Towards Ubiquitous Learning

This collection seeks to define the emerging field of "ubiquitous learning," an educational paradigm made possible in part by the omnipresence of digital media, supporting new modes of knowledge creation, communication, and access. As new media empower practically anyone to produce and disseminate knowledge, learning can now occur at any time and any place. The essays in this volume present key concepts, contextual factors, and current practices in this new field. Contributors are Simon J. Appleford, Patrick Berry, Jack Brighton, Bertram C. Bruce, Amber Buck, Nicholas C. Burbules, Orville Vernon Burton, Timothy Cash, Bill Cope, Alan Craig, Lisa Bouillion Diaz, Elizabeth M. Delacruz, Steve Downey, Guy Garnett, Steven E. Gump, Gail E. Hawisher, Caroline Haythornthwaite, Cory Holding, Wenhao David Huang, Eric Jakobsson, Tristan E. Johnson, Mary Kalantzis, Samuel Kamin, Karrie G. Karahalios, Joycelyn Landrum-Brown, Hannah Lee, Faye L. Lesht, Maria Lovett, Cheryl McFadden, Robert E. McGrath, James D. Myers, Christa Olson, James Onderdonk, Michael A. Peters, Evangeline S. Pianfetti, Paul Prior, Fazal Rizvi, Mei-Li Shih, Janine Solberg, Joseph Squier, Kona Taylor, Sharon Tettegah, Michael Twidale, Edee Norman Wiziecki, and Hanna Zhong.

Ubiquitous Learning: Strategies for Pedagogy, Course Design, and Technology bridges the gap between digital media and education, by presenting an intriguing look on the future of education. By combining theory, research, and practice, this book paints a broad picture of the field of ubiquitous learning by focuses on how to use theory and research to enhance technology integration to support teaching and learning through instructional design strategies for instruction, models and frameworks for course design, and applications of mobile and social media tools to create, implement, and deliver a ubiquitous learning environment. This book is of interest to researchers and graduate students in educational technology, information sciences, adult learning and other learning and performance fields, as well as university faculty, teachers, administrators, policymakers, and industry leaders, who can use this text to make essential decisions related to their respective roles in education. Ubiquitous Learning: Strategies for Pedagogy, Course Design, and Technology is a great reference for those who wish to enhance their levels of teaching and student engagement though the use of technology.

This book constitutes the refereed proceedings of the 6th European Conference on Technology Enhanced Learning, EC-TEL 2011, held in Palermo, Italy, in September 2010. The 30 revised full papers presented were carefully reviewed and selected from 158 submissions. The book also includes 12 short papers, 8 poster papers, and 2 invited paper. There are many interesting papers on topics such as web 2.0 and social media, recommender systems, learning analytics, collaborative learning, interoperability of tools, etc.

"This book evaluated the incorporation of technology into educational processes reviewing topics from primary and secondary school to higher education, from Second Life to wiki technology, from physical education to cultural learning"--Provided by publisher.

The use of technology has a profound influence in educational settings and has experienced significant paradigm shifts with the advents of e-learning and m-learning. As an expected consequence of the evolution of e-learning and m-learning and improvements in the capability of online networked technologies, educators from the fields of distance education and open and distance learning benefit from ubiquitous learning technologies and environments. With the rising import of flexibility and personalization of online learning programs, this new learning format is needed to accommodate shifting student needs. Managing and Designing Online Courses in Ubiquitous Learning Environments is a critical scholarly resource that provides empirical and theoretical research focused on the effective construction and management of advanced online educational environments. Highlighting a variety of topics such as heutagogy, technology integration, and educational resources, this book is essential for educators, curriculum developers, higher education staff, practitioners, academicians, instructional designers, administrators, policymakers, and researchers.

This book constitutes the refereed proceedings of the First International Conference on Hybrid Learning, ICHL 2008, held in Hong Kong, China, in August 2008. The 38 revised full papers presented together with 3 keynote lectures were carefully reviewed and selected from 142 submissions. The papers are organized in topical sections on hybrid education, model and pedagogies for hybrid learning, trends, pervasive learning, mobile and ubiquitous learning, hybrid learning experiences, hybrid learning systems, technologies, as well as contextual attitude and cultural effects.

Over the past century, educational psychologists and researchers have posited many theories to explain how individuals learn, i.e. how they acquire, organize and deploy knowledge and skills. The 20th century can be considered the century of psychology on learning and related fields of interest (such as motivation, cognition, metacognition etc.) and it is fascinating to see the various mainstreams of learning, remembered and forgotten over the 20th century and note that basic assumptions of early theories survived several paradigm shifts of psychology and epistemology. Beyond folk psychology and its naïve theories of learning, psychological learning theories can be grouped into some basic categories, such as behaviorist learning theories, connectionist learning theories, cognitive learning theories, constructivist learning theories, and social learning theories. Learning theories are not limited to psychology and related fields of interest but rather we can find the topic of learning in various disciplines, such as philosophy and epistemology, education, information science, biology, and – as a result of the emergence of computer technologies – especially also in the field of computer sciences and artificial intelligence. As a consequence, machine learning struck a chord in the 1980s and became an important field of the learning sciences in general. As the learning sciences became more specialized and complex, the various fields of interest were widely spread and separated from each other; as a consequence, even presently, there is no comprehensive overview of the sciences of learning or the central theoretical concepts and vocabulary on which researchers rely. The Encyclopedia of the Sciences of Learning provides an up-to-date, broad and authoritative coverage of the specific terms mostly used in the sciences of learning and its related fields, including relevant areas of instruction, pedagogy, cognitive sciences, and especially machine learning and knowledge engineering. This modern compendium will be an indispensable source of information for scientists, educators, engineers, and technical staff active in all fields of learning. More specifically, the Encyclopedia provides fast access to the most relevant theoretical terms provides up-to-date, broad and authoritative coverage of the most important theories within the various fields of the learning sciences and adjacent sciences and communication technologies; supplies clear and precise explanations of the theoretical terms, cross-references to related entries and up-to-date references to important research and publications. The Encyclopedia also contains biographical entries of individuals who have substantially contributed to the sciences of learning; the entries are written by a distinguished panel of researchers in the various fields of the learning sciences.

** Contents available at http://ijq.cgpublisher.com/product/pub.186/prod.72 ** Ubiquitous Learning: An International Journal sets out to define an emerging field. Ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media. Ubiquitous Learning is a counterpart to the concept 'ubiquitous computing', but one which seeks to put the needs and dynamics of learning ahead of the technologies that may support learning. The arrival of new technologies does not mean that learning has to change. Learning should only change for learning's sake. The key perspective of the conference and journal is that our changing learning needs can be served by ubiquitous computing. In this spirit, the journal investigates the affordances for learning in the digital media, in school and throughout everyday life. Ubiquitous Learning: An International Journal is peer-reviewed, supported by rigorous, criterion-referenced article ranking and qualitative commentary processes, ensuring that only intellectual work of significance is published.