Introducing TU100 ‘My Digital Life’: Ubiquitous computing in a distance learning environment

In this paper we describe the Open University’s progress towards delivering an introduction to ubiquitous computing within a distance-learning environment. Our work is strongly influenced by the philosophy of learning-through-play and we have taken technologies originally designed for children’s education and adapted them for adult learners, many of whom will have no formal experience of computer science or information technology. We will introduce two novel technologies; Sense, a drag-and-drop programming language based on Scratch; and the SenseBoard, an inexpensive hardware device that can be connected to the student’s computer, through which they can sense their environment and display outputs. This paper is not intended as a detailed discussion of individual technologies (they will follow in time), rather it should serve as an introduction to the Open University’s method of teaching and how we hope to continue to recruit new computer scientists and engineers using novel technologies

Supporting ubiquitous language learning with RFID tags

Ubiquitous computing will help in the organization and mediation of social interactions wherever and whenever these situations might occur. With those technologies, learning environment can be embedded in real daily life. Especially, RFID (Radio Frequency Identification) tags are very useful and important technology to realize ubiquitous computing, because they are able to bridge real objects and information in a virtual world. RFID tags will be embedded in a lot of physical objects in the near future in order to trace products shipping, and so forth. Also, this paper proposes a computer-assisted language learning (CALL) using RFID tags, which is called TANGO (Tag Added learNinG Objects).TANGO detects the objects around the learner using RFID tags, and asks the learner appropriate questions for vocabulary learning in daily life with PDA. There are two different kinds of users of this system: one of them is an overseas University Student in Japan, who wants to learn Japanese Language; the other is a Japanese Student who is interested in English as a second language and plays an important role as a helper for the overseas student. They can share their knowledge through RFID tags and learn language with authentic and tangible objects. In the experiment conducted, the learners were very interested in this system.Dept. of Information Science and Intelligent Systems, Faculty of Engineering, University of Tokushima, Japa

English in class and on the go: Multimodal u-Learning

[EN] This article aims to analyse different ubiquitous learning (u-Learning) platforms used when learning English as a Foreign Language (EFL) as part of the Modern Languages Degree at the Universidad de Las Palmas de Gran Canaria (ULPGC). The combination of face-to-face lessons with multimedia content and digital mediated learning allows today’s native students to enhance their independent learning abilities when it best suits them. Successful u-learning takes place when ULPGC students have access to different interactive activities, content videos, screencast presentations and automatic evaluation systems that contribute to improve learners’ language learning skills. Students are especially immersed in an EFL learning environment when accessing the Moodle-based Virtual Campus, Prometeo and Picasst multimodal virtual learning environments. The subject considered in this study, English Language II, allowed learners to access authentic cultural and language content not only by means of face-to-face classes but also through reinforcement activities via u-learning platforms.García-Sánchez, S. (2012). English in class and on the go: Multimodal u-Learning. The EuroCALL Review. 20(2):94-102. https://doi.org/10.4995/eurocall.2012.11381SWORD94102202Bomsdorf, B. (2005). Adaptation of Learning Spaces: Supporting Ubiquitous Learning in Higher Education. Dagstuhl Seminar proceedings: Mobile Computing and Ambient Intelligence: The Challenge of Multimedia.Cavus, N. & Dogan I. (2009). m-Learning: An experiment in using SMS to support learning new English language words. British Journal of Educational Technology. 40(1): 78-91. https://doi.org/10.1111/j.1467-8535.2007.00801.xCope, B. & Kalantzis, M. (Eds.) (2010). Ubiquitous Learning. Urbana and Chicago: University of Illinois Press.Craig, A. B. et al. (2010). Immersive Environments for Massive, Multiperson, Online Learning. In Cope B. and Kalantzis M. (Eds.), Ubiquitous Learning. Urbana & Chicago: University of Illinois Press, pp.131-143.Fraser, K. (2006). A Blended Learning Approach to Teaching, Introduction to Multimedia - The E Bit! AISHE Conference proceedings.García-Sánchez, M. S., C. Guerra-Artal, M. D. Afonso-Suárez (2012). Ubiquitous Learning and Prometeo for English Language Learners. Ubiquitous Learning: An International Journal, 4(1):65-76. Urbana & Chicago: University of Illinois Press.García-Sánchez, M. S. (2009) Conscious Learning and Motivation: Online English and Spanish Students Interface. Annals of Language Learning: Proceedings of the 2009 International Online Language Conference. Florida: Universal Publishers.Hartsell, T. & S. C. Yin Yuen. (2006). Video Streaming in Online Learning. AACE Journal, 14(1): 31-43. Chesapeake, VA: AACE.Hwang, G.J. et al. (2010). A Heuristic Algorithm for planning personalized learning paths for context-aware ubiquitous learning. Computers & Education, 54(2): 404-415. https://doi.org/10.1016/j.compedu.2009.08.024Prensky, M. (2001). The games generation: How learners have changed. Digital Game- Based Learning, 1-26. Retrieved September 2nd, 2011, from http://www.marcprensky.com/writing/prensky%20-%20ch2-digital%20game- based%20learning.pdfPrensky, M. (2006). Don't Bother me Mum, I'm Learning. New York: Paragon House.Rheeder, R., R. Diseko & G. Lautenbach (2007). The design of interactivity for a web based learning environment at a higher education institution, Proceedings of the IADIS International Conference on e-Learning.Samaras, H., T. Giouvanakis, D. Bousiou and K. Tarabanis (2004). Towards a New Generation of Multimedia Learning Research. AACE Journal. 14(1): 3-30. Chesapeake, VA: AACE.Syvänen, A. et al. (2005) Supporting Pervasive Learning Environments: Adaptability and Context Awareness in Mobile Learning. Wireless and Mobile Technologies in Education, WMTE. IEEE International Workshop.The European Higher Education Area website. Retrieved February 27th, 2012, from http://www.ehea.infoTwidale, M. B. (2010). From ubiquitous computing to ubiquitous learning. In Cope B. and Kalantzis M. (Eds.), Ubiquitous Learning. Urbana & Chicago: University of Illinois Press, pp. 72-92.Uzunboylu, H. et al. (2009). Using mobile learning to increase environmental awareness. Computers & Education, 52(2): 381-389. https://doi.org/10.1016/j.compedu.2008.09.008Weiser, M. (1996). Ubiquitous Computing. Retrieved August 27th, 2011, from http://www.ubiq.com/hypertext/weiser/UbiHome.htm

The Mundane Computer: Non-Technical Design Challenges Facing Ubiquitous Computing and Ambient Intelligence

Interdisciplinary collaboration, to include those who are not natural scientists, engineers and computer scientists, is inherent in the idea of ubiquitous computing, as formulated by Mark Weiser in the late 1980s and early 1990s. However, ubiquitous computing has remained largely a computer science and engineering concept, and its non-technical side remains relatively underdeveloped. The aim of the article is, first, to clarify the kind of interdisciplinary collaboration envisaged by Weiser. Second, the difficulties of understanding the everyday and weaving ubiquitous technologies into the fabric of everyday life until they are indistinguishable from it, as conceived by Weiser, are explored. The contributions of Anne Galloway, Paul Dourish and Philip Agre to creating an understanding of everyday life relevant to the development of ubiquitous computing are discussed, focusing on the notions of performative practice, embodied interaction and contextualisation. Third, it is argued that with the shift to the notion of ambient intelligence, the larger scale socio-economic and socio-political dimensions of context become more explicit, in contrast to the focus on the smaller scale anthropological study of social (mainly workplace) practices inherent in the concept of ubiquitous computing. This can be seen in the adoption of the concept of ambient intelligence within the European Union and in the focus on rebalancing (personal) privacy protection and (state) security in the wake of 11 September 2001. Fourth, the importance of adopting a futures-oriented approach to discussing the issues arising from the notions of ubiquitous computing and ambient intelligence is stressed, while the difficulty of trying to achieve societal foresight is acknowledged

Teaching UbiComp with Sense

Modern computer science education has to take account of the recent changes towards smart ubiquitous computing devices. In addition, existing programming languages are needlessly difficult for novice programmers to learn concepts. We have developed Sense, an extension to the graphical programming language Scratch, and an associated sensor/actuator board. Together, these will allow novice undergraduate students to quickly develop their own smart devices while learning the fundamentals of programming. Students will first study with Sense in 2011 but developmental feedback has been positive

Teaching UbiComp with Sense

Modern computer science education has to take account of the recent changes towards smart ubiquitous computing devices. In addition, existing programming languages are needlessly difficult for novice programmers to learn concepts. We have developed Sense, an extension to the graphical programming language Scratch, and an associated sensor/actuator board. Together, these will allow novice undergraduate students to quickly develop their own smart devices while learning the fundamentals of programming. Students will first study with Sense in 2011 but developmental feedback has been positive