Advanced Experiments to Education Technical High School Students for Creation of Ubiquitous Networked Society

Advanced Experiments to Education Technical High School Students for Creation of Ubiquitous Networked Society

ABSTRACT

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.

Page 1 College of Education at the University of Illinois Ubiquitous Learning Institut

College of Education at the University of Illinois Ubiquitous Learning Institute Draft – Fall 2006

Page 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

School education in the age of the ubiquitous networked computer

ScienceDirect - Technology in Society : School education in the age of the ubiquitous networked computer

Abstract

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.

Researcher - Scott Mainwaring

Meet - Scott Mainwaring: "Scott Mainwaring Researcher, People and Practices Research Group As ethnographic researchers at Intel, we explore many aspects of people's relationships with technology, particularly aspects that are not well understood or well supported. I've been working on a series of projects that focus on people's relationships to technology infrastructures, and how public and private domains come together as these infrastructures are actually used in everyday life.

Collaborative knowledge workers use ad hoc and changing work processes « Stronger Teams Blog

Collaborative knowledge workers use ad hoc and changing work processes « Stronger Teams Blog: "A fascinating ethnographic study sponsored by IBM examines the collaborative processes used by knowledge workers to conduct their work. I’m intrigued by a key finding that many of these processes are ad hoc, created uniquely for the task at hand, rather than routinized procedures"

Knowledge at Work - Book Information

Knowledge at Work - Book Information: "Knowledge at Work Creative Collaboration in the Global Economy By: Robert Defillippi (Suffolk University), Michael Arthur (Suffolk University) and VALERIE LINDSAY (Victoria University of Wellington)"


"This book's unique perspective stems from its "knowledge diamond" framework to examine how individuals, communities, organizations and host industries reciprocally influence each other in the course of knowledge work.

* This highly topical book focuses on work-based projects as a focus for organizational learning.
* Establishes the link between individual, community, organization and industry learning.
* Suggests that organizations need to recognise and understand this link if they are to capitalize on project-based learning.
* Incorporates material on project-based learning in virtual communities.
* Refers to different examples, such as the film industry, the software industry and the boat building industry."

Defining Knowledge Work: A Cross Cultural Study

Defining Knowledge Work: A Cross Cultural Study: "Defining Knowledge Work Defining Knowledge Work: A British and Hispanic Cross-Cultural Study University of York ITBML Project Jennifer Waiming Yau, Mar 2003 Abstract Knowledge has become a marketable commodity in the business world. The post-industrial era has arrived, which many have termed the 'Knowledge Age'. A new form of work has been recognised, knowledge work, causing a flurry of interest into its meaning, importance and implications. Knowledge work is seen as imperative to business success and survival, yet given its immense importance it is little understood and poorly defined. This report investigates the key characteristics of knowledge work that ought to be included in any definition of the term. Globalisation and multicultural and virtual teams have all meant that businesses today operate in diverse environments and, therefore, must be sensitive to cultural issues and how these affect knowledge work. Knowledge work will be investigated in different cultural contexts to determine if it is culturally defined, and how cultural factors can affect definitions of knowledge work. Results show that knowledge work is not culturally defined."

pdf full study:
http://www-users.cs.york.ac.uk/~kimble/teaching/students/Jennifer_Yau/Defining_Knowledge_Work.pdf

Knowledge worker - Wikipedia, the free encyclopedia

Knowledge worker - Wikipedia, the free encyclopedia: "Knowledge worker, a term coined by Peter Drucker in 1959, is one who works primarily with information or one who develops and uses knowledge in the workplace."

Printing For Less in the middle of nowhere | ScobleShow: Videoblog about geeks, technology, and developers

Printing For Less in the middle of nowhere | ScobleShow: Videoblog about geeks, technology, and developers:


Robert Scoble | September 25th, 2006 2:55 pm wrote:

"This tour of Printing for Less is one of those times when you can see something special: a CEO, Andrew Field, who loves what he does and loves the employees who work for him. 'Oh, hooey Scoble, every CEO says that,' you probably are thinking, right? Well, have you ever met a CEO that built a successful Internet business in the middle of nowhere? This business is the only major Internet business in Livingston Montana. It's small town America. Before he started up his business there weren't any geeks around. There was barely any Internet infrastructure around. You'll see why having a dog policy is helping them attract top-notch talent away from far bigger companies around the world. Not to mention their transparency initiatives (every employee knows exactly how much business they all did - up to the minute). They also show off their brand new building and see why their employees love working there. Printing for Less is the world's largest Internet-based printing company with about $24 million in revenues (all of its business comes off of its Website).

OnDemand Journal

OnDemand Journal: "Widespread print buying over the Internet is an idea whose time has come. According to the December 2006 survey conducted by the Pew Internet and American Life Project, 70 percent of American adults use the Internet--about 141 million people. Of those, 78 percent research a product or service before buying it, 71 percent buy products, 63 percent make reservations or buy tickets for travel, and 43 percent do online banking. From the consumer's perspective, why should ordering print be different --or any more complicated-- than ordering a book from Amazon? For the customer, ordering print online only makes sense and saves time, for all the same reasons that ordering airline tickets online has become routine. Remember travel agents? The fact is that print 'on demand' has acquired a much broader meaning than was perhaps originally intended. We are moving toward the day when the vast majority of print products will be produced 'on demand' in small quantities --as needed, and not before."

RSA Brings Web-to-Print to Your Fingertips with iPhone Portal Page at PrintCEO Blog

RSA Brings Web-to-Print to Your Fingertips with iPhone Portal Page at PrintCEO Blog: "RSA Brings Web-to-Print to Your Fingertips with iPhone Portal Page Posted by Gail Nickel-Kailing on October 9, 2007 We’ve seen new technologies implemented in the graphic arts industry faster and faster; and with each wave of new technology comes a certain tension. We should always keep in mind that new technologies do not replace old ones, but that: * New technologies do not change what we do, new technologies change how we do it. * New technologies do not compete with old technologies. * Products produced with new technologies compete with products produced with old technologies. * New technologies do not create demand; new technologies radically change costs."

Bring the Blog

Bring the Blog: "Money spent on something a consumer will ignore or throw out seems like money wasted to me. Money spent on blogging, however, is not. We know it works and we know it's inexpensive. What better marketing proposition could there be?"

Remote Possibilities, from CFO Publishing - Business White Papers, Webcasts and Case Studies - BNET.com

Remote Possibilities, from CFO Publishing - Business White Papers, Webcasts and Case Studies - BNET.com: "‘The recent spurt in terror attacks has made many companies realize the real value of mobile technology. If it were not for mobile phones, they would have been in more trouble. And, even though most employees joined the office within a week, they had been forced to vacate. Thus, technology played the role of perfectionist in bringing people out of the trouble. In addition, the arsenal of mobile technologies available to companies allows the concept of a remote workforce to take many forms, creating efficiencies that boost the bottom line.’ The paper examines the advantages of sound technology in exploring remote workforce methods."

What do you print?

What do you print? Print Media, Web2, Blog?