Thus, teaching adjusted to meet the unique pace of a student is known as individualised learning. In this case, the academic goals for a group of students remain the same, but individual students can progress through the curriculum at their own speeds, based on their own specific learning needs. This approach is very helpful for students who may need to review previously covered materials, students who don't want to waste time covering information they have already understood, or students who wish to advance through the curriculum much more slowly to focus on a particular topic.
In the case of individualised learning, learning strategies are based on readiness of the student, learning styles of the student, interests of the student and best practices to help the student. All of this is intended to help each student become proficient in the skills they will need as defined by established academic standards
Ubiquitous learning can simply be defined as
learning anywhere, anytime and is also closely associated with various mobile
technologies. The continuously improving portability of computers and computing
devices has completely blurred the lines between formal and informal learning.
Ubiquitous learning is also supposed to be learning that is situated and
immersive, and could also take place from the traditional classroom through a
virtual environment. Whether the device is in hand or surrounding us, the idea
of ubiquity comes from the ease of 1:1 computing brought about by recent technological
advances that have been made. In the editorial in The Journal of Educational
Technology and Society, guest editors Liu and Milrad (2011) write,
"One-to-one learning is based on the belief
that people learn differently as a result of owning personal handheld computing
devices (Chan et al., 2006). The attributes of these devices, including
portability, connectivity and context sensitivity combined with sound
pedagogical ideas can transform learning from being a merely productive
knowledge acquisition process to an active social interaction activity."
Nicholas C. Burbules (2009), director of the
Ubiquitous Learning Institute at the University of Illinois, highlights six
aspects of ubiquitous learning:
·
Spatial ubiquity - We have constant access
to the Internet (and conversely, others have constant access to us). The
distinction of formal vs. informal learning is blurred - as people can access
the Internet (and therefore the knowledge and connections implicit in the
Internet) anytime, and anywhere.
·
Mobile devices - From mobile phones to computers sewn into
clothing, learning is enabled by the mobility of computing devices. We are
headed toward a time when being constantly "connected' will be a way of
life.
·
Interconnectedness - With the web 2.0 technology,
we can be constantly connected, not only to information on the Internet, but to
other people who have the knowledge and skills that we don't. This creates a
web of knowledge that becomes a large part of how we learn - at all times.
·
Practical ubiquity - The implication here is that
there is a new expectation of how, when, and why learning takes place - the
traditional, factory model is not relevant to the new model of learning. This
change is not limited to technology - one example being project-based learning
which may or may not have a technology component.
·
Temporal ubiquity - Instead of one's schedule
being created around the opportunities to learn, there has been a shift, as learning
can now be scheduled around one's habits and preferences.
·
Globalized transnational networks - In today’s world,
there are continual flows of people, information and ideas across traditional
physical and cultural barriers. We are in an age of fundamental
interconnectedness.
https://education-2025.wikispaces.com/Ubiquitous+Learning
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