Ubiquitous learning is introduced as anytime, anywhere learning, breaking free from the confines of time and space and ideally cultivating habits of mind including persistence, flexibility, discerning sources of information and independence. The learner has greater access, choice, and flexibility whereas the teacher’s role transforms into one of architect, designer and facilitator. Ubiquitous learning also allows for greater transparency and perhaps accountability.

Currently, in my role as a high school teacher in a hybrid setting, I encounter the benefits and drawbacks and have found great value in the transparency involved in online learning.  I teach my students in the physical classroom (face to face), in a synchronous online classroom, both in small group settings, with the option for 1:1 tutoring in live office hours. Students also learn independently, virtually, using a proprietary curriculum via laptop, tablet or mobile device. While required to log 5-6 hours of learning each day, including one on site day and synchronous online session, students have greater flexibility with their time.  

Many families choose the school to suit their personal needs, for a safer emotional learning environment, or for a safer physical setting. In my experience, students at this grade level may find anytime, anywhere learning to be too overwhelming if they do not have sound structures in place, internal motivation, support of a mentor or specific learning disabilities. For those students who are intrinsically motivated, at level learning, and well organized, they may find the idea of ubiquitous learning to be incredibly liberating, allowing them to pursue their talents and interests at a higher level; to travel with their families; to take classes at a college level; to work part time or to pursue arts, sports and extracurriculars at their leisure.

Within this setting, I highly value transparency as a way to better understand my students as learners. This is done in several ways. First, I can access the number of minutes they may spend on a particular lesson and use that as a discussion point when determining understanding; for example, did they spend 5 minutes because they quickly mastered a concept, or did they simply click through the material. Second, through the use of Google docs and forms, I can immediately assess and provide feedback to students as they work through a writing or reading prompt or other formative assessments. In my online synchronous classrooms, google forms will allow me to see a student’s work as soon as it is submitted, I can quickly assess, provide feedback or reteach in a breakout room. I can also use this formative assessment to identify when students may need greater academic challenges and adapt teaching for the next session. Finally, the most valuable use of transparency and ubiquitous learning comes from collaboration through cloud computing, for example, using google docs, slides and chat for project based learning. Because my students live throughout the city of Chicago and because the time we are together is limited, the use of features such as sharing and editing privileges frees them from time and space constraints. Each can contribute as needed, can see each other's’ work and can view their work progress as they and I provide feedback. Collaboration, working toward a goal, and the evolution of a project that results from authentic feedback can truly prepare students as they work toward post-secondary goals.