The main concept of the Ubiquitous learning – is to provide a learning experience that is extending beyond the physical space of the classroom and the assigned time- space of the timetable (Cope, Bill and Mary Kalantzis, 2009).

Learning that breaks out of these spatial and temporal confinements should be as good as, or even better than, the best traditional classroom learning. It should also produce habits of mind appropriate to our times, producing lifelong learners able to learn and to share knowledge throughout their lives, in all contexts, and grounded in those contexts (Cope, Bill and Mary Kalantzis, 2016).

Learning, in its many forms, from the classroom to independent study, is being transformed by new practices emerging around Internet use. “Conversation,” “participation,” and “community” have become watchwords for the processes of learning promised by the Internet and accomplished via technologies such as bulletin boards; wikis; blogs; social software; shared Internet-based repositories; devices such as laptops, PDAs, cell phones, and digital cameras; and infrastructures of Internet connection—telephone, wireless, and broadband.(Haythornthwaite, C. 2009).

With respect to the above, in the Architecture Education the ubiquitous learning is widely applied as a normal concept of teaching and learning within the traditional syllabus, in another words, ubiquities learning while recognized as a the new, developed learning concept in most of the disciplines, yet, it is the very normal concept in the Architectural Education.

Concepts like, community-based learning, social media and collaborative workspaces are the normal learning environment and practices like conversation, participation and community are the main learning methods.

In architectural schools’ students are introduced the idea of group work in their design studio and most of the practical courses and they start using their classrooms, which in this case are called (studios) as a collaborative workspace, where they work together in most of the project phases. Community-based learning is another concept that is being used widely by almost all Architectural schools worldwide, taking in considerations architecture is an interdisciplinary field that is accumulates social science, art and engineering as the main pillars. Therefore, the students learn how to learn from the community itself starting from their peers’ community and widen to the bigger community in some of their projects. Thus, using the term (community based- learning) is referring here to the wider sense of the (community) linked to the (learners’ community). IOT applications and social media tools like Google maps, forums, Facebook and what’s app groups, wikis, …etc. are used in daily basses while conducting their surveys, collecting data and discussing their design concepts and proposals. In that sense, despite the importance of face to face engagement in architecture education, yet, the normal physical classroom is not limiting the true application of many off the ubiquitous learning concepts.

Fig. 1: Karen Ferguson, 2012, Ubiquitous learning with Google.

Retrieved July 18, 2020 from http://bobthedog3.blogspot.com/2012/10/ubiquitous-learning-with-google.html

Another concept of the Ubiquitous learning is the Lifewide learning which “is understood as the everyday happening continuous life process of adults, which builds and changes personalities, caused not only by formal and self-directed intentional learning, but also by unintentional, but nevertheless important and effective learning. It is argued that the learning of adults - in contrast to traditional children school learning - is typically based on many situations and sources merged and mixed “widely” into concrete life. (Reischmann, Jost, 1997). By which the architecture education in its essence is providing the learners with a Lifelong and life wide learning.

Ubiquitous learning is more than just the latest educational idea or method. At its core the term conveys a vision of learning that is connected across all the stages on which we play out our lives. Learning occurs not just in classrooms, but in the home, workplace, playground, library, museum, nature center, and in our daily interactions with others. Moreover, learning becomes part of doing; we do not learn in order to live more fully but rather learn as we live to the fullest. Learning happens through active engagement, and significantly, it is no longer identified with reading a text. (BRUCE, B. 2009).

As all of the above discussed concepts are being practiced through the physical class setting or the traditional learning and on distance learning. By which, it could be more accurate to describe the (normal) architecture education as a blended education in most of the cases.

Fig. 2: Conceptual model of network learning space based on ubiquitous learning

Kong, Jie. (2019). Innovative Applications Mode of Network Learning Space in Exercise Physiology Based on Ubiquitous Learning. International Journal of Emerging Technologies in Learning (iJET). 14. 113. 10.3991/ijet.v14i04.10117.

References:

Cope, Bill and Mary Kalantzis,(2016), “Conceptualizing e-Learning, e-Learning Ecologies”, Routledge NY, 2016

Cope, Bill and Mary Kalantzis,(2009), “Meanings of ″Ubiquitous Learning″.” Ubiquitous Learning, University of Illinois Press, pp. 15–20. JSTOR, www.jstor.org/stable/10.5406/j.ctt1xcnks.5. Accessed 18 July 2020

Education as Social Construction: Contributions to Theory, Research, and Practice, edited by T. Dragonas, K. J. Gergen, S. McNamee, and E. Tseliou. Chagrin Falls OH: Worldshare Books.

Reischmann, Jost (2014): Lifelong and Lifewide Learning - a Perspective. In: Suwithida Charungkaittikul (ed): Lifelong Education and Lifelong Learning in Thailand. Bangkok, p. 286-309. download: http://www.reischmannfam.de/lit/2014-Baifern.pdf

BRUCE, B. (2009). Ubiquitous Learning, Ubiquitous Computing, and Lived Experience. In Cope B. & Kalantzis M. (Eds.), Ubiquitous Learning (pp. 21-30). University of Illinois Press. Retrieved July 19, 2020, from www.jstor.org/stable/10.5406/j.ctt1xcnks.6

HAYTHORNTHWAITE, C. (2009). Participatory Transformations. In Cope B. & Kalantzis M. (Eds.), Ubiquitous Learning (pp. 31-48). University of Illinois Press. Retrieved July 19, 2020, from www.jstor.org/stable/10.5406/j.ctt1xcnks.7

Karen Ferguson, 2012, Ubiquitous learning with Google. Retrieved July 18, 2020 from http://bobthedog3.blogspot.com/2012/10/ubiquitous-learning-with-google.html

Kong, Jie. (2019). Innovative Applications Mode of Network Learning Space in Exercise Physiology Based on Ubiquitous Learning. International Journal of Emerging Technologies in Learning (iJET). 14. 113. 10.3991/ijet.v14i04.10117.