Ubiquitous learning

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  • Today’s new digital technologies and the spread of the internet have created numerous new opportunities and challenges for the education of the future. The rapid development of mobile and ubiquitous computing technology offered more chances to design and develop innovative learning approach with mobile devices in preparing schools and students for a future.

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  • Ubiquitous learning allows students to learn at any time and any place. Adaptivity plays an important role in ubiquitous learning, aiming at providing students with adaptive and personalized learning material, activities, and information at the right place and the right time. However, for providing rich adaptivity, the student model needs to be able to gather a variety of information about the students.

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  • Situational language teaching (SLT) is an effective instruction paradigm for English teaching in terms of providing vocabularies and sentence patterns with their frequent situations through learning materials. With the growth of educational technology, we need powerful and suitable techniques to embody SLT’s features in ubiquitous learning (u-learning) and thus to benefit teachers and learners. Although researchers have proposed several innovative types of u-learning scenarios, the improved SLT paradigm in u-learning environment has been rarely investigated.

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  • The current affordances of ubiquitous global connections, of a large number of open resources, and of social and professional networks may boost innovation in open-minded organisations through their personnel’s empowerment. Lifelong and ubiquitous learning, cloud computing and smart working frameworks are the pillars of the change that is replacing the traditional work model and transforming the way crowds of people communicate, collaborate, teamwork, produce value and growth for the entities of which they are part. All this directly involves the smart city concept.

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  • This article reports a case study on a popular informal science learning community via social media in China, named GuoKr (meaning “nutshell” in English). Data were collected through a variety of Chinese social media and social networking sites, web-based community portals, and discussion boards. Content analyses and data mining were conducted to investigate how GuoKr successfully attracted and engaged public in informal learning on scientific topics in particular.

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  • In recent years, the development of digital information transfer, storage and communication methods has allowed for access to ubiquitous global connections and to a large number of resources available to foreign language students at all age and levels of schooling. Further, the combination of traditional paper-based learning material with digital one in a ubiquitous learning environment may offer great innovation in the delivery of education, to foster a student-centred approach, and to accommodate the needs of ubiquitous learners’ personal lifestyles.

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  • The ubiquitous learning activity in the present study was held at the Taipei Zoo. The Taipei Zoo is one of the main Natural Science Education centres in Taiwan, where people can acquire knowledge about animals and nature. Since the topic of the learning activity was related to animals, it was more appropriate for learners to learn in the zoo. Learning in the zoo enabled learners to experience an experiential learning. With the...

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  • Multimedia as we know it has gained tremendous importance over the last decade. It spans quite a few areas of computer science involving programming, algorithms, communication technology, various media of communications and so on. It has raised the quality of communication by adding more than one media of communication such as audio, video, text, graphics and animation. Its importance in terms of medical science, engineering, entertainment, education, distance learning, and to all aspects of life, cannot be overstated.

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  • Ubiquitous learning and foreign language learning in listening Ubiquitous learning enables learners to learn in their daily life and helps them to overcome limitations of time and space. Learners who study a foreign language with mobile devices will be able to experience learning from an authentic situation and have their learning performance enhanced (Nash, 2007), as multiple sense stimuli may be more helpful to learners in absorbing knowledge. So far, ubiquitous learning has been implemented in many types ...

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  • Listening comprehension is difficult for foreign language learners because it is a continuous process that requires learners to understand messages while listening to them and sometimes can lead to a heavy cognitive load. In order to minimise listening barriers, various media presentation modes and ubiquitous learning activities should be implemented for teaching and learning because they are convenient and can enhance students’ learning motivation and learning performance (Liu & Chu, ...

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  • In the ubiquitous learning environment, learners in the single mode group encountered higher extraneous cognitive load due to the lack of text support. On the other hand, learners in the double mode group had lower extraneous cognitive load because they received support from text. Some learners learning with double mode needed only to overcome intrinsic cognitive load from the material itself. Hence, learners learning with...

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  • Theo thống kê của CyberUniversity, khoảng 70% các trường ĐH của Mỹ, 80% ĐH của châu Âu, Hàn Quốc, Singapore...có kế hoạch phát triển theo hướng đại học số hoá. Ngày 21/4, Bộ GD&ĐT phối hợp với Bộ TT&TT đã tổ chức Hội nghị Quốc gia Phát triển nguồn nhân lực CNTT. Những phương pháp đào tạo mới như E-learning, M-learning (Mobile Learning), U-learning (Ubiquitous learning) và xu hướng đại học số hoá đã được các đại biểu đến từ các cơ quan quản lý, Hiệp hội và các trường Đại học nhấn mạnh. Xu thế phát triển giáo dục...

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  • The independent variable in the present study was media presentation mode, being single mode (sound only) and double mode (sound and text). The dependent variables were learners’ English listening comprehension and cognitive load. There were two tests in the present study. The first test, for examining the participants' listening comprehension, was given immediately after concluding the ubiquitous learning activity. The second test was given to the ...

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  • Elements of ubiquitous learning Ubiquitous learning refers to a context-aware learning environment that learners engage in with a mobile device and the Internet (Chang, Sheu & Chan, 2003; Li, Zheng, Ogata & Yano, 2005; Tan, Liu & Chang, 2007). Chang (2003) mentioned three main fundamental elements for ubiquitous learning, including (a) a mobile device, such as a PDA (personal digital assistant), web pad or tablet PC, which is small, light, portable and customised with a wireless facility; (b) communication facility, such...

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  • Two-way multivariate analysis of covariance (MANCOV A) As shown in Table 8, for English listening comprehension, learners in the double mode group outperformed learners in the single mode group. For cognitive load, learners receiving single mode encountered a higher level than learners receiving double mode. As shown in Table 9, Wilk’s lambda showed a significant result, indicating that learners in both groups had significant differences in at least one dependent variable (English listening comprehension or cognitive load).

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  • Progress in Telecommunications and Networking is fostering the development of high-speed and ubiquitous networks, both wired and wireless, characterized by an unprecedented degree of transport capacity and flexibility. At the same time, laboratory equipment for measurement and experimental evaluation of devices and systems is available, with a wide range of sophistication and complexity. Activities such as distance learning, performance monitoring and testing may now receive a support capable of making them truly distributed and highly cooperative....

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  • When additional resources are required, additional nodes and instances can easily be added to the cluster with no downtime. Once a new instance has been started, applications using services can immediately take advantage of it with no changes to the application or application server. Oracle Real Application Clusters is an extension to the Oracle Database and therefore benefits from the manageability, reliability, and security features built into the Oracle Database.

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  • This paper describes three building blocks of a technological Knowledge Management (KM) system that provides all relevant and practical means of supporting KM and thus differentiates itself from existing KM tools in goal and approach, as they usually deal with a limited range only. The three blocks described within this paper are: a virtual information pool, which utilizes Enterprise Application Integration (EAI), a single and central user interface providing ubiquitous access, and mechanisms to enrich the available data, essentially based on Artificial Intelligence and Data Mining techniques.

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  • S-sulphenylation is a ubiquitous protein post-translational modification (PTM) where an S-hydroxyl (−SOH) bond is formed via the reversible oxidation on the Sulfhydryl group of cysteine (C). Recent experimental studies have revealed that S-sulphenylation plays critical roles in many biological functions, such as protein regulation and cell signaling.

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  • Phenotypic classification is problematic because small samples are ubiquitous; and, for these, use of prior knowledge is critical. If knowledge concerning the feature-label distribution – for instance, genetic pathways – is available, then it can be used in learning.

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