Shanmugapriya, M & Dr Tamilarasia, A. 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