Ubiquitous Learning Reflection

Haniya and Rush (2017) defined ubiquitous learning as a form of on-demand learning that eliminates boundaries likely to happen from structured and formal learning experiences, enabling abilities to adapt to the advantages of ubiquitous technologies. It is directly fed by technological innovations that help all-age learners collaborate and engage in global learning environments.

"Intercontinental collaboration"

As a co-founder and a curriculum consultant of a preschool over in Turkey, my responsibilities require a wide range of source scanning and research. Furthermore, mainly because of intercontinental distance, the transfer of information and knowledge collaboration is only possible via technology and its affordances. The variety of e-learning platforms is the most frequently used tool in my job, enabling the flow of information between my colleagues and me.

"Flipped learning strategies"

Being part of a master's student at Pepperdine for three semesters also opened my eyes to developing and adopting “flipped learning teaching strategies” (p.54) - which I wasn’t familiar with the title of this approach until I read Haniya and Rush’s “Ubiquitous Learning” article (2017). Furthermore, I was not aware of the content of the field of andragogy until I started Organizational Learning Program at Pepperdine. By contributing to this program’s knowledge and experience, I began to present the content of curriculum elements via video presentations and online lecture sessions, which also benefited my colleagues over in Turkey to internalize the information at their own pace with the support of curriculum specialists of my preschool.

"MOOCs"

The ubiquitous learning concept guided me in diving deeper into e-learning platforms and becoming aware of the limitless possibilities of MOOCs and their significant importance in providing open-ended learning opportunities with their emphasis on the context of the information as well as the content of it.

Besides my experience as an example of ubiquitous learning, the most frequent example of this concept would be document-sharing websites and applications that as many people can work on the same project collaboratively and do brainstorming with each other in totally different time zones.

References

Haniya, S., & Rusch, A. (2017). Ubiquitous Learning: Spatio-Temporal Dimensions of e-Learning. In Cope, B., & Kalantzis, M. (Eds.). E-Learning Ecologies: Principles for New Learning and Assessment (1st ed.) (pp. 46-64). Routledge. https://doi.org/10.4324/9781315639215.