Students are placed in an environment that encourages constant stimulation through visualization and comprehension techniques in ubiquitous learning. These settings are usually created so that each student can learn at his or her own pace and at his or her own level. This, in theory, aids each student in learning more quickly and retaining information more easily. Although most ubiquitous learning environments include advanced interactive technology, this type of learning can also be done without it. Teachers in ubiquitous learning centers typically take on a different role than those in traditional classrooms.
The term ubiquitous refers to something that is constant, ever-present, and ongoing. Students who are in an environment that encourages this type of learning are more likely to engage themselves in the learning process with little guidance. To gain a better understanding of key concepts, the students interact with learning stations. When done correctly, students may not even be aware that they are still learning. Not only do ubiquitous learning techniques aim to assist students in learning at their own paces, but they also attempt to integrate subjects. Math, science, language, history, music, and art are frequently intertwined to create a comprehensive educational experience.
Four or five interactive learning stations could be found in a ubiquitous learning classroom. Each student could be given a small wireless computer tablet that tracks their progress. The student enters a password to access the learning programs on each station and interacts with the lessons using the tablet. The student’s learning pace and style are analyzed, recorded, and passed to the other stations as he or she works. The idea is that when the student moves on to the next station, the lesson will be tailored to that student’s skill level. This allows students of various skill levels to be in the same classroom.
The term “ubiquitous learning” also refers to lesson plans that are designed holistically. A student at a history station, for example, might be studying the Renaissance. When he or she switches to the art or music station, he or she will most likely find Renaissance art and music lessons. The same is true for language, math, and science: the student will learn about related breakthroughs made scholars during that time period. Students not only learn concepts in this way, but they also learn how, where, and why things happen the way they do.
Understanding ‘why’ is also an essential component of this type of learning. Even in the absence of technology, students can learn in this manner to improve their comprehension. In a non-technological ubiquitous learning experience, for example, the teacher might plan activities to help students understand why seeds grow in some environments but not in others. Experimentation, hypotheses, and a lot of discussion would most likely be involved. In any ubiquitous learning classroom, the teacher serves as a guide rather than a leader, allowing students to work at their own paces while seeking clarification from the teacher as needed.