A Ubiquitous and Pervasive Learning Framework: Linking the Learner, the Workplace, and the Education Institute

A Ubiquitous and Pervasive Learning Framework: Linking the Learner, the Workplace, and the Education Institute

Rodger Carroll (Chisholm Institute and Victoria University, Australia)
DOI: 10.4018/978-1-60566-882-6.ch005


This chapter reports on a learning architecture adopting ubiquity and pervasiveness to support communities of learning practice. The research focused on mobile devices that are capable of voice, text, video/photo interactions, and Web access, and how this can cater for the preferred learning styles of the learners while supporting the workplace learning and the educational environment. The research utilised mobile technology for planned and unplanned learning situations via its capability to send and receive multimedia files, Web objects, and live broadcasting. The information and objects created and gathered using mobile technology are in a digital format. This approach allows for customisation and flexible transferability to future intended audiences, planned learning and assessment activities, and workplace learning activities providing an engaging, learner created platform for the mobile generation.
Chapter Preview


In 1984 John Goodlad wrote about the implications of education and schooling in regard to the youth culture of the time. He talks of a generation preoccupied with itself and made up of individuals less influenced by the home, religion and school. These writings bear resemblance to the youth of today and raise the same question that Goodlad (1984) asked. Is school relevant to this new generation?

Comparisons can be made between the changes affecting schooling back in 1984 and the changes affecting our society at present. We have gone through an immense technological advancement over the last 10 years and are now faced with a society that is no longer in awe of wizardry and gimmicky efforts to engage them. In education today, we can run a class with learners accessing the class from anywhere in the world utilising synchronous communications, application sharing, web tours and collaborative editing, something that was only dreamed about in 1984.

Complete Chapter List

Search this Book: