Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning - Considering Security

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1 보안공학연구논문지 (Journal of Security Engineering), 제 8권 제 3호 2011년 6월 Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning - Considering Security Hye-jin Kim 1) Abstract This paper introduces the technological developments that hold relevance to the evolution of u-learning and analyzing the opportunities they may offer to enhance learning. Digital revolution and subsequent developments in mobile, wireless and networked technologies drives the significant change of the education operation despite the fact that education is slow to adapt these changes. These technological developments such as miniaturization, wireless technology, and cloud computing computing delivered as a service over the internet that leads to the era of ubiquitous computing integrated into learning described as u-learning or ubiquitous learning environment could provide and facilitate rich learning experiences. These combinations guided by principles of learning paradigms advances the computing capabilities allowing educators to become catalysts of learning, transforming students into a more active and collaborative participants in knowledge making. Keywords : u-learning, miniaturization, wireless technologies, cloud computing, connectivism 1. Introduction The effects of the digital revolution and subsequent developments in mobile, wireless and networked technologies indicates that the near future technological directions are leading society towards an era of computing where it can almost do anything you want. The digital revolution currently seems to be taking in a series of pervasive, always-connected directions. Fast wireless connectivity, the collaborative web, and the increasing power of handheld devices mean that the benefits of the Digital Revolution are now accessible anywhere.[1] These developments allow educators and learners mobility and connection on their practice as never experienced before despite the fact that education has been slow to adapt the benefits enjoyed from these technologies. Mobile phones and more advanced Smartphone now outsell desktop PCs and have become essential communication devices, especially for young people, many of whom use them as their primary way of Received(April 05, 2011), Review request(april 07, 2011), Review Result(1st: April 18, 2011, 2nd: April 29, 2011) Accepted(June 30, 2011) Continuing Education Center, Jeonju University, Korea hyejinaa@daum.net 413

2 Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning- Considering Security accessing the Internet. Several developments in this digital revolution such as the miniaturization and mobilization of computing, wireless networking technologies, and Cloud Computing (remote online supply of computing services) are already driving significant change in the way societies operate. This paper introduces the technological developments that hold relevance to the evolution of u-learning and analyzing the opportunities they may offer to enhance learning. 2. Miniaturization More powerful mobile devices have become possible due to technological breakthroughs in the miniaturization of processors, networking technologies, memory, displays and sensors. As we have observed, the amount of transistors on a microprocessors are doubled every release of its new versions. [Fig. 1] Miniaturization of Mobile Devices Miniaturization allows computing to be delivered in smaller form factors with decreasing prices. As miniaturization continues, it could be likely that mobile devices will be worn like watches or glasses, or woven into clothing [2]. This means people can carry a netbook or Smartphone and be able to perform most computing tasks, giving them greater control over when and where they complete these tasks. This location power and time choice, as well as the greater, as well as the greater number of tasks that a more powerful device can perform is enabling society to be accustomed to the flexibility that mobile and ubiquitous computing provides [3]. Current miniaturization developments that are most popular nowadays are: Netbooks, portable, ranges from 7 10 inch screens, high speed processor and enough memory to perform full internet and general computing tasks; Smartphones, the convergence of mobile phones, personal digital assistants (PDAs), portable media players, global positioning systems (GPS) and mobile internet devices. 414

3 보안공학연구논문지 (Journal of Security Engineering), 제 8권 제 3호 2011년 6월 The distinctions between personal computers and mobile phones are becoming thinner and thinner. Personal computers are becoming more mobile and mobile devices are becoming more powerful. The use of mobile devices in education, just as elearning followed from the introduction of PCs and the internet is known as mlearning or learning that is facilitated by the use of digital mobile devices that can be carried and used anywhere and anytime [4]. Through the ubiquity of converged mobile phones, these mobile devices made an ideal platform for educational content and activities. Handheld devices are useful for inputting data, extending writing, shared writing, and working on individual pieces of work around a table. The advantages of mlearning inside and outside the classroom are multiplied utilizing the full benefits of miniaturized technologies such as location, time, and increasing type of computing task. Mobile devices can support new ways of learning like remote viewing of training videos and creation of digital documents with the absence of a personal computer. Because of the mobility and flexibility of mobile devices, there are a sound pedagogical reasons for incorporating them into educational practices. The incorporations of these miniaturized developments in a learning environment would lead to active learning models that facilitate rich and collaborative instruction. These active learning models can (a) enhance existing learning within classrooms, (b) record or create data anywhere on a school campus, (c) listen and view educational materials whether on campus or not, and (d) carry and manage learning tasks and associated files everywhere that students lives take them. Learners and educators can utilize mobile devices that is cheaper handheld (not wireless) devices for simpler tasks, handheld devices with communication abilities for tasks requiring collaboration and connectivity, and more capable devices such as laptops for higher order tasks. 3. Wireless Communications Anywhere connectivity was delivered by recent developments in wireless communications. Some of these wireless technologies that together are furthering the anywhere and anytime access to digital communication that are being miniaturized are advent of Wi-Fi the most widespread form of networking which is common to personal computers and also comes in mobile devices, 3G or the 3rd Generation Networks the most common form of mobile broadband, and RFID tags(radio-frequency identification) miniature integrated chips with radio frequency antenna for short range communications. Wi-Fi is the marketing name given to various radio frequency standards enables short range wireless communications between individual computers and internet routers. Since they are becoming smaller and smaller, Wi-Fi chipsets are being embedded in a wider range of equipments such as phones, printers, cameras, and flash memory cards. Wi-Fi users must be at least within approximately 30 meters to be able to connect. 3G broadband with a high download speeds of data bandwidth are also becoming more widely available as network technology is expanding. Beyond Wi-Fi and 3G, other technologies like WiMax the expansion of 415

4 Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning- Considering Security standards and 4G the successor of 3G has emerged covering longer ranges of communications. [Fig. 2] Emergence of Wireless Networks Another platform, Radio Frequency Identification (RFID) are miniaturized chips that respond to short range wireless scans to transmit information such as location, weight and identification about themselves. It enables remote embedded in clothing, cars that alerts their driver when they have developed a fault, cards for paying bus and train fares, persons unlocking their doors, etc. Allowing devices for communications, computation, storage, sensing, and display to exchange information using RFID technology is expected to become more ubiquitous [5]. These new developments in wireless networking and computing will facilitate the implementation of pedagogical practices that are congruent with a constructivist educational philosophy. Students are expected to be more actively involved in construction of their own learning experiences with the use of wireless technologies. Instead of inhibiting to share in the classrooms, students prefer to look up into information or media and share it via chat, wikis, blogs, or s. Mobile learning can take learning to a wider audience than the conventional classroom since there is an emergence of cellular infrastructure and network that is highly developed. Advances in mobile networks such as broadband wireless systems further change education pedagogy with an always on accessibility. Integration of wireless technology in a learning environment would lead to active learning models that facilitate rich and collaborative instruction. These learning models can (a) have specific students authorised to back-channel and report back to others, (b) cultivate a culture of learning conversations where students collaborate and communicate at any time of the day or week (within reasonable limits), (c) educate students in filtering and managing conversations and information, and (d) educate students on appropriate and ethical uses 416

5 보안공학연구논문지 (Journal of Security Engineering), 제 8권 제 3호 2011년 6월 of anywhere, anytime connectivity. Educators must set up specific wireless learning zones that could be campus wide, allowing long-range wireless connectivity outside of traditional school hours. 4. Cloud Computing Active and collaborative learning is the means of education in delivering an enhanced learning taking full advantage of the increasingly powerful mobile devices matched with the capabilities of wireless communications. The increasing amount of information that connected internet services that have been collected has driven to the development another level of technology underpinning the move to Ubiquitous Computing. This refers to Cloud Computing that enables users to access an elegant, small, and simplified subset of information on a handheld device anywhere with connectivity [9]. Data and information are created and stored in such a way that is readily accessible to any wireless device in the cloud and computing becomes a utility. The net becomes the summation of computing resources. Cloud computing has two components: the software side known as Cloud Services and the hardware side which consists of remote server clusters, the internet and networks over which services are delivered, and the receiving devices in the form of mobile devices, laptops, etc. [Fig. 3] Cloud Computing Cloud Services denotes what the cloud provides in the way of consumer and business products and services which are delivered to and consumed by users via internet access. The software services developed from locally installed programs such as word processors to using online alternatives such as Google docs to 417

6 Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning- Considering Security where compatible documents can be created and accessed from anywhere as internet connection exists. Cloud computing as a service has also enabled the creation of entirely new software solutions. Example of these services are provided by Evernote, an information and note storing application that can run on the web, PCs and mobile devices, meaning that the images, text, and audio files a user creates with it are accessible online and offline from multiple locations [6]. Cloud Computing and the Internet connections have made possible the creation of Nova Navigator, a small PC-box that has no hard drive or regular operating system installed [7]. It uses a 512Kbs or greater broadband connection to access online storage and run Cloud software. The advantage of this model is that many tasks that a user normally has to perform like defragmenting hard drives, running software updates and keeping anti-virus programs current is taken care by the service provider. Mobile version of this Cloud Computing is the G1 Smartphone running Googles Android OS [8]. This device is designed to resolve totally around a constant connection to the internet. Android is an open, cloud based, Web 2.0 designed for mobile devices platform. It does not require a home PC for syncing account and contact details, instead, those information are stored in the cloud, meaning that any user who needs to switch to a new phone can set it up entirely via its internet connection. All its contacts, and calendar software have web equivalents to which data is automatically synced, available for sharing or collaboration with other users, an example of Cloud Computing as used in education. Cloud Computing assumes an internet connection as the basis for delivering software and processing power. When combined with the anywhere connectivity that many mobile wireless devices enjoy, Cloud Computing adds considerable value to the idea that computing is moving to a ubiquitous era. Cloud Computing is considered one of the important key technology that delivers low cost computing, wider access to ICT services, and enhanced student learning through improved information management. Education delivery in geographically distributed environments and location that becomes more accessible to the learners. Employing cloud computing in a learning environment would lead active learning models that facilitate rich, connected and collaborative instruction. These active learning models enhance learning delivery by (a) providing web-based educational services to students and Educators, (b) allowing students to access and interact with learning content remotely, on PCs and mobile devices, (c) giving educators access to secure relational data on student progress and needs that is available via the Cloud, (d) Providing Cloud-based collaborative communication tools and encouraging their use by students and Educators, and (d) installing servers that can run secure, education-appropriate versions of real-world Web 2.0 tools. 5. U-Learning and Connectivism Combining mobile devices, wireless networks and Cloud Computing allow taking advantage of Ubiquitous 418

7 보안공학연구논문지 (Journal of Security Engineering), 제 8권 제 3호 2011년 6월 Computing to enact Ubiquitous Learning, or u-learning. The concept of u-learning integrated with these new technologies presents a new educational model wherein there is a switch from the teacher selecting the contents into learners adapting the materials Learner managed pedagogy. In these systems, interaction, collaboration, and networking among learners and educators will be the key. Educators role expands from content delivery to systems management, technical support, orchestrator of collaborative learning, and facilitator. The combined approach could contain the following key elements: u-environment - a learning environment filled with embedded computers; u-contents - the knowledge and information pervading this u-environment; u-behavior - learners actions that occur during the learning process, such as gestures, and speech; u-interface - the interface between the learner and the u-environment made up of software, touch screens, and audio and video sensors; u-service - the pedagogical and social theories and methods of analyzing and reasoning that inform the u-contents and direct the u-behavior as learners interact with the u-environment. [Fig. 4] Evolution of ICT Enhanced Learning By modifying the traditional role of education to embrace principles of connectivism as well as mobile, wireless and cloud computing technologies, education can respond and address to the onset digital revolution for future development of Ubiquitous Learning. 419

8 Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning- Considering Security [Fig. 5] Principles of Connectivism 420 Connectivism is the thesis that knowledge that is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks. It shares with some other theories a core proposition, that knowledge is not acquired, as though it were a thing. Knowledge is, on this theory, literally the set of connections formed by actions and experience [10]. From the article of George Siemens [11], connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. Principles of connectivism as discussed by Siemens: Learning and knowledge rests in diversity of opinions. Learning is a process of connecting specialized nodes or information sources. Learning may reside in non-human appliances. Capacity to know more is more critical than what is currently known. Nurturing and maintaining connections is needed to facilitate continual learning. Ability to see connections between fields, ideas, and concepts is a core skill. Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.

9 보안공학연구논문지 (Journal of Security Engineering), 제 8권 제 3호 2011년 6월 Decision-making is itself a learning process. Choosing what to learn and the meaning of incoming information is seen through the lens of a shifting reality. While there is a right answer now, it may be wrong tomorrow due to alterations in the information climate affecting the decision. Connectivism also addresses the challenges that many corporations face in knowledge management activities. Knowledge that resides in a database needs to be connected with the right people in the right context in order to be classified as learning. Information flow within an organization is an important element in organizational effectiveness. In a knowledge economy, the flow of information is the equivalent of the oil pipe in an industrial economy. Creating, preserving, and utilizing information flow should be a key organizational activity. Knowledge flow can be likened to a river that meanders through the ecology of an organization. In certain areas, the river pools and in other areas it ebbs. The health of the learning ecology of the organization depends on effective nurturing of information flow. The starting point of connectivism is the individual. Personal knowledge is comprised of a network, which feeds into organizations and institutions, which in turn feed back into the network, and then continue to provide learning to individual. This cycle of knowledge development (personal to network to organization) allows learners to remain current in their field through the connections they have formed. Connectivism presents a model of learning that acknowledges the tectonic shifts in society where learning is no longer an internal, individualistic activity. How people work and function is altered when new tools are utilized. The field of education has been slow to recognize both the impact of new learning tools and the environmental changes in what it means to learn. Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era. 6. Conclusion Digital revolution and subsequent developments in mobile, wireless and networked technologies drives the significant change of the education operation despite the fact that education is slow to adapt these changes. These technological developments such as miniaturization, wireless technology, and cloud computing computing delivered as a service over the internet that leads to the era of ubiquitous computing integrated into learning described as u-learning or ubiquitous learning environment could provide and facilitate rich learning experiences. These combinations guided by principles of learning paradigms of connectivism advances the computing capabilities allowing educators to become catalysts of learning, transforming students into a more active and collaborative participants in knowledge making. These technological developments that hold relevance to the evolution of u-learning and analyzing the opportunities they may offer to enhance learning. 421

10 Review of the Recent Technological Developments for Determining the Current and Near Future Directions of u-learning- Considering Security In light of these developments, educators must update learning and ensure that that their pedagogical theories are aligned with the active and collaborative nature of such technologies. They must consider the opportunities it provides for the delivery of enhanced learning. References [1] Greenfield, A. (2006). Everyware: The dawning age of ubiquitous computing. New Riders: Berkeley, CA [2] Anderson, P. & Blackwood, A. (2004, November) Mobile and PDA technologies and their future use in education. JISC Technology and Standards Watch, Available at: techwatch/jisctsw_05_04pdf.pdf [3] Ley, D. (2007). Ubiquitous computing: emerging technologies for learning Volume 2. [4] Smith, J, O Connell, M. (2007). A guide to working with m-learning standards: A manual for teachers, trainers and developers. Australian Flexible Learning Framework, Available at: [5] Gershenfeld, Neil, Krikorian, Raffi, Cohen, Danny (2004, October). The Internet of Things. Scientific American, p Available at: tiera.ru/dvd-008/_scientific_american_%28october_ 2004%29_%282004%29%28en%29%2884s%29.pdf [6] [7] [8] Larry Greenemeier, Google and T-Mobile Launch G1 Smart Phone with Android Software, Scientific American Available at: scientificamerican.com/article.cfm?id=google-t-mobil e-launch-g1 [9] Thomas B Winans, John Seely Brown, Cloud computing: A collection of working papers, Copyright 2009 Deloitte Development LLC, Available at: Authors Hye-jin Kim ~ B. A. in Child Welfare, Woosuk University, Korea ~ M. Edu in Child Education, Woosuk University, Korea ~ present Continuing Education Center, Jeonju University, Korea Research interests : E-learning, U-learning, Security application for education system, privacy issues for teachers and students 422