Ubiquitous computing: a learning system solution in the era of industry 4.0

Ubiquitous computing, which was initially advocated by Mark Weiser has become one of the keywords to express a vision of the near future of computing systems. The "ubiquitous world" is a ubiquitous computing environment with integrated networks; computer integrated manufacturing system (CIMS) and invisible computers which equipped sensor microchips and radio frequency identification systems. Anyone can access the ubiquitous computing systems anytime and anywhere broader, without individual awareness or skills. Ubiquitous computing is becoming crucial elements to organize the activities of groups of people by use of groupware under workforce mobility. The computer-supported cooperative work is transforming from telework to ubiquitous work with new information and communication technologies that support people working cooperatively. Ubiquitous learning is a demand for the knowledge workforce for more multi-skilled professionals. It is a new and emerging education and training system that integrating e-learning of cyberspace and mobile learning of physical space with a global repository that has the potential to be accessed by anyone at any place and anytime under ubiquitous integrated computing environment. In this paper, we discuss the study of emerging trends through the implementation of work and learning that influenced ubiquitous computing technology prospects. Furthermore, the perspective of ubiquitous work and learning system, gaining quality, and hence credibility with emerging information and communication technologies in education and training systems in the area of the education system are discussed. The experimental results showed that CIMS could improve the students learned more efficiently and achieved better learning performance

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

Promoting STEM via UMI: an Ecological Framing of CoPs in Networking and Networked Robotics

Ubiquitous Computing, Mobile Computing and Internet of Things (UMI) technologies, are widely diffused in the everyday life. In addition to their primary usage (e.g., supporting the implementation of the future 5G network),these technologies can be used in the context of Science Education.According to this perspective, the innovative psycho-pedagogical approach here presented has been ad-hoc developed for the Horizon 2020 Project “Exploiting Ubiquitous Computing, Mobile Computing and the Internet of Things to promote Science Education” (Umi-Sci-Ed). The aim of the project is to enhance knowledge and skills of Science, Technology, Engineering and Mathematics (STEM) and to promote positive attitudes towards these disciplines. In order to reach this goal, the UMI technologies, framed in the Community of Practices (CoPs) paradigm, will be introduced in the learning process of secondary schools’ students (i.e., 9thand 10thgrade). Specifically, the students will attend to innovative learning activities, such as hands-on activities, concerning with Networking and networked Robotics. In the present contribution, the theoretical framework that constitutes the rationale for the Umi-Sci-Ed projectwill be described. In particular, the “bottom-up” socio-constructionist perspective will be presented, aswell as the main technological tools (e.g., UDOO) that would be used to implement an integrated STEM learning environment. The expected results of the project will be discussed

Mobile Cloud Computing, una opción de infraestructura de Tecnologías de Información en procesos de Educación Ubicua

New information technologies have caused significant changes in the way in which information is now accessed, an area in which these changes have forced to generate new dynamics that involve information technologies is in the field of Education. This paper presents a state of the art of cloud computing and Mobile cloud computing as technologies that support the implementation of the ubiquitous learning environment. Subsequently, educational projects are presented that rely in the use of ubiquitous information technologies. Finally, in the Analysis section, a critique is presented about the incorporation of these technologies in the teaching / learning processes, and the conclusions highlight the importance of incorporating information and communications technologies, especially cloud computing and mobile cloud computing in the processes of education it locates.Las nuevas tecnologías de información han provocado cambios importantes en la forma en que hoy en día se tiene acceso a la información, un área en la cual estos cambios han obligado a generar nuevas dinámicas que involucren las Tecnologías de Información es en el campo de la educación. Este artículo presenta acerca de cloud computing y mobile cloud computing como tecnologías que apoyan la implementación de entornos de aprendizaje ubicuo. Posteriormente, se presentan proyectos educativos que se apoyan en el uso de Tecnologías de Información ubicua. Finalmente, en la sección Análisis, se presenta una crítica acerca de la incorporación de estas tecnologías en los procesos de enseñanza/aprendizaje, y en las conclusiones se resalta la importancia de incorporar las tecnologías de información y comunicaciones, especialmente cloud computing y mobile cloud computing en los procesos de educación ubica

The Pathway to Enterprise Mobile Readiness: Analysis of Perceptions, Pressures, Preparedness, and Progression

Ubiquitous computing is becoming a reality around us through the combination of personal mobile device proliferation and pervasive computing technologies. The objective of this qualitative research in progress is to understand challenges organizations face from the evolutionary nature of mobile computing and uncover how they “get ready” to meet the mobile needs of their stakeholders. Grounded in evolutionary theory, the current research explores perceptions of mobile computing, and the pressures, preparations, and progression of enterprise mobile readiness (EMR) in the context of higher education. Preliminary findings show that decoupled structure and resistance by gatekeepers are key challenges to EMR. Additionally, IS providers have given little thought about how to benchmark their EMR efforts. This research contributes to the extant literature and helps fill an important gap in mobile research at the organizational level

Pervasive Computing and Communication Technologies for U-learning

The development of digital information transfer, storage and communication methods influnces a significant effect on education. The assimilation of pervasive computing and communication technologies marks another great step forward, with Ubiquitous Learning (U-learning) emerging for next generation learners. In the evolutionary view the 5G (or beyond 4G) wireless mobile systems will be capable of supporting wwww allowing a highly flexible network and  will be able to solve the data traffic and wireless spectrum problems for  U- learning in the near future

Using affective avatars and rich multimedia content for education of children with autism

Autism is a communication disorder that mandates early and continuous educational interventions on various levels like the everyday social, communication and reasoning skills. Computer-aided education has recently been considered as a likely intervention method for such cases, and therefore different systems have been proposed and developed worldwide. In more recent years, affective computing applications for the aforementioned interventions have also been proposed to shed light on this problem. In this paper, we examine the technological and educational needs of affective interventions for autistic persons. Enabling affective technologies are visited and a number of possible exploitation scenarios are illustrated. Emphasis is placed in covering the continuous and long term needs of autistic persons by unobtrusive and ubiquitous technologies with the engagement of an affective speaking avatar. A personalised prototype system facilitating these scenarios is described. In addition the feedback from educators for autistic persons is provided for the system in terms of its usefulness, efficiency and the envisaged reaction of the autistic persons, collected by means of an anonymous questionnaire. Results illustrate the clear potential of this effort in facilitating a very promising autism intervention

Library and Information Services for Open and Distance Learning: Assessing the Role of Mobile Technologies and Distance Learning in Higher Education

For Reason of it tested capabilities Open and Distance Learning Education has been widely accepted and adopted in many institutions across the worlds. Knowing that the practice of Library and information service to the ubiquitous distance learners promises to be a clear departure from the traditional library system, Academic libraries have become new actors in the process of distance learning among other factors of education and research. Libraries are reshaping its services and Mobile learning services is now represents exciting new frontiers in education and pedagogy. With the features of ‘wearable' computing and multimedia content delivery via mobile technologies, library services and mobile learning becomes feasible and offers new benefits to instructors and learners. The full cost and complexity of providing quality library services to support open and distance education tend to be underestimate

Mathematics in the Age of Technology: There is a Place for Technology in the Mathematics Classroom

In today’s world of ubiquitous computing there are a number of technologies available to K-12 educators for teaching and learning mathematics. However, Koehler and Mishra (2008) have described how teaching and learning with such technologies presents a “wicked problem,” as it can involve a number of variables, independent of each other and contextually bound, that need to be brought together. This article highlights the advantages technology offers for mathematics education and looks at some of the reasons behind the poor uptake, such as teacher beliefs and lack of training. A number of solutions are offered to address these issues, including the TPACK framework, and a case is made for using technology in the mathematics classroom

Library and Information Services for Open and Distance Learning: Assessing the Role of Mobile Technologies and Distance Learning in Higher Education

For Reason of it tested capabilities Open and Distance Learning Education has been widely accepted and adopted in many institutions across the worlds. Knowing that the practice of Library and information service to the ubiquitous distance learners promises to be a clear departure from the traditional library system, Academic libraries have become new actors in the process of distance learning among other factors of education and research. Libraries are reshaping its services and Mobile learning services is now represents exciting new frontiers in education and pedagogy. With the features of ‘wearable' computing and multimedia content delivery via mobile technologies, library services and mobile learning becomes feasible and offers new benefits to instructors and learners. The full cost and complexity of providing quality library services to support open and distance education tend to be underestimate