Towards User Support in Ubiquitous Learning Systems

New technologies enable novel types of learning activities that differ radically from traditional approach of visiting lectures and doing homework assignments. Namely, these technologies support transforming our everyday environments into learning environments. This concept is referred to in the lit...

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Bibliographic Details
Published in:IEEE transactions on learning technologies 2015-01, Vol.8 (1), p.55-68
Main Authors: Gilman, Ekaterina, Sanchez Milara, Ivan, Cortes, Marta, Riekki, Jukka
Format: Article
Language:English
Subjects:
Adaptive and intelligent educational systems
Adaptive systems
Context
context-aware computing
Educational Technology
Electronic Learning
Individualized Instruction
Learning Activities
Learning systems
Monitoring
Needs
Role
Sensors
State of the Art Reviews
Ubiquitous computing
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Summary:New technologies enable novel types of learning activities that differ radically from traditional approach of visiting lectures and doing homework assignments. Namely, these technologies support transforming our everyday environments into learning environments. This concept is referred to in the literature as ubiquitous learning. Enriching ubiquitous learning systems with adaptive functionality facilitates personalization of learning activities by adapting them to learners' progress and situation. In this article, we identify needs of four user roles in ubiquitous learning systems, i.e., learner, instructor, developer, and researcher. We analyze the state of the art in ubiquitous learning and find that roles other than learners have not received much attention in the literature. Finally, we propose supporting different needs identified for four user roles by adding meta-level functionality to ubiquitous learning systems. This proposal adds self-introspective capabilities to such systems to serve their users better.
ISSN:1939-1382
1939-1382
2372-0050
DOI:10.1109/TLT.2014.2381467