The concept of ubiquity brings a deep technological convergence among various devices that make it possible, and the coexistence of what is real and what virtual. This is also creating changes in how we learn and also how we teach as well as the teaching resources we create. We focused on these three facts in today's global society under the Spanish Group research EDU2010-17420 Sub EDUC 2011-2014: Ubiquitous Learning with mobile devices: design and development of a competence map in higher education. The ultimate goal is to create a standardized competence model valid to be used by different agents and in different scenarios. Mobile devices represent an innovative alternative that can support potentially an improvement in the teaching-learning processes. As objectives we document and analyze the state of the question on ubiquitous learning environments in Higher Education based on the use of laptop, smart phone, e-books and consoles. The total sample involved 461 students. The frequency of use of the diverse devices as learning tools was: Laptop 61.4 %; Smart Phones 29.3 %; E-book 11.5 %; Console 12.1 %. The data and reference texts analyzed refer specific features of mobile devices for educational purposes such as portability, small size and weight of the device, social interaction, collaboration and data sharing with other users, context sensitivity, connectivity, individuality, expansiveness. Regarding the construction of knowledge, students express greater motivation and interest in learning; mobile devices ease interaction between pupil-teacher, teacher-student and among learners and teachers. Likewise, they realized the development of autonomy in the learning process and their self-regulation. In absence of standardized models to guide instructional design with mobile devices it is of particular interest to analyse the trends of the development of mobile technologies subject to be used in ubiquity scenarios. No doubt, the ubiquitous learning shapes a new educational paradigm that arises from stems from new media technology with mobile devices. This learning provides other means of interaction and access to a wide range of contents. In this embodiment, students can extend the benefits of classroom education and enhance their academic development accessing, via mobile devices, online courses, audio and video lectures, podcasts, intercommunication with peers and teachers, rating scores consultations among other resources. After analyzing the results, we can conclude that it is strictly necessary to test new models of innovative learning activities concerning dimensions of site, time and space and also consider topics such as: Lifelong learning, reflection and involvement in curricular learning processes, integration of mobile device technology in all levels of education to connect students and professors from universities around the world in a seamless community web.
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