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Andrés Chiappe

The world is fast becoming increasingly digital, networked, and mobile. The use of mobile devices is a growing educational trend and determines how knowledge is taught and used when teaching and learning. This article presents the results of a comparative analysis of web and mobile educational content, which focuses on instructional issues that affect learning in a mobile context—namely, length, density, complexity, purpose, and structure. It then demonstrates that mobile content is shorter, denser, and more complex than the content of other types of educational media, and it proposes a critical assessment of how such content should be designed.

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“Nowhere near Somalia, Mom”

On containerizing maritime piracy and being good men

Adrienne Mannov

wife and their young child. He told me, “Actually, [I'm] learning a lot. About some taxes, water bills, electricity bills, TV bills. … ” His relatives had been critical, having assumed that he and his parents were “not on good terms.” But his father

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Five Thousand, 5,000, and Five Thousands

Disentangling Ruble Quantities and Qualities

Sandy Ross

those who have never lived abroad before, learning the ruble means discovering other currencies, notably the euro, but also the nearby Latvian lat, the Belorussian ruble, or the Kazakhstani tenge. Ivy explained: “[I’m] not just learning the ruble, I’m

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Liminal spaces, resources and networks

Facebook as a shaping force for students’ transitions into higher education

Sally Baker and Eve Stirling

Longden , B. ( 2008 ) The First-year Experience of Higher Education in the UK , London : The Higher Education Academy . Ziegler , S. ( 2007 ) ‘ The (mis)education of Generation M ’, Learning, Media and Technology 32 , no. 1 : 69 – 81 . 10.1080/17439880601141302