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Article
Publication date: 1 August 2005

Luyi Li, Yanlin Zheng, Hiroaki Ogata and Yoneo Yano

The impact of Ubiquitous Computing on Learning is not confined within technical dimension. Besides its technical facilitation, this new computing paradigm also challenges…

Abstract

The impact of Ubiquitous Computing on Learning is not confined within technical dimension. Besides its technical facilitation, this new computing paradigm also challenges human’s belief on learning, and compels us to rethink on the design of learning resources and environments. The paper explores the concept of Ubiquitous Learning, and proposes a conceptual framework for a Ubiquitous Learning Environment (ULE) design and implementation. A ULE is established on the combination between Real World and Virtual Space, Personal Space and Shared Space. Learning in a ULE is conducted in the interactions among three essential communicative elements: Social Human, Object in real world, and Artifact in virtual space. A learning process is a social transfer process between tacit and explicit knowledge. Context‐Awareness is indispensable to all kinds of interactions in a ULE. In particular, this paper gives a discussion to context‐awareness supported Interoperability and Adaptability in a ULE, and suggests a five‐dimensional (Who, What, How, When, Where) representation approach for modeling context and providing context‐awareness information. In the practical dimension, this paper presents a design framework for a ULE implementation by integrating the applications of present affordable learning devices, such as networked PCs (Personal Computer), PDAs (Personal Digital Assistant), mobile phones, sensors, and RFIDs. A basic learning system architecture in a ULE and a prototype ubiquitous language learning system are also addressed in this paper.

Details

International Journal of Pervasive Computing and Communications, vol. 1 no. 3
Type: Research Article
ISSN: 1742-7371

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Book part
Publication date: 27 March 2006

Karen Swan, Dale Cook, Annette Kratcoski, Yi Mei Lin, Jason Schenker and Mark van ’t Hooft

Ubiquitous access to digital technologies is becoming an integral part of our business, home, and leisure environments, yet despite a quarter century of educational…

Abstract

Ubiquitous access to digital technologies is becoming an integral part of our business, home, and leisure environments, yet despite a quarter century of educational technology initiatives, ubiquitous computing remains conspicuously absent from our schools. In this chapter, we argue that simply putting more computers in schools will not solve the problem, but rather that teaching, learning, and technology integration need to be reconceptualized within a ubiquitous computing framework before the full educational possibilities inherent in digital technologies can be realized. Using examples from our laboratory classroom, we discuss how teaching needs to be reconceived more as “conducting” than “instructing”; how learning needs to become more the responsibility of the student, and located with her in an expanded space and time that extends beyond the classroom; and how technology integration needs to be understood not as an add-on, device-driven enterprise, but one motivated by teaching and learning needs and in which multiple technology choices are readily available to teachers and students both within and beyond the classroom.

Details

Technology and Education: Issues in Administration, Policy, and Applications in K12 Schools
Type: Book
ISBN: 978-0-76231-280-1

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Article
Publication date: 10 October 2016

Soraya García-Sánchez

The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for…

Abstract

Purpose

The purpose of this paper is to analyse some effective e-tools and interactive tasks to enhance language acquisition and competence building in today’s English for specific purposes (ESP) students in higher education programmes.

Design/methodology/approach

There are countless learning methods, often supported by the access of ubiquitous learning materials, which improve students’ engagement, group interaction and independent learning skills in foreign language learners. More frequently, students become successful, independent and cooperative creative learners by means of participating in multimodal virtual learning platforms that would help them to improve a variety of competences. This study is based on English applied to social work, a compulsory subject offered either in a blended (b-learning) or a distance (d-learning) learning environment as part of the degree in social work. It combines its correspondent course book with digital content and multimedia tasks.

Findings

Results suggest that a ubiquitous practice for ESP b/d learners can be innovative and successfully competence-addressed when implementing interactive learning tasks that can combine individual and group work inside and outside the classroom hours.

Originality/value

The challenge of this research is to integrate a ubiquitous learning approach so that students would interact more and, consequently, enhance their communicative language skills, both in b-learning and d-learning environments.

Details

Journal of Applied Research in Higher Education, vol. 8 no. 4
Type: Research Article
ISSN: 2050-7003

Keywords

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Article
Publication date: 1 September 2006

Tien‐Yu Hsu, Hao‐Ren Ke and Wei‐Pang Yang

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous

Abstract

Purpose

The purpose of this study is to propose a knowledge‐based mobile learning framework that integrates various types of museum‐wide content, and supports ubiquitous, context‐aware, personalized learning for museums.

Design/methodology/approach

A unified knowledge base with multi‐layer reusable content structures serves as the kernel component to integrate content from exhibitions for education and collection in a museum. The How‐Net approach is adopted to build a unified natural and cultural ontology. The ontology functions as a common and sharable knowledge concept that denotes each knowledge element in the unified knowledge base, and associates each learner's learning context and usage with a content and usage profile respectively. Data mining algorithms, e.g. association mining and clustering, are applied to discover useful patterns for ubiquitous personalization from these content and usage profiles.

Findings

A pilot project based on the proposed framework has been successfully implemented in the Life Science Hall of the National Museum of Natural Science (NMNS), Taiwan, demonstrating the feasibility of this framework.

Originality/value

This study proposes a mobile learning framework that can be replicated in many museums. This framework improves learners' learning experiences with rich related content, and with ubiquitous, proactive and adaptive services. Museums can also benefit from implementing this framework through outreach services for educational, promoting and usability needs from combining mobile and Internet communication technologies and learning services.

Details

The Electronic Library, vol. 24 no. 5
Type: Research Article
ISSN: 0264-0473

Keywords

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Book part
Publication date: 3 August 2017

Matt Bower

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn

Abstract

Mobile devices, through their capacity to enable anytime-anywhere learning as well as capture, annotate and share multimedia, offer entirely new ways for students to learn. This chapter provides review of mobile learning with a particular focus on learning design. First various definitions and characteristics of mobile learning are examined in order to establish a common understanding of its boundaries and meaning. Example uses of mobile learning in schools and higher education are described as a way to provide a more concrete understanding of design possibilities. Benefits of mobile learning are unpacked, as distilled from the literature, including the ability to provide flexible, accessible, authentic, personalized, ubiquitous and seamless learning. Mobile learning issues are also examined, including technical problems, cognitive load issues, distraction, equity and safety. A primary school science and a university pre-service teacher education vignette are described so as to offer a more in-depth illustration of what mobile learning can look like and achieve in practice. Finally, mobile learning research findings and observations are synthesized into recommendations, to inform and guide evidence-based mobile learning design practices. Opportunities for future research and investigation are also discussed.

Details

Design of Technology-Enhanced Learning
Type: Book
ISBN: 978-1-78714-183-4

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Article
Publication date: 6 September 2018

Pedro Isaías

Change is the operative word in higher education; as roles shift, classrooms are reinvented, and content becomes increasingly more accessible. At the core of these changes…

Abstract

Purpose

Change is the operative word in higher education; as roles shift, classrooms are reinvented, and content becomes increasingly more accessible. At the core of these changes is the pervasiveness of learning technology. This papers aims to propose a model for the selection and adoption of emerging learning technologies to enhance learning within the context of higher education.

Design/methodology/approach

Higher education institutions are resorting to the deployment of learning technologies to address the demands of the twenty-first century learners and to ascertain their competitiveness. This paper draws from the literature to provide a model, composed of five key characteristics of learning, to support the selection and adoption of emerging learning technologies.

Findings

The model posits that the attainment of each of these five characteristics, personalised, ubiquitous, collaborative, lifelong and authentic needs to be supported by corresponding technologies: adaptive learning technologies, artificial intelligence, mobile technology, social technology, massive open online courses, virtual and augmented reality, gamification and the Internet of Things.

Originality/value

Higher education is progressively being displaced from the traditional classroom, and as it progresses towards online settings, it requires the support of technology to facilitate that transference. In examining the potential of future learning technologies, this paper contributes to a growing body of research that focuses on the benefits of technology within higher education and assists educators in the selection and adoption of the most relevant technologies.

Details

Journal of Information, Communication and Ethics in Society, vol. 16 no. 4
Type: Research Article
ISSN: 1477-996X

Keywords

Content available
Article
Publication date: 5 June 2018

Yongrong Xin, Xiuping Zuo and Qingping Huang

The implementation of the national education and lifelong education should break through the traditional learning mode in the digital era. A seamless learning environment…

Abstract

Purpose

The implementation of the national education and lifelong education should break through the traditional learning mode in the digital era. A seamless learning environment is the intelligent form of deep integration of digital learning environment and physical learning environment. The development and construction of seamless learning space and platform is a new trend of international mobile learning research and practice. So, the purpose of this paper is to build a seamless learning platform of the open education system by expanding and improving the connotation and extension of seamless learning, based on the theories of mobile learning, ubiquitous learning and open education, combining with the characteristics of the big data era.

Design/methodology/approach

A seamless learning platform model will be constructed through constructing five modules including resource integration module, requirement module, management module, teacher integration module, and carrier module, using interdisciplinary research methods (combined with economics), functional analysis, model methods and exploratory research methods. Finally, this paper attempts to realize the application of a seamless learning platform in open education through the strategic path of public-private partnership (PPP).

Findings

Seamless learning platform model given by this paper can effectively eliminate the problem of information asymmetry between learner-demander and educational manager through the effective management of carrier fusion module. Furthermore, it can effectively integrate the learning resources and teachers of the open education system and social individual education system, and provide high-quality shared learning resources and diverse stratification teachers to students and social workers through PPP project cooperation ways.

Originality/value

There are many papers on the study of open education and resource construction. However, few papers have studied how to effectively integrate and optimize various existing scattered online resources, including various system courses, teachers and platform systems. The paper provides an effective way to solve the above sub-problems and the realization path/model reference for the effective and accurate promotion of lifelong sustainable learning for all.

Details

Asian Association of Open Universities Journal, vol. 13 no. 1
Type: Research Article
ISSN: 2414-6994

Keywords

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Book part
Publication date: 25 July 2014

Mike Keppell

This chapter will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised…

Abstract

This chapter will explore how the places of learning might look in next generation learning spaces where learners traverse physical and virtual spaces using personalised learning strategies. It will examine how learning spaces may represent ubiquitous spaces in which the learner undertakes some form of study or learning. Although there has been extensive examination of the design of spaces for knowledge generation (Keppell & Riddle, 2012, 2013; Souter, Riddle, Sellers, & Keppell, 2011) there has been little attention given to how learners customise and personalise their own physical and virtual learning spaces as they traverse their learning journey. Seven principles of learning space design will be adapted for use by the personalised learner. Personalised learning strategies encompass a range of knowledge, skills and attitudes that empower the learner to take charge of their learning within next generation learning spaces. Personalised learning consists of six broad concepts: digital citizenship, seamless learning, learner engagement, learning-oriented assessment, lifelong and life-wide learning and desire paths. Teachers will need to assist learners to design their own personalised learning spaces throughout formal education to encourage learners to be autonomous learners throughout their lifetime. In order to assist learners in developing personalised learning strategies we need to teach them about learning space literacies. We can’t assume learners have the knowledge, skills and attitudes to be able to identify and effectively utilise appropriate learning spaces that optimises engagement.

Details

The Future of Learning and Teaching in Next Generation Learning Spaces
Type: Book
ISBN: 978-1-78350-986-7

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Article
Publication date: 2 July 2018

Rajasshrie Pillai and Brijesh Sivathanu

This study aims to use the novel approach of applying the behavioural reasoning theory (BRT) to understand the relative influence of reason for and reason against the…

Abstract

Purpose

This study aims to use the novel approach of applying the behavioural reasoning theory (BRT) to understand the relative influence of reason for and reason against the adoption of mobile learning applications (M-learning apps) among information technology (IT) and information technology enabled services (ITeS) employees.

Design/methodology/approach

This study surveys 680 employees of IT and ITeS companies in India to examine the adoption of M-learning apps for learning using the BRT and the primary data analysis was done using the partial least squares-structural equation modelling technique.

Findings

It is found that the context-specific adoption factors for M-learning apps are hedonic motivation, self-efficacy, learning autonomy, ubiquitous and relative advantage, whereas the reasons against adoption of the M-learning apps are traditional barrier, usage barrier and image barrier. It is also found that values of openness to change positively affect the reasons for adoption and do not significantly affect reasons against adoption of M-learning. Values of openness to change affect the attitude towards M-learning apps and attitude affects the adoption intention of M-learning apps for learning.

Research/limitations/implications

This cross-sectional study was conducted only in the Indian IT/ITeS firms and future research can be conducted in other sectors and countries to generalize the results.

Practical implications

This research uniquely highlights the adoption factors both for and against, which should be considered while developing marketing strategies for M-learning apps’ adoption. It is imperative for training managers to consider these factors during the selection of M-learning apps and for designers while designing the M-learning apps.

Originality/value

This study provides new insights towards the use of mobile apps for learning with the employees’ perspective using the BRT theory and it highlights the reason for adoption and reason against adoption of M-learning apps.

Details

Interactive Technology and Smart Education, vol. 15 no. 3
Type: Research Article
ISSN: 1741-5659

Keywords

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Article
Publication date: 19 December 2018

Caroline Haythornthwaite

This is paper is concerned with the learning outcomes associated with connectivity through online networks, open online exchange and wider changes associated with…

Abstract

Purpose

This is paper is concerned with the learning outcomes associated with connectivity through online networks, open online exchange and wider changes associated with contemporary information practices. The theme of connectivity is used here to capture both the detailed specificity of relations that define networks of learners and the ambient effect of wide accessibility to resources and people through open, online forums.

Design/methodology/approach

The paper follows the idea of a network from the ground up, outlining the social network perspective as a way to consider the foundational bases of learning and networks, as well as the effect of ambient influence. The paper addresses the ways learning may be viewed as a social network relation, an interpersonal relationship and an outcome of interaction and connectivity, and how network connectivity can be used as input for design for learning.

Findings

The paper presents a range of perspectives and studies that view learning from a social network and connectivity perspective, emphasizing both the person-to-person connectivity of a learning tie and the impact of contemporary data and information sharing through the dynamics of open contributory practice.

Practical implications

The outcome of connectivity in the service of learning is bound up with digital information practices, including individual practices of search, retrieval, participation, knowledge dissemination, knowledge construction and more. This paper provides a network perspective on learning relations that accommodates analysis in online and offline environments, but incorporates attention to the open, online retrieval and contributory practices that now influence learning practices and which may support design of new learning environments.

Originality/value

This paper offers insight into the way social networks and connectivity combine to show network relations, relationships, outcomes and design input at the actor, network and societal levels.

Details

Information and Learning Sciences, vol. 120 no. 1/2
Type: Research Article
ISSN: 2398-5348

Keywords

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