Ubiquitous learning is supported by ubiquitous computing and represents
the next step in the field of e-learning. The goal is, that learning environments
will be accessed increasingly in various contexts and situations. From
this challenge, new questions arise concerning the adaptation of learning spaces
to different contexts of use, so that they continue to enable and support learning
processes. As a basic work in this direction, this paper introduces a first notion
of a comprehensive definition of ‘plasticity of digital learning spaces’. It exemplifies
some of the facets affecting the plasticity and presents aspects of a first
system prototype, which enables to select learning materials depending on a
given situation. (Author's abstract)

The number of ubiquitous computing initiatives at the K-12 and higher education level has been increasing, as has the cost to develop and maintain these programs. The reasons that institutions implement ubiquitous computing programs are to: improve student learning, meet employer needs, change the way that classes are taught, be innovative and more competitive, improve efficiency, and address the problem of the digital divide. However, the evidence that laptop computers have had a positive impact on these outcomes is mixed and inconclusive. These mixed results are due to differences in rigor and focus of previous research, as well as to differences in the ubiquitous computing environments. The purpose of this study is to construct a conceptual framework to evaluate a ubiquitous computing initiative at a midsize university. This qualitative study utilized data and information from the research literature, existing documentation, interviews with faculty and administrators, and a group interview with faculty and administrators to develop a conceptual framework for evaluating ubiquitous computing programs. Results indicate that there are five necessary components of this conceptual framework for evaluating ubiquitous computing programs. Two of these components, use of mixed methods and inclusion of both process and outcome measures, are largely supported by the existing ubiquitous computing literature. The remaining three components, common understanding of program goals and values, institution-wide communication and input, faculty and administrative involvement in the program and the evaluation of the program, are not supported by the existing ubiquitous computing literature. Implications for research and practice are also discussed. (Authors' abstract)

The purpose of this study was to investigate the effects of the ubiquitous one-to-one laptop learning environment and its impact on two areas: (1) standardized achievement test scores, and (2) teacher perspectives on pedagogy.

This research studied computer technology in the middle school environment that is beyond the traditional computer laboratory or mobile laptop laboratory. Advancements in computer technology, in the form of affordable, personal computing devices, have changed societal communication and information sharing. This study compares two similar middle schools over a three year period. One of the middle schools provides each eighth grade student and teacher a laptop computer: meaning twenty-four hours a day, seven days a week access.

The study was guided by three research questions: (1) Will the one-to-one ubiquitous computing environment impact student achievement? (2) Will the one-to-one ubiquitous computing environment have a differentiated impact on student achievement by gender and academic program? (3) Will the one-to-one laptop computing learning environment have a perceived effect on the delivery of instructional services?

This study hypothesized that the one-to-one ubiquitous computing intervention would have a generalizable effect on the learning environment, thus impacting both teacher and student behaviors. The study hypothesized that because of the intervention, teachers would direct instructional services differently and student outcomes will improve. This study was critical not only to the experimental district, but to any districts researching the possibility of funding a one-to-one computing platform. This study quantified the effects the laptop program had on student achievement and teacher instructional practice in the ubiquitous computing environment.

Providing a laptop computer to students, at no cost to the student, was widely supported by parents and teachers. Boards of education may hold that the laptop program bridges the digital divide between students--"haves" and "have-nots". Consequently, laptop programs have become highly politicized and controversial.

This study produced outcomes based on two-way ANOVA, t-test, and Chi-square analyses of a teacher survey and student performance on the New Jersey Grade Eight Proficiency Assessment. The study concludes that the ubiquitous laptop learning environment affected the delivery of instruction services, but did not effect student achievement as measured by the GEPA. (Author's abstract)

This paper describes the development processes for a cross-platform ubiquitous language learning service via interactive television (iTV) and mobile phone. Adapting a learner-centred design methodology, a number of requirements were gathered from multiple sources that were subsequently used in TAMALLE (television and mobile phone assisted language learning environment) development. A number of issues that arise in the context of cross-platform user interface design and architecture for ubiquitous language learning were tackled. Finally, we discuss a multi-method evaluation regime to gauge usability, perceived usefulness and desirability of TAMALLE system. The result broadly revealed an overall positive response from language learners. Although, there were some reported difficulties in reading text and on-screen display mainly on the iTV side of the interface, TAMALLE was perceived to be a usable, useful and desirable tool to support informal language learning and also for gaining new contextual and cultural knowledge. [ABSTRACT FROM AUTHOR].

The article discusses the island of development of context-aware ubiquitous learning (u-learning), which allows users to learn and interact with sensors and radio frequency identification embedded objects, as part of its government-funded national electronic learning research. The theoretical and practical similarities and differences among traditional electronic learning, mobile learning, and context-aware u-learning are explored. An example of a a context-aware u-learning environment is presented to demonstrate how it can be used in the classroom.

The article discusses the island of development of context-aware ubiquitous learning (u-learning), which allows users to learn and interact with sensors and radio frequency identification embedded objects, as part of its government-funded national electronic learning research. The theoretical and practical similarities and differences among traditional electronic learning, mobile learning, and context-aware u-learning are explored. An example of a a context-aware u-learning environment is presented to demonstrate how it can be used in the classroom.