(A) generalized "ubiquitous learning". Broadly speaking, learning itself is everywhere. First of all, learning is everywhere. Learning doesn't have to happen in a designed "educational environment". Learning is a positive process, not just a process of "being educated". Learning itself is everywhere. As long as people actively participate in a conscious activity, learning has already taken place in people's minds. Even unconscious activities will involve people's intelligence and some hidden resources (such as attitudes and interests) [1]. Secondly, the demand for learning is everywhere. Everyone needs to constantly learn new knowledge and skills to improve their creativity and solve different problems and changes in life. Lifelong learning is a requirement of modern society and an indispensable habit that people should develop. Third, learning resources are everywhere. Cognition, knowledge and experience not only exist in people's brains, but also are widely distributed in people, physical space and social space. Just as learning is not limited to the designed environment, learning resources also exist widely in various spaces.
(2) "Ubiquitous learning" in a narrow sense. Broadly speaking, learning is everywhere. However, ubiquitous learning is not necessarily supported by ubiquitous learning. Ubiquitous learning does not necessarily produce corresponding learning effects everywhere [2]. In a narrow sense, ubiquitous learning refers to learning with ubiquitous computing as the core and information technology as the support. Ubiquitous learning is a kind of "return to nature" learning, which is essentially people-centered and learning task-centered. Learning is a natural and spontaneous behavior. On the other hand, the technology-enhanced learning environment makes learning return to embedded real life, and learners can fully experience and construct knowledge more effectively.
Some foreign scholars define ubiquitous learning as 3A learning supported by ubiquitous computing technology, that is, anyone can learn at any time and any place.
The author thinks that we can extend 3A to 7A to define ubiquitous learning: anyone, anywhere, at any time, using ready-made learning equipment (Anyde2vice) can get the learning information (Anycontents) and learning support (Anylearningsup2port 2 port) they need in their own way. As far as the essential characteristics of ubiquitous learning are concerned, it is people-centered and pays attention to the learning task itself. Technology can support learning, but it should not interfere with learning [2]. Learners will pay attention to the learning task/goal itself, not the peripheral learning tools or environmental factors. Technology will be a peripheral role for people, and it doesn't even need to be noticed by learners. The service function of technology is actually enhanced, but the visibility is weakened.
Technology will become a natural existence and will no longer increase the cognitive burden of learners. In this way, learners can concentrate on the learning task itself more smoothly and naturally, rather than the technical environment. This paper understands ubiquitous learning from a narrow perspective.
Second, the connotation of ubiquitous learning The connotation of ubiquitous learning is deeply analyzed from five angles: ubiquitous learning and ubiquitous computing, ubiquitous learning and digital learning, ubiquitous learning and mobile learning, ubiquitous learning and real learning, ubiquitous learning and post-modern distance education.
(1) Ubiquitous Computing and Ubiquitous Learning. Pervasive computing is a deeply embedded computing mode. By connecting all devices with computing power but different sizes in the real world, information space and physical space can be integrated. In this integrated space, people can easily get digital services anytime and anywhere. Ubiquitous computing hopes to put the computer back in its proper position: reposition itself in the background of the environment, make people pay more attention to the interaction between people rather than between people and machines, and emphasize the integration with the environment, while the computer itself disappears from people's sight.
Ubiquitous computing is not necessarily related to generalized ubiquitous learning. However, in the narrow sense of ubiquitous learning context, information technology with ubiquitous computing as the core is an essential supporting factor. The application of ubiquitous computing in human learning, the most important thing is to build a ubiquitous learning platform or learning environment. Of course, in ubiquitous learning, ubiquitous computing technology is not necessarily just a single peripheral support role, it
It may also be a cognitive tool, a learning partner, or a direct learning goal [2].
(2) Ubiquitous learning and e-learning. Although some scholars believe that "ubiquitous learning is an extension of e-learning", most scholars at home and abroad believe that ubiquitous learning is a brand-new concept to overcome the defects or limitations of e-learning [5]. The author thinks that if ubiquitous learning is defined in a broad sense, then the connotation of u-learning is greater than e-learning, while if ubiquitous learning is understood in a narrow sense, u-learning is the advanced stage of e-learning. E-learning in a broad sense often refers to the use of computers and communication technologies to support learning and optimize learning effects. Devices used to support digital learning can be personal computers, compact discs, digital televisions, personal digital assistants (PDA), mobile phones and other digital devices. Communication technology includes network technology and practical communication tools (such as mail system, forum, etc. ) and other cooperative software [6]. It can be seen that although E-learning relies on a digital and networked learning platform created for learners by using information technology, it does not mean that e-learning must be fixed in front of a desktop computer like a school is fixed as a "learning environment" in school education, and it can use various digital tools and software. The author thinks that the essence of e-learning is to emphasize learners' use of digital and networked learning resources and tools, and pay attention to the interaction between digital virtual space and learners' existing learning space (including physical space and intellectual space), which is consistent with the essence of u-learning.
The development of information technology affects the development of e-learning. For example, before the computer is connected to the Internet, e-learning is often embodied as a stand-alone version of CAI, while after the computer is connected to the Internet, e-learning is often embodied as onlinelearning. With the development of information technology, especially the emergence of pervasive computing mode, the wide application and deep embedding of computers make it possible for each learner to use multiple computers. Learners can use digital and networked learning resources and tools anytime and anywhere, and at the same time expand their interactive space. E-learning has entered the advanced development stage.
(3) Ubiquitous learning and mobile learning. Mobile learning refers to learning supported by wireless communication technology by using portable mobile communication devices (such as mobile phones, PDA, notebook computers, etc.). On the one hand, "mobility" means that learners are in a "mobile" state, and correspondingly, the learning environment is also "mobile", on the other hand, it also means the mobility of learning equipment and learning resources, so it is necessary to use learning equipment that is portable, simple to use and takes less time to start.
Ubiquitous learning is supported by ubiquitous computing technology. Although wireless communication technology and some portable learning devices are also needed in many cases, they are not limited to this. At present, there are three main modes to realize pervasive computing: wearable computing mode, information equipment mode and intelligent interactive space mode. Among them, WearableCom2puting mode puts computing resources and sensing devices on human body to ensure direct and continuous human-computer interaction. The application mode of Informa 2 is to integrate Informa2tionAppliance, a familiar computing and sensing resource in daily life, so as to enhance these appliances into a human-computer interaction interface. Intelligent interactive space mode embeds computer vision, speech recognition, wall projection and other computing resources and sensing devices into people's daily life and work space. It can be seen that compared with mobile learning, ubiquitous learning has more abundant use space in technical support and learning equipment application.
On the other hand, ubiquitous learning has richer connotations than mobile learning in terms of "embeddedness" of learning and supporting learning interaction. The research of Stanford Learning Laboratory (SLL) shows that learners' attention in a "mobile" state is often highly dispersed, and learners often study in a "piecemeal" time, so learners need to have "piecemeal" learning experience and the initiative to acquire knowledge. The relevance and transferability of various new learning situations brought by "movement" are also different from the learning methods with relatively fixed learning places and large learning content capacity. Compared with mobile learning, ubiquitous learning is more embedded and supports more types of learning (for example, it is not limited to "mobile" learning, but also supports school learning, community learning and workplace learning. ). Mobile learning emphasizes the interaction between learners and mobile devices, the interaction between learners and learning content through mobile devices, and the socialization with others. Ubiquitous learning not only supports the above-mentioned types of interaction, but also supports the interaction between learners and the real world (physical environment) [2].
(d) Ubiquitous learning and lifelong learning. Promoting lifelong learning is an important means for all countries in the world to meet the needs of social development. Although lifelong learning emphasizes a learning concept, and ubiquitous learning emphasizes the use of information technology to support ubiquitous learning needs, ubiquitous learning and lifelong learning are consistent in concept. At the same time, ubiquitous learning is also expected to provide strong support for building a learning society based on lifelong learning. Lifelong learning has two characteristics: one is the continuity of learning. Knowledge acquired in schools (including primary and secondary schools, universities, etc.). ) can not meet a person's lifelong development needs, people need to constantly learn new knowledge and skills to promote career development. The second is the situational nature of learning. The British government clearly pointed out in 1998' s green book "Learning Times" that in the future, learners need not be confined to specific learning places. They can study at home, workplace, library, shopping center, university and other places. People can use broadband media and online mode.