Advanced Experiments to Education Technical High School Students for Creation of Ubiquitous Networked SocietyABSTRACT
The outcome of the current research on ubiquitous computing and networking affects the next generation. In other words, young generation is in charge of creating ubiquitous network world. In this paper, we describe our technical and educational trials to educate high school students, who will live in ubiquitous networked society. One topic is the experimental activity using IPv6 and remote control techniques. In the experiment, the high school students have developed the virtual environment of a ubiquitous networked society. Another topic is the development of a learning program to educate the students. Expanding the experiments, we are forwarding a plan to make a practical curriculum of the high school to educate the students who have required technology and ability in creation of ubiquitous networked world.
College of Education at the University of Illinois Ubiquitous Learning Institute Draft – Fall 2006Page 1
College of Education at the University of Illinois
Ubiquitous Learning Institute
Draft – Fall 2006
Task Force: Chip Bruce (GSLIS), Cynthia Carter Ching (Chair, EdPsy), Michael Peters (EPS),
Vanna Pianfetti (OET), Sharon Tettegah (C&I), Brendesha Tynes (EdPsy)
I. Most critical goals/aspirations
The world is changing rapidly from an industrial to an information and media driven economy. As the
world around us becomes smaller, and communication and media become more global and more diffuse,
the very nature of society and of who we are as human beings is quickly being defined by our ability to be
both consumers and producers of knowledge. The nature of that knowledge, how and by whom it is
created, and the spaces in which it is encountered are all rapidly evolving. Technology developments
make it possible for information to be produced and disseminated by practically anyone, and learning can
occur at any time and any place. This notion of “anytime/anywhere” has often been described as
“ubiquitous” in the IT literature. Ubiquitous computing can mean using technology to bridge distance
and time, the merging of physical and virtual, and bringing computing off the desk into social and public
spaces through wearable and handheld devices. A focus on learning, and on the increasing prevalence of
knowledge construction activities being conducted in online environments by experts and novices alike,
however, suggests that the definition of ubiquitous be expanded to include the idea that learners can
engage with knowledge about “anything,” and that this learning can be experience by “anyone.”
What we mean by learning, however, differs strongly from a common understanding. Traditionally,
learning has been configured as a process whereby the learner encounters and soaks up knowledge or
skill, much like a sponge, from some authoritative source. This definition is no longer sufficient to
describe the convergence of knowledge conditions in the information society. Progressive theories of
learning have long maintained that learners do not passively absorb, but rather actively create personally
meaningful knowledge out of their experiences in the world. Now, however, learning through knowledge
creation is not just about designing the understandings in one’s own head, so to speak. As we use web
technology to make sense of the world around us through blogs, wikis, mash-ups, podcasts, social
software, online worlds, open-source and open-access media, and a whole host of other current and
emergent online practices, the constructions of our own evolving understandings become information in
the public sphere. In essence, the process of learning and the products of learning are rapidly merging
into ubiquitous knowledge engagement. The implications of this profound transformation--for formal
schooling, for online communities, for evolving definitions of public knowledge, and for global
interconnectedness and economic development--can not be underestimated.
The Ubiquitous Learning Institute, a partnership among the College of Education, GSLIS, Computer
Science and other partners at University of Illinois at Urbana-Champaign and beyond, will take an
innovative approach to the study of this new learning paradigm. We propose that the Institute itself will
operate based on ubiquitous learning principles, by engaging in convergent processes of research and
development: encompassing critical and reflective scholarship, key collaborative relationships, and
significant technological exploration. Currently we see the research and development agenda as focusing
on four areas (although the agenda could change as technology and surrounding social conditions evolve
ScienceDirect - Technology in Society : School education in the age of the ubiquitous networked computerAbstract
The difficulty in understanding the future implications of new technologies in society is seen in the growth of the Internet throughout the world, and, in particular, in schools. As factors such as convergence, increased bandwidth, “edutainment”, multitasking and changes to traditional socialisation modify everyday life, there is a corresponding need to consider the ways in which emerging practices and beliefs challenge traditional assumptions about the nature of school education. Although schools are by nature conservative and can be resistant to reform, the collective influence of an increase in the number of networked computers, improved teacher training, and the impetus of a transformed culture in wider society are likely to lead to a reconsideration of the nature of schooling.
