Ubiquitous Learning

"Aprendizaje Invisible es un libro que surge como resultado de varios años de investigación, en el cual los autores proponen un remix de innovadores paradigmas de aprendizaje y de desarrollo de capital humano.

Este trabajo, escrito a cuatro manos y en dos idiomas, analiza el impacto de los avances tecnológicos y las transformaciones de la educación formal, no formal e informal, además de aquellos meta-espacios intermedios. Este es un viaje en el cual el lector explora un panorama de opciones para la creación de futuros relevantes para la educación de este siglo.

Aprendizaje Invisible analiza corrientes, teorías y tendencias, además de experiencias internacionales y desarrollos tecnológicos que promueven una innovación sostenible en la educación.

El libro ofrece una vasta bibliografía, un estupendo glosario y otros recursos digitales, además de una recopilación de diversas investigaciones y estudio de casos que destilan temáticas como: Las nuevas teorías e ideas en la educación, Los desafíos de las Instituciones educativas del siglo 21; Recomendaciones de políticas públicas; Nuevos flujos de innovación; Aprendizaje basado entre pares, Educación informal; Uso de tecnologías abiertas y colaborativas, entre otros.

El trabajo, que se publicará durante 2011 es editado por Laboratori de Mitjans Interactius (Universitat de Barcelona) y cuenta con la colaboración de la Universidad Internacional de Andalucía.

ISBN de la edición electrónica: 978-84-475-3517-0
ISBN de la edición en papel: 978-84-475-3518-7"

Abstract: In our rapidly changing technological society, formal training alone cannot meet the need for development of working individuals. Self-directed learning is seen as a solution for adult learners to keep up with these changes. Therefore, the aim of this paper is to identify the ...

The Covid-19 pandemic and the declaration of a state of emergency in Portugal triggered a sudden shift to the digital environment. As schools closed on March 16 2020, there was the need to go digital, a leap that had deep impacts not only in learning and education but also in the lives of parents and teachers. More than redesigning pedagogical materials, adapt evaluation systems and learn to use online platforms, shifting to digital revealed disparities on teachers and parents’ digital literacy and brought challenges to their professional and personal lives. This paper introduces the first stage of a study that aims to address the main challenges faced by Portuguese Primary and Secondary Education teachers and parents with children on those levels of education, during the period of suspension of classroom activities (from 16 March to 30 June 2020). Data was collected through semi-structured individual interviews made to teachers and parents (N=22). Preliminary data indicates that the digital adaptation required significant adjustments and challenges, such as negotiation between personal and professional life, coping with the loss of face-to-face interaction, managing time and physical space, and keeping children interested and motivated during the confinement period. When digital transition is seen as something that requires more than just an adaptation to the online environment, this paper describes the ubiquitous learning scenarios that emerged during COVID-19 confinement period, presenting and proposing a reflexion about the challenges faced by all educative agents – schools, teachers, parents and students.

Electronic learning (e-learning) has become widely accepted in both entirely online learning environments and in blended learning contexts (Mayadas, Bourne & Bacsich, 2009). In a broad sense, e-learning is used to describe the way people use an electronic device (usually a computer) with learning technology (LT; Rushby & Seabrook, 2008) to develop new knowledge and skills individually or collaboratively. Mobile devices with LT, such as PDAs, smart phones and portable computers, constitute various forms of wireless environments that foster two-way, real-time communications among users, as well as between the user and their context, and can have many functions to promote mobile learning (m-learning; Rushby, 2005). Since the early 2000s, new forms of mobile technology containing additional sensor devices have been providing new directions for technology-assisted learning, and this has led to context-aware ubiquitous learning (u-learning; Hwang, Wu & Chen, 2007; Yang, 2006), which enables users to interact and learn with sensors and radio frequency identification (RFID) embedded objects in their surroundings (Curtin, Kauffman & Riggins, 2007). Context-aware ubiquitous technology is continuing to develop and spread, and its applications have begun to influence learning in various fields and disciplines (de Jong, Specht & Koper, 2008).

Although Taiwan is very competitive with regard to research and development and gaining patents in the ICT (information and communication technology) industry, its achievements are still unsatisfactory when it comes to making good use of such devices in various contexts (Economist Intelligence Unit, 2008). In order to better prepare for the cutting-edge context-aware u-learning that is being developed as part of government-funded, national e-learning research in Taiwan, we first identify the similarities and differences among conventional e-learning, m-learning and context-aware u-learning in terms of theoretical and practical variables. To date, there has been no research published concerning the paradigm shifts in e-learning leading to the development of context-aware u-learning, and thus we propose a set of significant values based on the relevant literature to guide the development of context-aware u-learning applications. In addition, we present a context-aware u-learning case to demonstrate how it can be used in real-life contexts. Finally, the research agenda along with some concerns are presented, followed by the conclusions to this work.

The idea of ubiquitous learning is to create a network of devices, people and situation that allows learning experiences to play out. This idea is attractive but it is not easily implemented. The GlobalEdu is a ubiquitous learning architecture integrated in ISAM, a software architecture that manages a large-scale pervasive environment. This paper presents a context-aware model implemented in GlobalEdu. Especially, we present the context management educational service and its interface with a pedagogical agent. A scenario application will be present too

A consistent finding of research into mobile learning guides and outdoor learning games has been the value of audio as a medium of communication. This paper discusses the value of location-based and movement-sensitive audio for learning. Three types of audio learning experience are distinguished, based primarily upon differing levels of narrative cohesion: audio vignettes, movement-based guides and mobile narratives. An analysis of projects in these three areas has resulted in the formulation of guidelines for the design of audio experiences. A case study of a novel audio experience, called ‘A Chaotic Encounter,’ delivers an adaptive story based on the pattern of movements of the user.

The DNA & Genealogy PowerPoint is based on the publication by Colleen Fitzpatrick and Andrew Yeiser monograph titled DNA & Genealogy that was published in 2005 and obtained through interlibrary loan from the Hayden Library in Hayden, Idaho and delivered to the Kanawha County Public Library for the Riverside branch. DNA is described and explained succinctly. Special terminology is defined. Enzymes and free radicals are explained in reference to the importance of broccoli. A brief explanation of the Human Genome is offered. Examples of gene therapy are highlighted. Dolly the cloned sheep is not identical to her clone. Also explained briefly are: paleo-DNA, Forensic DNA, Paternity DNA, advantage and disadvantage of the sickle cell gene, Most Recent Common Ancestor calculation (MRCA), and the mystery of Anna Anderson or Anastasia identity.

This quasi-experimental study examined whether TED (Technology, Entertainment, Design) talks could improve the listening skills of Iranian EFL learners. The study also explored whether the different media of instruction could have differing impacts on the students' learning. Sixty intermediate level male learners aged between 18 and 20 in three intact classes (n1=n2=n3=20) were the participants selected through convenience sampling. The groups were randomly assigned to two experimental groups and one control group after ensuring that they were at the same level of language proficiency. One of the experimental groups watched TED talks via mobile devices, another group watched them through laptops, and the control group practiced listening through DVDs and CDs of the course textbook (American File 2) for ten sessions. It is worth mentioning that the mobile group watched the videos outside of the class, whereas the laptop and control groups practiced listening in the class. Every s...

Learning is not now confined into four walls called school. With the advent towards 'Knowledge Society' and necessity of education for lifelong learning, learning has to be now needed in everywhere and in availability for 24*7. To satisfy the needs and requirement, schools adapt online learning resources to reach million and million people to diminish the cost of infrastructure, maintenance cost, regular cost etc. along with to satisfy the necessity of the society in where needs from education differs from time to time. With rapid growth of population and entrance in educational periphery for all ages don't accumulate all population within the boundary. Introducing of e-learning justifies the need irrespective of geographical boundaries. Recent furtherance in wireless technology has introduced a new drift in the field of education that is U-Learning (Ubiquitous Learning) which is more advanced in its approach: it can percept the present situation of the learners and do accordingly. Present paper will focus on the paradigm shift from traditional teaching learning scenario to present u-learning and tries to locate its beneficial perspective and loops holes so that policy makers can able to address those adversities and can able to prescribe the desired one framework which leads to promote towards quality education and justify the demands of the society. Recent paper is based on qualitative approach and data as well as information are gathered from different secondary sources to justify the issue.

งานวิจัยครั้งนี้มีวัตถุประสงค์เพื่อ 1) พัฒนาระบบการจัดการเรียนรู้ร่วมกันด้วยทีมเสมือนในสภาพแวดล้อมการเรียนแบบ        ยูบิควิตัส  และ 2) เพื่อประเมินคุณภาพและประสิทธิภาพของระบบ โดยมีขั้นตอนการวิจัยเพื่อพัฒนาระบบตามกระบวนการของวงจรการพัฒนาระบบ 5 ขั้นตอน คือ การวิเคราะห์ความต้องการ  การวิเคราะห์และออกแบบระบบ  การพัฒนาระบบ  การทดสอบระบบ  และการประเมินคุณภาพและประสิทธิภาพของระบบ  ผลการวิจัยพบว่า  1) ระบบการจัดการเรียนรู้ร่วมกันด้วยทีมเสมือนในสภาพแวดล้อมการเรียนแบบยูบิควิตัส ประกอบด้วย 3 ส่วน คือ ส่วนของผู้สอน ผู้เรียน และผู้บริหารจัดการระบบ  โดยเครื่องมือหลักของระบบมีดังนี้ เครื่องมือการทำงานร่วมกัน  เครื่องมือการจัดการทีมเสมือน  เครื่องมือส่วนเก็บข้อมูลกลุ่ม  เครื่องมือการติดต่อสื่อสาร  และเครื่องมือการจัดการปฏิทินการทำงาน  2) ผู้เชี่ยวชาญประเมินคุณภาพของระบบด้านเนื้อหาและด้านการออกแบบการเรียนการสอนมีความเห็นว่าระบบมีคุณภาพอยู่ในระดับมากที่สุด  และ 3) ผู้เชี่ยวชาญประเมินประสิทธิภาพของระบบมีความเห็นว่าระบบมีประสิทธิภาพอยู่ในระดับมากที่สุด

ในปัจจุบันความก้าวหน้าทางเทคโนโลยีมีพัฒนาการไปอย่างรวดเร็ว โดยเฉพาะอย่างยิ่งเทคโนโลยีคอมพิวเตอร์ เกิดการแข่งขันในตลาดอิเล็กทรอนิกส์ ซึ่งทำให้ราคาลดลงไปอย่างรวดเร็ว จึงถือได้ว่าเป็นเรื่องที่ดีสำหรับผู้บริโภคที่สามารถใช้งานได้อย่างทั่วถึง ดังนั้น ความเจริญก้าวหน้าทางด้านอาร์ดแวร์ (Hardware) ซอฟต์แวร์ (Software) และการสื่อสารผ่านเครือข่ายอินเตอร์เน็ต (Communication) ได้มีพัฒนาการควบคู่กันไป และในปัจจุบันนี้คือยุคของเครือข่ายสังคม (Social Network) ผู้คนทั่วโลกสามารถติดต่อสื่อสารกันได้เพียงแค่เสี้ยววินาที และยังส่งผลให้บริบทของการสื่อสารเพียงแค่ผู้ใช้มีคอมพิวเตอร์ 1 ตัวพร้อมกับสัญญาณสื่อสารผ่านเครือข่ายอินเทอร์เน็ต ก็สามารถติดต่อสื่อสารใช้ได้ทุกหนทุกแห่งและตลอดเวลา ดังนั้นการเรียนรู้ก็สามารถเกิดขึ้นได้ทุกหนทุกแห่ง ทุกที่ทุกเวลา และในปัจจุบันได้มีระบบเทคโนโลยีการเรียนรู้ที่รองรับการจัดการศึกษาทุกหนทุกแห่ง ทุกที่ทุกเวลา หรือที่รู้จักกันในชื่อ “ยูบิควิตัสคอมพิวติง (Ubiquitous Computing)” และในขณะที่เทคโนโลยีมีความเจริญก้าวหน้า แต่ชีวิตของคนในสังคมกลับตรงกันข้ามและทวีความรุนแรงขึ้นไปทุก ๆ วัน ไม่ว่าจะเป็นเรื่อง ความเป็นอยู่ของคนในสังคม ที่ขาดคุณธรรม จริยธรรมอันดีงาม ที่มนุษย์พึงมีให้แก่กัน ดังนั้น การปลูกฝังคุณธรรมจริยธรรมให้กับเยาวชนในสังคมจะเป็นสิ่งที่ช่วยทำให้สังคมน่าอยู่ขึ้น ซึ่งกระบวนการสอนแบบเบญจขันธ์ เป็นกระบวนการสอนที่เน้นให้ผู้เรียนได้เกิดการเรียนรู้จากการได้สัมผัสรูป เวทนา สัญญา สังขาร วิญญาณ ซึ่งเมื่อพิจารณาแล้วเปรียบได้กับกระบวนการเรียนรู้ที่เรียนจากวงจรชีวิตของมนุษย์ ที่ก่อให้เกิดกระบวนการคิดอย่างมีวิจารณาญาณเชิงพุทธ คือ การคิดถูกต้อง คิดถูกทาง คิดมีเหตุผล และคิดเร้ากุศล อันจะส่งผลให้คนในสังคมอยู่ร่วมกันอย่างมีความสุขได้

El aprendizaje ya no sucede únicamente en las aulas, sino que puede desarrollarse en multitud de espacios físicos y virtuales, adquiriendo un conocimiento en cualquier lugar y momento mediante el uso de dispositivos móviles.

Esta tesis doctoral presenta un estudio de caso que permite en primer lugar analizar cómo repercute el aprendizaje ubicuo a través de distintas herramientas tecnológicas en el proceso de enseñanza/aprendizaje en la asignatura Educación Física en el Medio Natural (EFMN), impartida en el Grado de Educación Primaria de la Universidad de Valladolid. Por otro lado, también profundiza en cómo transfiere el alumnado la formación recibida en la universidad a los Centros de Educación Primaria durante el Prácticum.

Las contribuciones de esta tesis son: 1) diseño educativo ubicuo desarrollado en el curso escolar 2013/2014 en EFMN, transferible a otras disciplinas, contextos y etapas formativas; 2) identificación de los aspectos que influyen en la transferencia formativa de los estudiantes a la escuela; 3) conocimiento del apoyo que realiza el aprendizaje ubicuo en el ámbito educativo, tanto de sus limitaciones como de sus fortalezas, y de los requisitos y características que lo conforman; 4) propuesta de recomendaciones didácticas a tener en cuenta a la hora de llevar a cabo en el aula un aprendizaje ubicuo.

The 2011 Horizon Report predicted it would take two or three years for augmented reality to be adopted in the field of education. On the other hand, a couple of decades have gone by since publication of the relevant essays by Milgram (1994) and Azuma (1997), which defined AR's basic characteristics. Nonetheless, despite the amount of research done since then, we are still far from being able to affirm that AR has been genuinely assimilated into the world of education. Thus it seems necessary to work towards effective use of AR in the classroom that would realize its potential through a learning ecosystem based on concepts such as m-learning, learning by doing, and contextualized learning. Starting from this theoretical standpoint, this article describes the experience of a group of students of Spanish as a Foreign Language in a university business school. The task consisted in the creation of an academic itinerary, enriched by augmented reality, which would offer new students a digital, geolocated tour with important information for their future studies. Results suggest that simple AR tasks that can be replicated in any other academic institution can generate student satisfaction and interest in the work done as well as significant, creative language learning, in context.

A consistent finding of research into mobile learning guides and outdoor learning games has been the value of audio as a medium of communication. This paper discusses the value of location-based and movement-sensitive audio for learning. Three types of audio learning experience are distinguished, based primarily upon differing levels of narrative cohesion: audio vignettes, movement-based guides and mobile narratives. An analysis of projects in these three areas has resulted in the formulation of guidelines for the design of ...

Bu çalışmada açık ve uzaktan öğrenme bağlamında kesintisiz öğrenme ortamlarının tasarımına ilişkin kriterlerin belirlenmesidir. Bu amaç doğrultusunda nitel araştırmalarda kullanılan Delphi tekniğinden yararlanılmıştır. Çalışmada toplam 10 tema bağlamında 47 kriter belirlenmiştir. Araştırma bağlamında belirlenen temalar: (1) Kesintisiz öğrenme bağlamında formal ve informal öğrenmeyi kapsayan bir ortam tasarımı için önemli kriterler, (2) kesintisiz öğrenme bağlamında bireysel ve sosyal öğrenmeyi kapsayan ortam tasarım kriterleri, (3) öğrenme kaynaklarına her zaman her yerde ulaşmayı sağlayacak ortam tasarım kriterler, (4) çoklu cihaz tiplerini (teknoloji) kapsayacak ders-ortam tasarım kriterleri, (5) çoklu öğrenme görevlerinde hızlı geçiş kriterleri, (6) kesintisiz öğrenme için gerçek ve sanal dünyayı kapsayan ortam tasarım kriterleri, (7) önceki ve yeni bilgilerin sentezlenebildiği ders tasarım kriterleri, (8) çoklu öğrenme modelleri veya androgoji ile kesintisiz öğrenmeye uygun ders tasarım kriterleri, (9) öğrenenlerin kültürel çeşitliliğine göre kesintisiz öğrenme süreçlerinin tasarım kriterleri, (10) kesintisiz öğrenmede değerlendirme süreci tasarım kriterleri şeklindedir.

Anahtar Sözcükler: Kesintisiz öğrenme, açık ve uzaktan öğrenme, uzaktan eğitim, açıköğretim, delphi çalışması.

The aim of this study is to contribute participants’ English word learning process, by regular mobile instruments used in Turkey, by developing a U-learning environment, which is device, place and time-independent, for 4th grade students in order to augment their English word capacity. This also involves to get participants’ feedbacks regarding designed the environment.
As a mixed type design concurrent variation strategy was used in this study and qualitative and quantitative data were analyzed separetly, emphasising mostly qualitative findings. This developed U-learning environment is an environment that is accessed through tablets within daily embedded learning activities where digital learning materials and the actual learning objects are integrated via QR tags. Word Control List (WCL) instrument was used to gather quantitative data and semi-structured interviews instrument was used to gather qualitative data. Qualitative data was analyzed by content analysis methods and quantitative data was analyzed by using frequencies, percentages, relevant sampling T-test, Wilcoxon signed rank test and web analysis programs. By using criterion sampling methods the study group consists of twenty-one 4ht grade students of whom are eleven girls and ten boys and one English teacher, were selected depending upon a creation of having a mobile instrument.
Findings suggest that the U-learning environment positively affected the students’ English word capacity whilst the students did not fulfill all the learning activities. Participants state they used this environment easily, had fun, enjoyed with the application. Further, participants found the environment instructional and it reinforced their learning capacity. They eventually expressed their desire to continue with similar activities for other lessons. However, the teacher of the class felt that the environment demands much time to adapt, its disadvantages are overwhelming than advantages and eventually leads to distractions. For these reasons, she is not willing to use this application in her lessons. Nevertheless she states similar activities would be more feasible to implement within other lessons regarding its content, methods and materials whilst emphasising this model would not become widespread in the educational system.
In light of findings, it can be suggested that this environment ought to be retested by designing different U-learning environments as it is a nowel environment for Turkey along with using different learning techniques and methods in other learning environments.

Overview of ongoing research in the CISA group (WISE research lab) at the Vrije Universiteit Brussel. The group is investigating cross-media information spaces and architectures, interactive paper and augmented reality solutions as well as multimodal and multi-touch interaction frameworks. Thereby, we are doing research on new document formats for representing information across different types of media as well as fluid user interfaces for interacting with the resulting cross-media information spaces. A significant part of our research is based on applying and extending the resource-selector-link (RSL) hypermedia metamodel.

More information: https://beatsigner.com/cross-media-information-spaces-and-architectures.html

Seeking for knowledge is one of the most important problems that learners frequently face during their learning process. In this research, a computer supported collaboration learning in ubiquitous computing environment is designed and implemented. This environment is called Perkam (personalized knowledge awareness map). Perkam allows the learners to seek for and share knowledge, interact, collaborate, and exchange individual experiences. This system recommends the appropriate educational materials and peer helpers. The knowledge awareness map visualizes the relative distance between the learner's request and location from one side, and the suggested educational materials and peer helpers from the other side. This paper focuses on the design and the implementation of the knowledge awareness map which is personalized according to the learner's interest and location

Abstract: Integration of current Virtual Learning Environment (VLE) system with the Near Field Communication (NFC) technology provides Ubiquitous Learning Environment (ULE) in education. The utilization of NFC technology in U-Learning concept will help to improve accessibility and encourage collaborative learning methods in the education sector. In this paper, we conduct a study to investigate eleven (11) adoptions factors of U-Learning with NFC and ranking them using Analytical Hierarchy Process (AHP) a multicriteria decision-making (MCDM) approach. We also utilized Technology Acceptance Model (TAM), Technology Readiness (TR), and combination of TAM and TR (TRAM) as theoretical framework. We have identified TRAM as the best tool based on literature review and utilized the theory to propose an NFC-Enabled Ubiquitous Technology model. The model was utilized to design a questionnaire for survey about user acceptance. Results from the online survey were analyzed using AHP in an absolute measurement approach method. Results from AHP show that optimism is the most influencing factor in adoption of U-Learning using NFC technology followed by innovativeness and accessibility. Finally, this paper contributes in designing an NFC research model.

งานวิจัยนี้มีวัตถุประสงค์เพื่อ 1) พัฒนาระบบการจัดการเรียนรู้ยูบิควิตัสแบบเสริมศักยภาพ และ 2) เพื่อประเมินคุณภาพและประสิทธิภาพของระบบการจัดการเรียนรู้ยูบิควิตัสแบบเสริมศักยภาพ โดยมีขั้นตอนการวิจัยเพื่อพัฒนาระบบตามกระบวนการของวงจรการพัฒนาระบบ 5 ขั้นตอน คือ การวิเคราะห์ความต้องการ  การวิเคราะห์และออกแบบระบบ  การพัฒนาระบบ  การทดสอบระบบ  และการประเมินคุณภาพและประสิทธิภาพของระบบ  ผลการวิจัยพบว่า 1) ระบบการจัดการเรียนรู้ยูบิควิตัสแบบเสริมศักยภาพโดยใช้ปัญหาเป็นหลัก ประกอบด้วย 3 โมดูล คือ โมดูลผู้เรียน โมดูลผู้สอน และโมดูลผู้ดูและระบบ 2) ผู้เชี่ยวชาญประเมินคุณภาพของระบบด้านเนื้อหาและด้านการออกแบบการเรียนการสอนมีความเห็นว่าระบบมีคุณภาพอยู่ในระดับมากที่สุด  และ 3) ผู้เชี่ยวชาญประเมินประสิทธิภาพของระบบมีความเห็นว่าระบบมีประสิทธิภาพอยู่ในระดับมากที่สุด

Apresentação O projeto de realidade aumentada é discutido em todos os setores da sociedade moderna. Nos meios acadêmicos surgem a todo o momento novas implementações utilizando recursos de realidade aumentada, realidade virtual, realidade inteligente, etc. A ideia da realidade aumentada para livros didáticos e revistas especializadas, nasceu dessa necessidade de potencializar a leitura, envolvendo outros letramentos multissemióticos na estrutura de linguagem, colocando o audiovisual a serviço da leitura. Os jovens de hoje estão nascendo junto de inovações diárias e num turbilhão de tecnologias envolventes, audiovisuais, coloridas e com muito movimento. As mensagens são mais ditas e vistas do que escritas. São depoimentos, são falas dos jovens para os jovens. Se queremos atingi-los com informação relevante, será preciso utilizar as mesmas tecnologias que eles gostam para faze-los pensar e refletir. Celulares e tablets são as últimas fronteiras tecnológicas que estão revolucionando o comportamento das sociedades. O que se pode fazer com estes equipamentos está abrindo possibilidades nas ciências médicas, biológicas, químicas, nas escolas e universidades, nas pesquisas e nas empresas de uma maneira geral. Também as aplicações comerciais, os investimentos em maquinarias e sensores para modificar a vida de todos.

The theoretical part of the book shows that learning in CyberParks takes the form of technology-enhanced outdoor learning and is an element of smart learning, i.e. the latest concept of ICT-supported learning. Learning in CyberParks can also become an element of smart education – a concept of formal learning in the smart city. Learning in CyberParks is supposed to provide students with contact with nature and stimulate them to be physically active. It is thus a type of a dual-task. Studies in cognitive neuroscience suggest that this type of cognitive-motor interference can expose students to a motor danger and weaken their cognitive capabilities. If this was the case, the idea of learning in CyberParks would need to be modified. In order to solve this, two experiments with the use of mobile EEG were carried out. The empirical part of the book indeed shows that during dual-tasks in CyberParks students are less focused and more stressed, and the dynamics of attention and meditation ceases to reflect the dynamics of the cognitive task. Thus, before CyberParks become learning spaces, the idea of CyberParks has to be modified. The cognitive activity intended in CyberParks should be separated from physical activity. When learning in CyberParks, one should be sitting and using applications that do not require movement. Staying close to nature improves the functioning of the brain, therefore such learning is more effective than that carried out indoors. It is also more healthy. When designing CyberParks, one thus has to think not only about the technological infrastructure, but also about making spots for using ICT while sitting available. In this approach, learning in CyberParks becomes an important concept that can be used in practice in order to provide an answer to numerous problems of contemporary educational institutions, related to students’ lack of contact with nature and consolidation of their sedentary lifestyle.

Virtual reality represents simulated three-dimensional environment created by hardware and software, which providing realistic experience and possibility of interaction to the end-user. Benefits provided by immersive virtual reality in educational setting were recognised in the past decades, however mass application was left out due to the lack of development and high price. Intensive development of new platforms and virtual reality devices in the last few years started up with Oculus Rift, and subsequently accelerated in the year 2014 by occurrence of Google Cardboard. Nowadays, for the first time in history, immersive virtual reality is available to millions of people. In the mid 2015 Google commenced developing Expeditions Pioneer Program aiming to massively utilise the Google Cardboard platform in education. Expeditions and other VR apps can enhance geography teaching and learning. Realistic experience acquired by utilisation of virtual reality in teaching process significantly overcome possibilities provided by images and illustrations in the textbook. Besides literature review on usage of virtual reality in education this paper presents suggestion of VR mobile apps that can be used together with the Google Cardboard head mounted displays (HMDs) in geography classes, thereby emphasising advantages and disadvantages as well as possible obstacles which may occur in introducing the immersive virtual reality in the educational process.

O advento da Internet e da Web, na década de 1990, a par da introdução e desenvolvimento das novas TIC e, por consequência, a emergência da Sociedade da Informação e do Conhecimento, implicaram uma profunda alteração na forma de análise dos processos de ensino-aprendizagem, já não apenas segundo um prisma cognitivista, mas, agora, também social, isto é, segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se imperativo que, para que possam transformar-se em futuros trabalhadores de sucesso, isto é, trabalhadores de conhecimento (Gates, 1999), os sujeitos aprendentes passem a ser efetivamente educados/preparados para a Sociedade da Informação e do Conhecimento e, tanto quanto possível, através da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute, Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e Zélia Capitão, não se deve considerar esta mudança de paradigma como uma revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma “conciliação de perspectivas cognitivas e sociais” (Reis Lima e Capitão, 2003:53). Assim, às instituições de ensino/formação cumprirá a tarefa de preparar os alunos para as novas competências da era digital, promovendo “a aprendizagem dos pilares do conhecimento que sustentarão a sua aprendizagem ao longo da vida” (Reis Lima e Capitão, Ibidem:54), isto é, “aprender a conhecer”, “aprender a fazer”, “aprender a viver em comum”, e “aprender a ser” (Equipa de Missão para a Sociedade da Informação, 1997:39; negritos e sublinhados no original). Para outros, a Internet, ao afirmar-se como uma tecnologia ubíqua, cada vez mais acessível, e de elevado potencial, “vem revolucionando a gestão da informação, o funcionamento do mercado de capitais, as cadeias e redes de valor, o comércio mundial, a relação entre governos e cidadãos, os modos de trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos de vida, as noções de tempo e de distância. A grande interrogação actual reside em saber se a Internet poderá também provocar alterações fundamentais nos modos de aprender e de ensinar” (Carneiro, 2002:17-18; destaques no original). Trata-se, portanto, como argumenta Armando Rocha Trindade (2004:10), de reconhecer que “Os requisitos obrigatórios para a eficácia da aprendizagem a ser assim assegurada são: a prévia disponibilidade de materiais educativos ou de formação de alta qualidade pedagógica e didáctica, tanto quanto possível auto-suficientes em termos de conteúdos teóricos e aplicados, bem como a previsão de mecanismos capazes de assegurar, permanentemente, um mínimo de interactividade entre docentes e aprendentes, sempre que quaisquer dificuldades destes possam manifestarse”. Esta questão é também equacionada pelo Eng.º Arnaldo Santos, da PT Inovação, quando considera que, à semelhança da “maioria dos países, a formação a distância em ambientes Internet e Intranet, vulgo e-Learning, apresenta-se como uma alternativa pedagógica em franca expansão. Portugal está a despertar para esta nova realidade. São várias as instituições nacionais do sector público e privado que utilizam o e-Learning como ferramenta ou meio para formar as suas pessoas” (Santos, 2002:26). Fernando Ramos acrescenta também que os sistemas de educação/formação que contemplam componentes não presenciais, “isto é que potenciam a flexibilidade espacial, têm vindo a recorrer às mais variadas tecnologias de comunicação para permitir a interacção entre os intervenientes, nomeadamente entre os professores e os estudantes. Um pouco por todo o mundo, e também em Portugal, se têm implantado sistemas (habitualmente designados como sistemas de ensino a distância), recorrendo às mais diversas tecnologias de telecomunicações, de que os sistemas de educação através de televisão ou os sistemas de tutoria por rádio ou telefone são exemplos bem conhecidos” (Ramos, 2002b:138-139). Ora, o nosso estudo entronca precisamente na análise de um sistema ou plataforma tecnológica de gestão de aprendizagens (Learning Management System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao reconhecimento de que “urge investigar sobre a utilização real e pedagógica da plataforma” (Carvalho, 2007:27). Por outro lado, não descurando o rol de interrogações de outros investigadores em torno da utilização do MOODLE, nem enveredando pelas visões mais céticas que inclusive pressagiam a sua “morte” (Fernandes, 2008b:134), também nós nos questionamos se esta ferramenta nem sequer vai conseguir transpor “a fase de final de entusiasmo, e tornar-se uma ferramenta de minorias e de usos ocasionais?” (Fernandes, Op. cit.:133).

El artículo presenta diferentes herramientas tecnológicas
utilizadas como recurso en el desarrollo de actividades físicas
en el medio natural. Para ello, se ofrece una descripción de las
mismas y de las limitaciones encontradas, y se aborda el uso
didáctico de aplicaciones basadas en la realidad aumentada,
geoposición, redes sociales y otras.

Bu çalışma temel olarak, birinci sınıf öğrencilerinin WhatsApp aracılığıyla algılarında önemli bir değişiklik ve EFL kelime öğrenmelerinde önemli bir iyileşme olup olmadığını tespit etmeyi amaçlamaktadır. Bu amaçla, öğrencilere bu uygulama aracılığıyla 8 hafta süren kelime öğrenme uygulanmıştır. Bir devlet üniversitesinden 79 öğrenci çalışmaya katılmıştır. Mevcut araştırmaya cevap bulmak için, öğrencilerin EFL kelimelerini öğrenmedeki performanslarını belirlemek amacıyla bir ön-ve son-kelime bilgisi testi ve algılarını incelemeye yönelik bir anket doldurdular. Bulgular, ortalama puanlar arasında öğrenci lehine anlamlı fark olduğunu göstermiştir. Dahası, sonuçlar EFL kelime öğrenme performansındaki bu gelişmenin büyük ölçüde WhatsApp uygulamasına atfedilebileceğini göstermiştir. Öğrencilerin bu uygulamaya yönelik algılarının olumlu olduğu kanıtlanmıştır.