Open AccessUbiquitous Learning and the Future of Teaching
Author(s) -
Nicholas C. Burbules
Publication year - 2012
Publication title -
encounters in theory and history of education
Language(s) - English
Resource type - Journals
ISSN - 2560-8371
DOI - 10.24908/eoe-ese-rse.v13i0.4472
Subject(s) - experiential learning , situated , general partnership , process (computing) , active learning (machine learning) , set (abstract data type) , cooperative learning , formal learning , situated learning , collaborative learning , professional learning community , informal learning , pedagogy , psychology , sociology , teaching method , computer science , political science , artificial intelligence , law , programming language , operating system
This essay examines the implications of anywhere/anytime, or “ubiquitous” learning for rethinking teaching as an activity. The essay touches on the following themes: (1) changes that promote learning as a more continuous process integrated into the flow of human activities; (2) changes that promote learning as a more situated and contextual process; (3) changes that promote more reflective learning; (4) changes that promote more collaborative learning; (5) changes that promote teaching in more of a partnership model with learners; (6) changes that integrate formal learning, informal learning, and situated, experiential learning; (7) changes that promote new relations with other partners in the learning process – parents, workplaces, and so on; and (8) changes that promote ubiquitous learning opportunities for teachers themselves. Each of these changes constitutes a set of opportunities, and challenges, for teaching and learning in new ways. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers.