In the present work we have made a systematic study on various issues and challenges in ubiquitous teaching learning methodology.
Due to massive development in IT the entire teaching learning process has been changed. The open learning and distance education
methodology has drastically changed the teacher student relationship. In open learning system there is no fixed class room concept. The
teaching learning process is now transformed towards student centric rather than teacher centric. The new challenge has come i.e. how to
prepare learning material appropriate for ubiquitous learning environment. A thorough revision is required for preparing learning material for
ubiquitous environment. The present work shows us the different methods used in ubiquitous learning environment and also its merits and
demerits. (Abstract by authors)

Open Educational Resources (OER) are important for the expansion of ubiquitous learning. Open licensing of learning components is a precondition for supporting anytime, anywhere learning, whether the lessons are arranged as text, multimedia, videos, applications, games or in other electronic formats. The obstacles presented by proprietary materials impede ubiquitous sharing of knowledge with the use of technological protection measures such as DRM (digital rights management), prohibitive licensing, and restrictions on format shifting, localization, content sharing and other activities considered essential in ubiquitous learning. (Abstract by author)

"The book provides education and IT stakeholders with an overview of what has been implemented with the different types of mobile technologies, their pedagogical differences, evaluations of the learning outcomes, and new ideas for their uses as both pedagogical and research tools"--Provided by publisher.

The presentation reflect on central components of ubiquitous learning support and gives examples and models for analysis and design of ubiquitous technologies for learning.

In the present work we have made a systematic study on various issues and challenges in ubiquitous teaching learning methodology.
Due to massive development in IT the entire teaching learning process has been changed. The open learning and distance education
methodology has drastically changed the teacher student relationship. In open learning system there is no fixed class room concept. The
teaching learning process is now transformed towards student centric rather than teacher centric. The new challenge has come i.e. how to
prepare learning material appropriate for ubiquitous learning environment. A thorough revision is required for preparing learning material for
ubiquitous environment. The present work shows us the different methods used in ubiquitous learning environment and also its merits and demerits. (Authors' abstract)

Education has undergone major changes in recent years, with the development of digital
information transfer, storage and communication methods having a significant effect. This
development has allowed for access to global communications and the number of resources
available to today’s students at all levels of schooling. After the initial impact of computers and
their applications in education, the introduction of e-learning and m-learning epitomised the
constant transformations that were occurring in education. Now, the assimilation of ubiquitous
computing in education marks another great step forward, with Ubiquitous Learning (u-
learning) emerging through the concept of ubiquitous computing. It is reported to be both
pervasive and persistent, allowing students to access education flexibly, calmly and seamlessly.
U-learning has the potential to revolutionise education and remove many of the physical
constraints of traditional learning. Furthermore, the integration of adaptive learning with
ubiquitous computing and u-learning may offer great innovation in the delivery of education,
allowing for personalisation and customisation to student needs.

The portability and immediate communication properties of mobile devices influence the learning processes in interacting with peers, accessing resources and transferring data. For example, the short message and browsing functions in a cell phone provide users with timely and adaptive information access. Although many studies of mobile learning indicate the pedagogical potential of mobile devices, the screen size, computational power, battery capacity, input interfaces, and network bandwidth are too restricted to develop acceptable functionality for the entire learning processes in a handheld device. Therefore, mobile devices can be adopted to fill the gap between Web-based learning and ubiquitous mobile learning. This study first creates a website, providing functions enabling learning to take place anytime and anywhere with any available learning device, for ubiquitous learning according to various properties of mobile devices. Nowadays, learners’ behaviors on a website can be recorded as learning portfolios and analyzed for behavioral diagnosis or instructional planning. A student model is then built according to the analytical results of learning portfolios and a concept map of the learning domain. Based on the student model and learners’ available learning devices, three modules are developed to build a ubiquitous learning environment to enhance learning performance via learning status awareness, schedule reminders and mentor recommendation. Finally, an experiment is conducted with 54 college students after implementation of the ubiquitous learning website. Experimental results indicate that the proposed system can enhance three learning performance indicators, namely academic performance, task accomplishment rates, and learning goals achievement rates. (Authors' abstract)

A ubiquitous learning environment provides an interoperable, pervasive, and seamless learning architecture
to connect, integrate, and share three major dimensions of learning resources: learning collaborators,
learning contents, and learning services. Ubiquitous learning is characterized by providing intuitive ways
for identifying right learning collaborators, right learning contents and right learning services in the right
place at the right time. Our context aware ubiquitous learning environment consists of three systems,
namely peer-to-peer content access and adaptation system, personalized annotation management system,
and multimedia real-time group discussion system. Since the effectiveness and efficiency of ubiquitous
learning heavily relies on learners’ surrounding context, in this paper, we will address a context model and
context acquisition mechanism for collecting contextual information at run time. We have built a context
aware ubiquitous learning environment and in this paper we will address how this newly designed
environment can fully support the needs of peer-to-peer collaborative learning. (Author's abstract)