Educational Model for Scenarios of Ubiquitous Learning

Restrepo, Claudia María Zea; Pulido, Juan Guillermo Lalinde; Aguas, Roberto; Díaz, Juan Diego Restrepo

doi:10.18848/1835-9795/cgp/v07i01/40403

Cited by 2 publications

(3 citation statements)

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“…To some extent, several models present good information [25], [26], [27], [28], [29], [30], [31], [32] and [33]. Certain studies reflected the possibility 132 http://www.i-jet.org of using other information and communication technology (ICT) resources [34], [35], [36], [25], [27], [37]. As for the degree of coverage or improvement, some authors project it to be broader, such as [37], [38], on campus [27], [28], [29], [39], in the classroom [40] and in simulations [31], [26], [35].…”

Section: Literature Reviewmentioning

confidence: 99%

“…Certain studies reflected the possibility 132 http://www.i-jet.org of using other information and communication technology (ICT) resources [34], [35], [36], [25], [27], [37]. As for the degree of coverage or improvement, some authors project it to be broader, such as [37], [38], on campus [27], [28], [29], [39], in the classroom [40] and in simulations [31], [26], [35]. Regarding context awareness, most implement this feature through, for example, employing RFID sensors [39] and WSN sensors [29].…”

Section: Literature Reviewmentioning

confidence: 99%

“…driving training [32], computer science, and smart cities [33]. Some are implemented on campus (school, classroom), others are generic, and still others generally have a university application [37], [38]. The following table shows the general findings of the analysis of selected articles, according to certain defined characteristics.…”

Section: Literature Reviewmentioning

confidence: 99%

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A Ubiquitous Learning Model for Education and Training Processes Supported by TV Everywhere Platforms

López¹,

Burgos²,

Builes³

2022

Int. J. Emerg. Technol. Learn.

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Advances in technology and digital convergence, for example Netflix, enable users to view TV and video without time or place restrictions. These advances can be applied in education and training processes to enable ubiquitous learning (u-learning). However, a literature review (of the years 2002 to 2018) on u-learning models yielded scarce information about its implementation, specifically demonstrating a lack of application alternatives that could provide access to TV regardless of place and device. To contribute to this and other challenges in education, the objective of this study is to propose a reference model for u-learning implementation involving cloud-supported TV/video platforms. The model was validated in a university context by a group of experts and applied through a prototype in a real setting with students, and it showed favourable results and improvement in student performance.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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A Ubiquitous Learning Model for Education and Training Processes Supported by TV Everywhere Platforms

López¹,

Burgos²,

Builes³

2022

Int. J. Emerg. Technol. Learn.

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A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic

Restrepo

Leal-Fonseca

Salinas

et al. 2021

Knowledge Studies in Higher Education

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During the health emergency generated by Covid-19, EAFIT University has worked closely with the National Ministry of Education (MoE) and its Vice-Ministry of Preschool, Basic and Secondary Education, providing ideas and guidelines to 96 certified Secretaries of Education (In Colombia, Secretaries of Education are responsible for managing resources and activities for the educational sector at the province and municipality level. Province governments coordinate educational service in all their municipalities except those over 100,000 inhabitants, which can apply to be certified and become autonomous in the management of their resources) in Colombia and strengthening their capacities to autonomously address the emergency in educational institutions. This work includes the development of a national project focused on collectively defining the actions needed for the successful return to academic activities.This experience is derived from the development, since 2012, of the UbiTAG (The name UbiTAG derives from “ubiquitous learning,” followed by tecnología–aprendizaje–gestión (“technology”–“learning”–“management”). The label was introduced in Zea et al. (2012)) model, a holistic approach to digital maturity and change management in schools that has been implemented through ongoing long-term projects in the Itagüí municipality (24 schools) and the Bogotá Capital District (383 schools). This case study will focus on the work that EAFIT has been doing during the emergency, supporting both the MoE and specific Secretaries of Education. In addition, the case will describe some aspects of the UbiTAG model that have helped to address the educational communities’ current challenges.

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Educational Model for Scenarios of Ubiquitous Learning

Cited by 2 publications

References 0 publications

A Ubiquitous Learning Model for Education and Training Processes Supported by TV Everywhere Platforms

A Ubiquitous Learning Model for Education and Training Processes Supported by TV Everywhere Platforms

A Covid-19 Response with Years in the Making: The Contribution of EAFIT University to Basic and Secondary Education in Colombia During the Pandemic

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