Academic journal article Educational Technology & Society

Adaptively Ubiquitous Learning in Campus Math Path

Academic journal article Educational Technology & Society

Adaptively Ubiquitous Learning in Campus Math Path

Article excerpt

Introduction

Recently, many academics are espousing the merits of situated learning. In situated learning of mathematics, a math path is a common method that bridges the gap between formal learning and the places where the learning is to be applied. A math path includes a series of mathematical learning activities that are designed around campuses or communities, using sports fields, trees, or school gates. These activities make math meaningful by providing students with problems and examples demonstrating its applications in environment and everyday life. In other words, students will develop and consolidate key concepts and skills of mathematics by solving authentic, real-world problems on the math path.

There are two major advantages for the math path learning. The first is to help students understand and value mathematics. The math path will provide an opportunity for participants to be active learners, it will provide a context for the learning of mathematics, and will provide a safe, non-threatening environment in which to understand how math is involved in environment and everyday life. The second purpose is to gain awareness of the connection of concepts in mathematics. Participants in the math path will become aware and understand the mathematics all around them embedded in the surrounding environment of the campus.

However, there also are some restrictions in the design of a traditional math path. For example, in paper-and-pencil based problem solving, it is difficult to immediately share and record students' processes of solving problems in a traditional math path. Furthermore, when students encounter difficulties when problem solving outdoors, the teacher is usually unable to teach each student or support available resources according to individual needs in the right time and right place, not to mention there is a lack of individual assessment and remedial instruction after math path learning.

With the rapid development of wireless communication and sensor technologies, ubiquitous learning (U-learning) or pervasive learning has become a promising solution to educational problems (Chen, Chang, & Wang, 2008; Chen, Kinshuk, Wei, & Yang, 2008; Chiou, Tseng, Hwang, & Heller, 2010; Chu, Hwang, & Tsai, 2010; Hwang, Chu, Shih, Huang, & Tsai, 2010; Hwang, Kuo, Yin, & Chuang, 2010; Hwang, Tsai, & Yang, 2008; Kuo, Hwang, Chen, & Wang, 2007; Laine, Islas Sedano, Vinni, & Joy, 2009; Liu & Chu, 2010; Liu, Tan, & Chu, 2009; Si, Weng, & Tseng, 2006; Syvanen, Beale, Sharples, Ahonen, & Lonsdale, 2005; Yang, 2006). In previous literatures, some people use the words "pervasive" and "ubiquitous" as synonyms, but some papers show that there is a slight difference in two learning environments, such as Lyytinen and Yoo (2002), Ogata and Yano (2004). According to Ogata and Yano (2004), ubiquitous learning has integrated high mobility with pervasive learning environments. In this study, we define U-learning as a learning paradigm which takes place in a ubiquitous computing environment that enables anyone to learn at the right place at the right time, and it is adopted because math path activities need high mobility of learning environment to situate students in authentic learning environments. In a U-learning environment, students learn with a PDA, WebPad, Tablet PC or laptop, in indoor, outdoor, individual, and group situations. Mobile devices and context-aware systems can sense the situation of learners, provide adaptive support to students, share and keep the process of each student's problem solving immediately. So, the above-mentioned restrictions of traditional paper- and-pencil based math path can be overcome by generating a U-learning environment.

Although U-learning seems to be able to improve the traditional math path, only a few studies have attempted to apply this innovative approach to math paths. Most of the previous U-learning studies have been conducted on natural science courses (Chiou et al. …

Search by... Author
Show... All Results Primary Sources Peer-reviewed

Oops!

An unknown error has occurred. Please click the button below to reload the page. If the problem persists, please try again in a little while.