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Wireless sensor networks include a wide range of potential applications to improve the quality of teaching and learning in a ubiquitous environment. WSNs become an evolving technology that acts as the ultimate interface between the learners and the context, enhancing the interactivity and improving the acquisition or collection of learner's context...
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... a user leaves the network with which his device is associated (home network) and enters the domain of a foreign network, the foreign network uses the mobile IP protocol to inform the home network of a care-of address to which all packets for the user's device should be sent [21]. Figure 4 describes the general operation of a mobile IP protocol. The mobile IP protocol allows location-in- dependent routing of IP datagrams on the Internet. ...
Citations
... With the exception of Zhao and Okamoto [25], very few studies mention the use of multiple devices. To some extent, several models present good information [25], [26], [27], [28], [29], [30], [31], [32] and [33]. Certain studies reflected the possibility of using other information and communication technology (ICT) resources [34], [35], [36], [25], [27], [37]. ...
... Certain studies reflected the possibility 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]. ...
... 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]. In terms of main infrastructure/technology, several authors use a server client, as in the case of Shih et al. [39] through the use of RFID, tablet, PC and wireless sensors [25], while other authors use PC and mobile sensors [35], XML, ASP.net, and mobile sensors [34], and mobile and WSN sensors [29]. ...
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.
... Desde la perspectiva del u-learning como un tipo de aprendizaje móvil, se describe como aquel aprendizaje que permite acceder a diversos entornos, contextos y situaciones, y que puede utilizar una mayor conciencia del contexto para proporcionar la mayoría de los contenidos adaptativos para los estudiantes (Oliveira & Horta, 2012). No obstante, hay autores que señalan que el aprendizaje ubicuo no es un tipo de m-learning, sino que se trata de un concepto más amplio que el primero o que representa su evolución (Gilman et al., 2015), debido a que el u-learning intenta aprovechar los diferentes dispositivos móviles o fijos, distintos momentos y modalidades a través de su integración para el aprendizaje (Coto et al., 2016;De la Torre et al., 2013;Huang et al., 2008;Kim et al., 2012;Marinagi et al., 2013;Moreno et al., 2016;Ramirez et al., 2017). Esta visión del aprendizaje ubicuo es resultado de la influencia de dos enfoques: el aprendizaje continuo y el aprendizaje personalizado/adaptativo. ...
... No obstante, existe un tipo de aprendizaje ubicuo que se ha utilizado para diferenciar aquellos entornos y sistemas que se construyen, con base en el u-learning como un proceso personalizado, que depende del contexto y que en ocasiones combina elementos del mundo físico y del virtual para resolver problemas de aprendizaje reales (G. J. Hwang et al., 2011;Kim et al., 2012;Souabni et al., 2017), de otros que se enfocan en la generalización del aprendizaje y su accesibilidad. ...
El concepto “aprendizaje ubicuo” se ha criticado por su carácter tecnocéntrico, debido a que enfatiza los aspectos tecnológicos por encima de los educativos. No obstante, una vez que el aprendizaje ubicuo evolucione hacia un concepto educativo, sus aportes podrán alcanzar mayor relevancia y pertinencia en el marco de la ubicuidad y sus aplicaciones en el aprendizaje. Por tal motivo, el objetivo del presente trabajo fue realizar una revisión documental sobre el término aprendizaje ubicuo, para elaborar un análisis crítico que apoye en su desarrollo. Para ello, se utilizó el método de Cartografía Conceptual, a través de un procedimiento en cuatro fases: 1) Búsqueda de documentos pertinentes a la investigación; 2) Definición de criterios de inclusión y exclusión de documentos; 3) Análisis de datos a partir de los ejes de la cartografía conceptual (Noción, Caracterización, Categorización, Diferenciación, Clasificación, Ejemplificación y Vinculación); 4) Interpretación de resultados. El resultado principal sugiere que el aprendizaje ubicuo maduró conceptualmente, debido a la incorporación de dos enfoques: el aprendizaje continuo y el personalizado. No obstante, estos enfoques se basan en ideales del aprendizaje, por lo que es necesario precisar conceptos que apoyen la perspectiva del aprendizaje ubicuo a la hora de establecer prácticas educativas concretas.
... Commercialisation and wide access of mobile Internet services based on wireless broadband to every part of the society have been propagated by reduced cost and highspeed downlink packet access (HSDPA). is has resulted in the convergence of e-learning, m-learning, wireless technologies, social networking technologies, and mobile devices such that ubiquitous learning (u-learning) is available to learners irrespective of time or location [2]. e communication between the embedded computers in the environment and devices' assents to learners learning in a realm that they are interested in whilst moving into spaces such as social media (SM); hence, connecting learners to their learning environment [7]. Each predominant SM application suited to u-learning has various features and characteristics which can be broadly categorised as technology criteria and educational requirements that need to be probed by the instructor for it to be aligned with the outcomes of the lesson [8]. ...
Ubiquitous learning is anywhere and anytime learning using e-learning and m-learning platforms. Learning takes place regularly on mobile devices. School-based instructors and learners have capitalised on ubiquitous learning platforms in unprecedented times such as COVID-19. There has been a proliferation of social media applications for ubiquitous learning. There are a vast number of attributes of the social media applications that must be considered for it to be deemed suitable for education. Further to this, mobile and desktop accessibility criteria must be considered. The aim of this research study was to determine the high impacting and most pertinent criteria to evaluate social media applications for school-based ubiquitous learning. Data was collected from 30 experts in the field of teaching and learning who were asked to evaluate 60 criteria. Principal Component Analysis (PCA) was the method employed for the dimensionality reduction. PCA was implemented using singular value decomposition (SVD) on R-Studio. The results showed loading values from principal component one for the top 40 educational requirements and technology criteria of the 60 criteria used in the study. The implications of this research study will guide researchers in the field of Educational Data Mining (EDM) and practitioners on the most important dimensions to consider when evaluating social media applications for ubiquitous learning.
... Learning can be anywhere and all around the learner even though they might not notice the learning process (i.e., from the concept of ubiquitous computing). Learning data can be found anywhere and embedded on the things or objects within the learning environment where students are not even required to do anything in order to learn [19] [20]. u-Learning is considered to be a learner-centered paradigm characterized by providing intuitive ways for identifying the right collaborators, the right contents, and the right learning services in the right place and the right time based on the student's surroundings. ...
... u-Learning is considered to be a learner-centered paradigm characterized by providing intuitive ways for identifying the right collaborators, the right contents, and the right learning services in the right place and the right time based on the student's surroundings. The right learning collaborators that could effectively cater to the learners' needs, the learning resources and services available, and the time and location for the learning to take place are determined by u-Learning [20]. The u-learning model is depicted in Figure 4. ...
Nowadays, learning has shifted from the traditional classroom-centered towards being learner-centered and oriented. Learning has evolved from the classic electronic learning (e-Learning) to mobile learning (m-Learning) and now towards ubiquitous learning (u-Learning). This paper deals with the study on the various approaches to learning to outline the significance of u-Learning in the present and in the near future generation. Various significant learning approaches such as computer-based learning, e-Learning, blended learning, distance learning, online and web-based learning, m-Learning, and u-Learning will be discussed to outline the u-Learning model based on the theory of connectivism.
... The ULE can be situated in any persistent learning setting where learning is accessible almost anywhere and all around the learners. In this setting, the learning resources and process can be found anywhere and integrated on the objects situated within the learning environment where the learners may not even notice and be required to do anything on the learning process [9] [10]. The u-Learning system is a learner-centered paradigm that enables the provision of intuitive ways for identifying the right collaborators, the right contents, the right resources, the right technology, and the right learning services in the right place and the right time based on the learner's environments. ...
... These right learning collaborators are the ones that are capable of accommodating on the learner's specific learning needs. The learning resources, services, and the setting are all determined in u-Learning systems [10]. Figure 3 depicts the u-Learning model that is consists of learning communities, knowledge-building resources, communication tools, technology, learning resources sharing, and self-assessment. ...
The proliferation and advancement of technologies have made learning become more interactive and innovative. Technology has become an essential component of today's educational systems as most learners in this generation are attached to technology. Integrating technology in u-Learning systems may somehow help drive the attention of students toward learning. Teachers may have already used a number of information and communications technology (ICT) tools in education to improve their classroom instructions. This paper discusses the potential use of QR codes as an effective education technology tool in u-Learning systems. This study further discusses how QR codes can be used inside or outside the classroom. With the students' own personal mobile devices and the teacher's creative ideas, QR codes can be a tool for interactive and enjoyable learning.
... It is important to mention that U-learning goes side by side with the rapidly changing technological environment of the world [8]. This form of learning has been making good use of several technological facilities including Smartphones, RFID, mobile IP, sensory technology and several other forms of technology. ...
The main intent of the current research is to design a training program based on integration between RSS 2.0 as a model of ubiquitous learning (u-learning) and social media networks, namely the online social networking service Facebook as a model of social communication. The research tests also the effectiveness of the proposed program. The researchers made use of Facebook as an element within the system of social communication networks. The developmental method—used in instructional technology research—was employed to develop the training program. Moreover, the researchers used the experimental method while administering the program and assessing its effectiveness via a sample derived from general-education teachers from Qassim Educational District, K.S.A. The sample was purposely selected. It amounted to 28 teachers in post. Statistical analyses of the data confirmed the first as well as the second hypotheses. The researchers offered a range of recommendations, some of which emphasized the use of modern technology that came as a net result of the Web 2.0 revolution in eveloping the educational process.
... It is important to mention that U-learning goes side by side with the rapidly changing technological environment of the world [8]. This form of learning has been making good use of several technological facilities including Smartphones, RFID, mobile IP, sensory technology and several other forms of technology. ...
The main intent of the current research is to design a training program based on integration between RSS 2.0 as a model of ubiquitous learning (u-learning) and social media networks, namely the online social networking service Facebook as a model of social communication. The research tests also the effectiveness of the proposed program. The researchers made use of Facebook as an element within the system of social communication networks. The developmental method—used in instructional technology research—was employed to develop the training program. Moreover, the researchers used the experimental method while administering the program and assessing its effectiveness via a sample derived from general-education teachers from Qassim Educational District, K.S.A. The sample was purposely selected. It amounted to 28 teachers in post. Statistical analyses of the data confirmed the first as well as the second hypotheses. The researchers offered a range of recommendations, some of which emphasized the use of modern technology that came as a net result of the Web 2.0 revolution in developing the educational process.
... With the growing demand and implementation of WSNs, there is need to optimize the resources of sensor nodes to ensure reliable and accurate collection and communication of data by the nodes. The WSNs represent a new generation of distributed embedded systems with a wide-range of real-time applications including process control, fire monitoring, cross border surveillance, health care, fixed and mobile asset tracking, agriculture, highway surveillance [2]. A WSN system can be integrated with existing communication systems infrastructure to reach longer distances. ...
The objective of the research was to efficiently manage memory in wireless sensor nodes during key agreement generation using minimax sampling. The wireless sensor nodes are faced with scarce memory resources, which limits their computing power and communication capabilities in highly dynamic environments. Wireless sensor networks represents a new generation of distributed embedded systems with a wide range of real-time applications. The applications of such nodes include process control, fire monitoring, cross border surveillance, health care, fixed and mobile asset tracking, agriculture, highway surveillance. In our research, we have proposed minimax sampling during key agreement generation to efficiently manage memory usage in wireless sensor nodes. The adopted experimental approach involved the use of Matlab. The signal was analysed at various frequencies using uniform sampling to determine memory variations with changes in the number of samples considered for key agreement generation. The results showed that as the number of samples increases, the memory usage in the wireless sensor node increases and vice versa. Our proposed minimax sampling method reduces the number of samples, thereby efficiently managing the memory. This results in memory availability for other tasks in the wireless sensor node.
... temperature, sound, vibration, pressure, motion, or pollutants) and communicate the processed data (information) cooperatively and wirelessly to the base station. The network is formed when the same or different types or group of sensors jointly monitor (and/or control) one or more physical environments [15]. ...
... Privacy and Security: The fact that information collected by a WSN is sensitive, of large scale and sensor nodes are often located in remote, unattended and hostile environments poses privacy and security challenges [21]. Therefore, they are prone to malicious intrusions and attacks such as Denial of Services (DoS), Interrogation, Sybil, Wormhole, Acknowledgement Spoofing, Hello Flood, Routing Information Manipulation and Impersonation [15]. Although, several techniques such as channel hopping and blacklisting, key manipulation, cyclic redundancy check (CRC) and time diversity etc. are in place to tackle these threats, the computational, communication and storage requirements of these techniques still remain a challenge [13]. ...
... Different aspects of organizational climate have been identified as critical drivers of knowledge sharing, such as top management support [11], employee involvement [22,23], stimulus to develop new ideas [24], an open and freely expressive atmosphere where information keeps flowing [25,26], communication network [27,28], and reward systems linked to knowledge sharing [29]. ...
Service-dominant (S-D) logic is a service science framework that is more robust than the traditional goods-dominant (G-D) logic. It emphasizes the importance of operant resources and value Cocreation. This study employs social cognitive theory to explore the triple reciprocity of organizational value Cocreation behavior. Further, this study uses DEMATEL-based ANP to examine the dynamic nature of organizational value Cocreation behavior. The major results of this study can be described as follows. First, the triadic reciprocity of personal, environmental, and behavioral factors are validated. Second, the dominant influencing trends are clearly identified. From a dimensional point of view, environmental factors affect personal factors and behavioral factors, and personal factors affect behavioral factors. Similarly, in terms of organizational value Cocreation behavior, organizational identification affects altruistic behavior and knowledge-sharing behavior, and altruistic behavior affects knowledge-sharing behavior. These findings may provide helpful guidance in effectively promoting organizational value cocreation behavior, enabling organizations to leverage operant resources to their maximum potential.
