From desktops to laptops and hand-held devices, mobile computing has become a common feature in today’s developed countries’ economies. They are so ubiquitous that computing has become ubiquitous, no longer an option but an undeniable fact of life. Its ubiquity has made life almost impossible to live successfully with it. Ubiquitous computing has also extended to learning and education: ubiquitous learning. Clearly, a student of today has so much more avenues of access to information compared to the previous generation. Opportunities to learn have also been made so much easier with technology. Powerful software and hardware are helping to manage the exponential growth of data, information and knowledge.
But has learning become ubiquitous because of ubiquitous computing? Is ubiquitous learning the same as ubiquitous computing? Or is learning already ubiquitous but further augmented by the invasive computing? If so, how to we understand and study ubiquitous learning? Increased access and learning opportunities bring with it the complexity in managing and harnessing the proliferated knowledge sources. How do we understand the learning processes and cognitive activity? How do learners gather, analyze, synthesize and create knowledge for themselves in ever increasingly ubiquitous learning environments? This paper, using the conceptual framework of distributed cognition will answer these questions.
|Keywords:||Ubiquitous Computing, Ubiquitous Learning, Distributed Cognition, Learning with Technology|