e-Learning Ecologies MOOC’s Updates
The neglected dimension of CULTURE in ubiquitous learning
Ubiquitous learning as offered to in the first course module, referring to the concept of learning anywhere, anytime is argued to be unconstrained by the “spatio- temporal dimensions of traditional classroom learning” (Cope, 2020). Within this frame, different kinds of learners (not limited by gender, race, ethnicity and abilities) and teachers are hypothesized to seamlessly assort together, consuming, constructing and applying knowledge. Contradictorily, in his 2013 video, Prof James Paul Gee, airs some of his concerns of digital learning such as winners take it all, de- professionalizing teachers and skepticism of funding and support of large corporations such as the case of Gates Foundation and Khan academy.
Ubiquitous learning is one of the seven principles of assessments in new learning approach (Cope 2020). However, it is important to question the epistemological pre-supposition of learning maturity of the learners linked to the learner’s profile and the role of culture in context of three architectural aspects discussed by Cope (2020), physical, communication and pedagogical. It is interesting that Prof Gee briefly draws attention to this argument in his video discussions when he talks of 40 years of research which reflects the difference between embodied meaning of the elite and rich students and the verbal meaning of poor kids.
Traditional education systems have accounted for the “social cultural approaches to understand learning and development” and has puts “culture as core concern “(Nasir and Hand, 2006, p. 450). However, the consideration of culture in e learning environment is an emergent area, where alignment of learning objective and its realization adopting a ubiquitous approach has not been much examined (Rey, Barbera and Fernandez-Navarro, 2016)
In the ASEAN context, for example, which is deeply collectivist, feminine, tendency to avoid uncertainty, with normative styles (such as employing Hofstede’s model), the role and expectations of the teacher within e -learning environment and relationship with the learners can be expected to be very different, and thereof many pre- suppositions of learners of ubiquitous approach will be challenging, and therefore forms a concept in need of definition and consideration.
Reference
Cope, B. (2020), “From didactic learning pedagogy to new learning”, in Learning ecologies: Innovative approaches to teaching and learning for digital age.
Nasir S. N and Hand, M. V (2006), “Exploring social cultural perspective on race, culture and learning”, Review of Educational Research, Vol. 7, No.4. pp. 449- 475
Rey, P.G, Barbera, E. and Fernandez- Navarro, F. (2016), “The Impact of Cultural Dimensions on Online Learning”. Educational Technology & Society, 19 (4), 225
Ubiquitous computing is a paradigm in which the processing of information is linked with each activity or object as encountered. It involves connecting electronic devices, including embedding microprocessors to communicate information. Devices that use ubiquitous computing have constant availability and are completely connected.
Ubiquitous computing focuses on learning by removing the complexity of computing and increases efficiency while using computing for different daily activities.
Ubiquitous computing is also known as pervasive computing, everyware and ambient intelligence
The main focus of ubiquitous computing is the creation of smart products that are connected, making communication and the exchange of data easier and less obtrusive.
Key features of ubiquitous computing include:
Consideration of the human factor and placing of the paradigm in a human, rather than computing, environment
Use of inexpensive processors, thereby reducing memory and storage requirements
Capturing of real-time attributes
Totally connected and constantly available computing devices
Focus on many-to-many relationships, instead of one-to-one, many-to-one or one-to-many in the environment, along with the idea of technology, which is constantly present
Includes local/global, social/personal, public/private and invisible/visible features and considers knowledge creation, as well as information dissemination
Relies on converging Internet, wireless technology and advanced electronics
Increased surveillance and possible restriction and interference in user privacies, as the digital devices are wearable and constantly connected
As technology progresses, the reliability factor of the different equipment used may be impacted