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Ubiquitous Learning

Bill Cope

Publication Year: 2010

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._x000B__x000B_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, Elizabeth M. Delacruz, Lisa Bouillion Diaz, 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.

Published by: University of Illinois Press

Title Page

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Copyright Page

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pp. v-viii

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Introduction: The Beginnings of an Idea

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pp. ix-xii

This book sets out to define an emerging field, a field that for the reasons we outline in the chapters that follow, we have chosen to call “ubiquitous learning.” Ubiquitous learning is a new educational paradigm made possible in part by the affordances of digital media. ...

Part A: Concepts

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1. Ubiquitous Learning: An Agenda for Educational Transformation

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pp. 3-14

At first glance, it is the machines that make ubiquitous learning different from heritage classroom and book-oriented approaches to learning. These appearances, however, can deceive. Old learning can be done on new machines. Using new machines is not necessarily a sign that ubiquitous learning has arrived. ...

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2. Meanings of "Ubiquitous Learning"

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pp. 15-20

This collection invokes the term “ubiquitous learning.” Here I would like to examine the different meanings this expression might have—different kinds of ubiquity, and in relation to that, different ways in which we ought to rethink teaching and learning. The most ordinary meaning is captured in the expression “anytime, anywhere” learning. ...

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3. Ubiquitous Learning, Ubiquitous Computing, and Lived Experience

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pp. 21-30

Ubiquitous learning is more than just the latest educational idea or method. At its core the term conveys a vision of learning that is connected across all the stages on which we play out our lives. Learning occurs not just in classrooms, but in the home, workplace, playground, library, museum, nature center, and in our daily interactions with others. ...

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4. Participatory Transformations

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pp. 31-48

Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. “Conversation,” “participation,” and “community” have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards; wikis; blogs; social software; ...

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5. Ubiquitous Media and the Revival of Participatory Culture

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pp. 49-61

Mass media technologies historically have been controlled by elite minorities. Not surprisingly, the products, authorship, and distribution patterns of media have largely served the interests of their masters. To be sure, many efforts have been made to establish models of public service media in pursuit of the “public interest, convenience, or necessity” (McChesney 1993, 18). ...

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6. Notes toward a Political Economy of Ubiquitous Learning

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pp. 62-71

Substantial claims are currently being made for ubiquitous learning (UL). It is seen as an emergent new set of revolutionary learning technologies that is to be distinguished from conventional IT-aided learning, e-learning, and distance learning, through its utilization of new mobile technologies for the construction of collaborative, distributed, often peer-to-peer learning platforms. ...

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7. From Ubiquitous Computing to Ubiquitous Learning

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pp. 72-90

This chapter examines the research area of ubiquitous computing for indications of productive lines of analysis and synthesis in ubiquitous learning. As such it views the rich set of issues related to ubiquitous learning through a single lens, albeit one that allows me to focus on a certain set of key concerns. ...

Part B: Contexts

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8. Ubiquitous Learning: Educating Generation I

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pp. 93-99

Technology has the power to inspire us to transform the way we live, the way we teach, and the way we learn. It is the impact of technology on every facet of our lives, known or unknown, that defines its ubiquity. And yet, as we look at the majority of classrooms, the way we teach and the way we learn have not changed over the past several hundred years. ...

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9. Ubiquitous Learning with Geospatial Technologies: Negotiating Youth and Adult Roles

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pp. 100-108

As elaborated by Bertram Bruce and others in this volume, ubiquitous, or “anytime, anywhere,” learning is a concept that has a long intellectual history within education. The question before us is how ubiquitous computing and digital media afford new opportunities for implementing and supporting the social practices associated with that learning paradigm. ...

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10. Digital Divide and Higher Education in Sub-Saharan Africa

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pp. 109-118

The Commonwealth of Nations is a most curious international organization. It is a voluntary association of more than fifty independent sovereign states, most of which were once British colonies, but which now hold strong postcolonial aspirations. ...

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11. Cyberenvironments: Ubiquitous Research and Learning

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pp. 119-130

Over the past fifteen years, the World Wide Web has evolved from a tool created to support scientific research to a ubiquitous social infrastructure. The Web has had an enormous impact on society in terms of changes in practices and culture, in the emergence of new businesses and career paths, and in the extent to which our lifestyles have become dependent on its existence. ...

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12. Immersive Environments for Massive, Multiperson, Online Learning

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pp. 131-143

The majority of instruction offered via the Internet to date is Web-based and largely asynchronous in nature; immersive technologies, on the other hand, present new opportunities for shared, collaborative, and synchronous educational experiences. Furthermore, as these physically immersive environments and technologies evolve, ...

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13. Let's Get Serious about E-games: A Design Research Approach toward an Emerging Perspective

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pp. 144-155

Ubiquitous learning, as described in previous chapters, is the most recent interpretation of how we can and should learn in the era of knowledge economy. Learning can be experienced anywhere, anytime, and via any media. Advancement of technology has made information and knowledge more accessible to the population at large; ...

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14. Access Grid Technology: An Exploration in Educators' Dialogue

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pp. 156-172

Human–computer interaction and networking technologies such as video conferencing tools have prompted many research studies in multiple fields (computer science, communication, psychology, and education) to investigate the use of media technology as collaborative tools. ...

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15. Physical Embodiment of Virtual Presence

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pp. 173-188

Mark Weiser’s seminal paper (1991) that introduces ubiquitous computing describes an environment where people collaborated and communicated using tabletlike interfaces of various scale. Large screens were used by groups of people, whereas smaller screens were used for more intimate or private work. ...

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16. Administrative Implications of Ubiquitous Learning for Nonprofit Colleges and Universities

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pp. 189-194

This volume provides insights into the emerging field of ubiquitous learning. At the heart of the matter is how to best use the burgeoning number of technologies in meaningful ways to facilitate high-quality learning experiences throughout our lives. ...

Part C: Practices

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17. History: The Role of Technology in the Democratization of Learning

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pp. 197-205

The twenty-first century is witnessing a blurring of traditional divisions between the domains of learning, teaching, and research. This change has been spurred, to a large extent, by advances in information technology, which have had far-reaching implications for hardware, software, new pedagogy, access, accessibility, and the collection, application, and distribution of data. ...

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18. Computer Science: Pen-Enabled Computers for the "Ubiquitous Teacher"

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pp. 206-215

The deepest and most difficult kinds of learning require a teacher who understands the student’s struggle to learn. The teacher engages with the student in a beneficial feedback loop, continually probing the student’s progress and adjusting her teaching to the student’s needs. ...

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19. Biology: Using a Ubiquitous Knowledge Environment to Integrate Teaching, Learning, and Research in Biology and Chemistry

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pp. 216-229

Many people wear emblems signifying a belief or set of beliefs, such as a flag lapel pin or a cross on a necklace. For most of my life I have not done so. Like many academics, I felt that things were too complex to be captured in a symbol that encompassed the essence of how I viewed life. ...

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20. Visual Arts: Technology Pedagogy as Cultural Citizenship

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pp. 230-241

Art education in the twenty-first century is an eclectic profession composed of diverse and competing fields of inquiry, a hybridization of studio art practice, critical inquiry, and public engagement, layered with overlapping interests in aesthetic and media literacy; visual, material, and multi-culture; cognitive, emotional, and creative development; ...

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21. Writing (1): Writing with Video

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pp. 242-253

The printing press democratized print literacy and in the process gave rise to the modern university; it promoted an expanded universe of knowledge and discourse that could extend beyond medieval monasteries and into the secular world. The availability of printed texts drove the ascension of alphabetic literacy to the point that, until very recently, ...

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22. Writing (2): Ubiquitous Writing and Learning: Digital Media as Tools for Reflection and Research on Literate Activity

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pp. 254-264

Whether in sociocultural notions of mediated activity and agency (Scollon 2001; Wertsch 1991), the flat dynamic assemblages of actor-network theory (Latour 2005), Hutchins’s (1995) notion of functional systems, or Lave and Wenger’s (1991) account of situated learning, recent theory and research have foregrounded the ubiquitous character of social practice, ...

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About the Contributors

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pp. 265-276

Simon J. Appleford works in the Illinois Center for Computing in Humanities, Arts, and Social Science at the University of Illinois at Urbana-Champaign. With Vernon Burton and James Onderdonk, he has worked on approaches to the development of cyberinfrastructure in the humanities. ...


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pp. 277-279

E-ISBN-13: 9780252090882
Print-ISBN-13: 9780252034961

Page Count: 264
Publication Year: 2010