Ubiquitous Learning Environments
Ubiquitous Learning Environments
Ubiquitous Learning Environments
Ubiquitous Learning
Environments
Issues and Outlooks
Contents
Contents...........................................................................................................................................2
Introduction..................................................................................................................................3
Ubiquitous Computing.................................................................................................................3
Adaptive Learning.......................................................................................................................5
Conclusion.................................................................................................................................10
Works Cited...............................................................................................................................11
2
Ubiquitous Learning Environments: Issues and Outlooks
Introduction
In recent years education has undergone dramatic changes. There has been a major shift in
active, and social. Alongside these major changes, rapid developments in technology have
enabled the production of relatively inexpensive and small computing devices. These devices are
set to alter the direction of future education. Education will no longer be bound by the current
restrictions posed by the use of desktop computing or personal mobile devices as foreseen by
Weiser (1993). Moreover, instruction and learning will benefit from learning groups.
Developments in all areas of technology, such as the increased speed of information transfer,
online storage, human-computer interaction, and communication methods are posed to have a
significant effect on not only “how” and “where” learning takes place, but with “whom” learning
takes place. This paper argues that present technology, current advances in social networking, as
corresponding devices will revolutionize education in its existing form and from these
developments a new environment will be created which is: seamless, inclusive, highly adaptive,
Ubiquitous Computing
According to Weiser, Gold and Brown (1999), in the late 1980s, a researcher at Xerox PARC,
Mark Weiser, formulated the term, “Ubiquitous Computing” to describe his view of the future of
computing devices. He foresaw a process in which computers were integrated seamlessly into the
physical world, eventually blending in to the environment and everyday life. Furthermore,
3
Ubiquitous Learning Environments: Issues and Outlooks
computing devices would no longer garner the user’s full attention, allowing the foci of activities
to be given elsewhere, all while allowing the device itself to fade into the background, no longer
growing number of software applications and devices. This area of research will continually
offer up new and innovative technological supports for learning (Chen & Lai, 2001; Chen &
Nahrstedt, 2000; Johnson & Maltz, 1996; Lin & Liu, 1999). Coinciding pedagogical
developments supply new approaches to learning and instruction never before used. Together,
these advances in both education and technology will not only shape the classroom of tomorrow,
but will render the classroom environment essentially unnecessary. The ubiquitous computing
technology, and the emergence of flexible software architectures” (Ogata and Yano, 2004), thus
students and instructors alike will soon be able to move seamlessly between locations thus
removing boundaries set by classroom walls. Weiser, (1991) stated that… “The most profound
technologies are those that disappear”. In his vision, small computing devices would be woven
into the fabric of everyday life (Weiser, 1991), thus replacing desktop computers allowing the
Weiser (1993) describes a “many to one” relationship between computers and humans. Current
research in this area also supports this notion. Each student interacts with many embedded
devices in a ubiquitous classroom and thus, students are free to move around within the
4
Ubiquitous Learning Environments: Issues and Outlooks
Adaptive Learning
student model which has been compiled on the student’s previous learning attempts or efforts.
Computers may adjust the teaching method according to students' weaknesses, adjusting to the
Ideally, the computer will assume the role and interactivity of an actual human teacher or tutor
without incurring the associated problems such as human resources, scheduling difficulties or
personal conflicts. Tailored learning, which cannot be achieved on a large scale, may be
achieved via the use of computers and adaptive learning systems. These systems attempt to
change the passive learner to an active collaborative partner in the educational process. Current
adaptive learning systems have been designed both for desktop computers and as web
applications.
embedded and invisible computers in everyday life, providing learning at anytime, anywhere. A
ubiquitous learning environment differs from environments using desktop computers, such as
Computer Assisted Learning, as the computers are not embedded in the real world, and are
usually difficult to move. Therefore, systems based on the use of personal computers (PCs) do to
their size and limitations, do not easily support learning at anytime, anywhere.
5
Ubiquitous Learning Environments: Issues and Outlooks
focus on, and increase learning potential, undistracted or restricted by devices. This may take
Of late, ubiquitous learning has been implemented using personal, lightweight, mobile,
computing devices such as PDAs (Personal Digital Assistants), and cellular phones. These
mobile devices, connected to Internet via wireless communication technologies, enable the
student to learn regardless of time or location. In this circumstance, however, computing devices
are not embedded in the surrounding environment, and students cannot seamlessly move to
various locations nor can they flexibly obtain information related to their context of learning.
In Weiser’s (1999) view of ubiquitous learning, a person may obtain information within the
context of learning from the learning environment via small devices, such as sensors, pads, or
badges, which would be embedded and communicate interactively. Current models of ubiquitous
learning environments are limited by current technology and thus ubiquitous learning tends to be
Finally, ubiquitous learning environments have the capability to be combined with high mobility
owing to recent developments in 3G and 4G wireless technology. This new technology allows
the learner to move freely between environments while the system dynamically and actively
supports learning using communication via embedded devices in the user’s surrounding
environment.
6
Ubiquitous Learning Environments: Issues and Outlooks
Recent studies have shown progress in the areas of ubiquitous learning, such as in Hwang, Kuo,
Ying and Chuang’s (2010) research on context-aware ubiquitous learning, and Paneva-Marinova,
In Hwang, et al.’s (2010) study focused on the use of ubiquitous computing to allow students to
learn about objects in the real world. The participants, elementary school students, were able to
observe objects, in this case butterflies, in the real world. While the students received educational
support through the use of mobile devices, it appeared that the students’ main focus during the
experiment was on the computing device itself, not on the target environment. Consequently, this
study demonstrates the need for research into areas of human-computer interaction where the
focus on the ubiquitous device can be shifted to the learning topic at hand.
Paneva-Marinova, et al.’s (2009) research provided participants with the freedom to move about
within the learning space as well as the ability to focus on the learning task at hand: not the
learning device. In this study, participants were able to learn about great works of art, which
were not centrally located due to their size, placement (within a cathedral or synagogue), or
monetary value. Despite the fact that the students were able to move about freely, they were
confined to specific areas, using specific devices for each learning activity. After the students
had observed the works of art, they were able to review and study them using a personal
computer. Participants were not able to transfer seamlessly between learning environments, but
were forced to make overt changes in their use of technology. Furthermore, students could
interact with instructors through the system, but could not build their own knowledge base or
7
Ubiquitous Learning Environments: Issues and Outlooks
In research by Hwang, Tsai, & Yang’s (2008), a focus on inclusivity of students was explored
whereas students’ learning was given personalized support by the system. In this proposed
learning environment, mobile computing, wireless communication and sensor technologies were
employed, thus defining learning behaviors displayed by each student in the real world.
Moreover, environmental contexts were detected providing students with personalized support
assisting and guiding their learning in an authentic environment. Although this study explored
various models of u-learning activities, it expressed the need for systems which are able provide
Barbosa et al. (2007) state that the idea of ubiquitous learning is “…to create a network of
devices, people and situation that allows learning experiences to play out” following a more
social view of learning. Participants in this study gained social information on others through the
use of wireless devices and were provided with information about: People (name, e-mail,
commitments, role); Events (type, description, location); and Resources (name, type, description,
Granting the social nature of this research, only a limited amount of resources, both technical and
social, were available to the participants. Current developments in wireless technology may
allow a greater range, amount, and use of social information via ubiquitous learning technologies
seamless interactions from student to student or student to instructor will provide alternative
methods for students to gain educational insight, relying less on teacher or administrative
support. “Many devices for each student” was a view previously suggested by proponents of
wireless technology, however limited by the technology of that time. Students would be better
8
Ubiquitous Learning Environments: Issues and Outlooks
each student be supported by many devices seamlessly connected to banks of knowledge, but
also connected to many other students, allowing interaction, cooperative knowledge building,
and collaboration.
than the computing devices of only a couple of decades ago. If an educator in 1980 was told that
in the present day and age, people would have easy access to handheld devices more powerful
than the computers of that day, how then would they envision learning and instruction? With this
in mind, formal education has neglected the possibilities and their focus has remained on the
Currently, schools do not allow the use of personal devices for learning or social networking.
Schools focus on the need for money to supply students with computer labs and computer
classrooms that provide outdated forms of rote teaching. Formal education is attempting to force
technological innovations to fit their desires, instead of adapting to the new technologies
available as well as bringing into light the vast prospects new technology affords. Formal
education is missing opportunities while students are learning how use powerful handheld
devices to secretly adapt social networking practices within the school environment.
New wireless technologies supported by tools for cooperative and collaborative learning
schools. Allowing students to use personal wireless devices will open new educational
9
Ubiquitous Learning Environments: Issues and Outlooks
possibilities, save school funds, and educators will advance by building on the skills of
Within this view, formal education need not focus on personal devices, but only exploit their use.
A primary focus on embedded devices and the incorporation of new wireless technology within
those devices is needed within the formal education system in order for learning to become
progressive, active, interactive and social, leaving behind previous didactic and rote learning.
Conclusion
In conclusion, great advances have been made towards ubiquitous learning in the past few years
due to improvements in mobile computing and wireless communication technologies. With these
advances come new challenges in education: namely, to provide students with learning that is
inclusive, highly adaptive, interactive and social. The related works reviewed in this study
suggest a particular need for future research to develop tools and software that is in line with
Weiser’s (1993) original view of ubiquitous computing: an environment which is seamless and
the computing device invisible. Once this objective has been reached, current and future
advancements in wireless technology will allow students to move seamlessly through different
learning opportunities without the need to change devices, thus permitting students to focus on
learning. Accompanied by this newfound mobility comes the prospect for students to build,
share, access, and retrieve knowledge socially. Students will learn cooperatively, collaboratively,
and be free to interact in a learning environment free of walls, boundaries and hindrances.
10
Ubiquitous Learning Environments: Issues and Outlooks
Works Cited
Chen, Y-S., & Lai, K-C., (2001). MESH: Multi-Eye Spiral-Hopping Protocol in a Wireless Ad-
Hoc Network. IEICE Transactions on Communications, 84. (8). 2237–2248.
Chen, S., & Nahrstedt, K., (2000) Distributed Quality-of-Service Routing in Ad Hoc Networks.
Journal on Selected Areas in Communications, 17, (8). 1594–1603.
Hwang, G-J., Kuo, F-R., Yin, P-Y., & Chuang, K-H., (2010). A Heuristic Algorithm for
planning personalized learning paths for context-aware ubiquitous learning. Computers
&
Education, 54. 404-415.
Hwang, G.J., Tsai, C.C. & Yang, S.J.H., (2008). Criteria, strategies and research issues of
context-aware ubiquitous learning, Educational Technology & Society 11 (2), 81–91.
Johnson, D.B., & Maltz, D.A., (1996). Dynamic Source Routing in Ad Hoc Wireless Networks.
In Mobile Computing T. Imielinski & H. Korth (Eds). Norwell, Mass. Kluwer: Academic
Publishers.
Lin, C.R., & Liu, J.S., (1999). QoS Routing in Ad Hoc Wireless Networks. Journal on Selected
Areas in Communications, 17. (8), 1426–1438.
Lyytinen, K., & Yoo, Y., (2002). Issues and Challenges in Ubiquitous Computing,
Communications of ACM 45, (12), 6365.
Nino, C.P., Marques, J., Barbosa, D.N.F., Barbosa, J.L.V., Geyer, C.F.R. & Augustin, I. (2007).
Context-Aware Model in an Ubiquitous Learning Environment. In: 3rd International
Workshop on Pervasive Learning (PerEL), New York. Proceedings of PerEL 2007. New
York: IEEE Press. p. 1-5
Ogata, H., & Yano, Y. (2004). Context-Aware Support for Computer-Supported Ubiquitous
Learning. Proceedings of the 2nd IEEE International Workshop on Wireless and Mobile
Technologies in Education (pp.27-34), Los Alamitos: IEEE Computer Society.
Paneva-Marinova, D., Pavlova-Draganova, L., Draganov, L., Pavlov, R., & Sendova, M., (2009).
11