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Ubiquitous Computing Education
Abstract
The numerous conversations surrounding the definition of UbiComp, the topics to be covered, and teacher influence on how topics are presented, all helped form a clearer picture of what UbiComp education should be. Some would say that awareness of its own existence is all that a field needs in order to be recognized. This leads the notion that as long as the technology world and its impacts on real life situations evolve and educators are recognizing those influences, so too will the definition of UbiComp evolve.
... Typical computer components include a central processing unit, a display, a keyboard, and a mouse. Rather, many devices and equipment operate with microprocessors, including education-related devices such as computers, mobile phones, digital cameras, personal digital assistants, and e-book readers (McLeod & Kun, 2019). All of this is powered by microprocessors, which could contribute to the demise of the computer as we know it. ...
Research "The Influence of Value Clarification Technique (VCT) Approach Assisted by Moral Dilemmas Discussion in Learning Pancasila Democracy on Conceptual Understanding and Students' Moral Attitudes Learning outcome". Research problem; (1) The objective of this research was to determine whether or not the ubiquitous learning program at Ajloun National University College of Education improved student learning results. Students in the College of Education at Ajloun National University were studied over three months to see whether or not the program had a positive effect on their learning across the cognitive, emotional, and psychomotor domains. Fifty students participated in the study, with 25 each assigned to the experimental and control groups. The study found that post-test scores on learning outcomes in the cognitive, affective, and psychomotor domains were significantly higher for the experimental group compared to the control group. The research also showed that the experimental group's pre-and post-measurement mean scores on the learning outcomes across the cognitive, affective, and psychomotor domains favored the post-measurement. The experimental group's post-and post-follow-up scores on cognitive, affective, and psychomotor learning outcomes do not differ from the control group's results by a statistically significant amount.
... Typical computer components include a central processing unit, a display, a keyboard, and a mouse. Rather, many devices and equipment operate with microprocessors, including education-related devices such as computers, mobile phones, digital cameras, personal digital assistants, and e-book readers (McLeod & Kun, 2019). All of this is powered by microprocessors, which could contribute to the demise of the computer as we know it. ...
Research "The Influence of Value Clarification Technique (VCT) Approach Assisted by Moral Dilemmas Discussion in Learning Pancasila Democracy on Conceptual Understanding and Students' Moral Attitudes Learning outcome". Research problem; (1) The objective of this research was to determine whether or not the ubiquitous learning program at Ajloun National University College of Education improved student learning results. Students in the College of Education at Ajloun National University were studied over three months to see whether or not the program had a positive effect on their learning across the cognitive, emotional, and psychomotor domains. Fifty students participated in the study, with 25 each assigned to the experimental and control groups. The study found that post-test scores on learning outcomes in the cognitive, affective, and psychomotor domains were significantly higher for the experimental group compared to the control group. The research also showed that the experimental group's pre-and post-measurement mean scores on the learning outcomes across the cognitive, affective, and psychomotor domains favored the post-measurement. The experimental group's post-and post-follow-up scores on cognitive, affective, and psychomotor learning outcomes do not differ from the control group's results by a statistically significant amount.
An ever-increasing number of apps on our phones promises to help us lead better (healthier, happier) lives. From stress-reducing “focus” apps to exercise-inducing fitness apps––one soon wonders how we could ever live without them! Yet, are our smartphones the solution, or are they the problem? And what does that mean for smart wearables, such as smart watches and smart glasses?
Reports on the events and findings from the Dagstuhl Seminar entitled “Ubiquitous Computing Education: Why, What, and How” to explore these questions in more detail.2 The workshop gathered 26 faculty members and one undergraduate student3 to discuss the current state of ubiquitous computing education and to provide ideas for how to improve on our current practices. In this column, we discuss, and expand upon, the work of the seminar, including a detailed overview of the challenges of teaching pervasive computing, proposing a curriculum for students with different backgrounds, and exploring innovative active learning methods for pervasive computing.
In this column, we ask three central questions related to ubiquitous computing education. First, why is specialized ubicomp training needed? Next, what should the goal of such specialized training be? And finally, how should these goals be accomplished pedagogically? We argue that these questions should be answered by a community that supports new forms of teaching, training, and learning in ubiquitous computing.