While I was watching the videos and slogging through the readings, I was struck by a few concepts. First, I have to say I was confused by the essential reading’s thesis: "e-learning ecologies may play a key part in the largest shift in the systems of modern education since their rise to dominance in the 19th century" - did I miss something? Did e-learning have a 19th century beginning? Then I realized that ‘their’ is an ambiguous pronoun reference. I suggest a clarification of this thesis!

I had to do some searching to understand the definition of ubiquitous learning, which I found here at Science Direct. I was ready to write the whole idea off as just so much hooey, but after reading my classmates take on it, I get it and I guess that is one of the ideas of ubiquitous learning; I learned more from my classmates than from the videos and readings.

But call me old school, I still think one of the most useful ubiquitous learning devices is the BOOK. A book is a ubiquitous learning instrument and a brilliant one at that. The learner can access the book anywhere and at any time. The learner can choose a book about any subject to create a self-directed learning environment. The book allows for lifelong learning. Technology has enhanced the concept of the book. You can access a book, almost any book, anywhere via your e-reader, your tablet, or your phone. Technology has made the book accessible to all types of learners. Back in the day when people flew in planes, there was nothing quite like an e-reader to make learning ubiquitous.

I was struck by the assertion that teacher surveillance is a good thing. This surveillance relegates the teacher to the role of work monitor. The teacher can monitor how many times Johnny checked his assignments, or reviewe his vocabulary. Does the teacher really need to know this? I have been in those classrooms, too. Some teachers handle this monitoring with aplomb, but many do not. And there is something lost there, whether it be meaningful connection, privacy, or mindfulness. As technology changes the structure of the human brain, educators must ask if they should adapt to the change, or try to mitigate some of the changes. Will vigilant monitoring of students' every key stroke, and subsequent loss of privacy, encourage learning or encourage subterfuge? Or worse will it lead to ingrained and immutable compliance?

Maybe. That’s why I like the book. The book does not allow much in the way of teacher surveillance. Instead what it does is give privacy so the learner can explore and discover, maybe even learn about things that are taboo in the community, or rather the learning ecosystem. Ubiquitous learning is nothing new then, is it? I feel like I’m missing something. I’m anxious to read comments to this post.

One more thought. Even without the classroom, aren't we limited by space and time? A popular meme circulating during the pandemic is something about how I learned that time isn't what is preventing me from learning a foreign language. Space and time are definitely social constructs, but those social constructs stay with us even when they are not being imposed on us. We need them. They soothe us and offer us structure and comfort.

Of course you can also find books on ubiquitous learning. And during quarantine, and if you have young children, you might enjoy videos of books being read on YouTube. If you're zooming with children, turn off the sound and read it out loud to them. Is there anything better than a good book read aloud by someone who loves you?