Make an Update: Describe and analyze an example of social learning supported by ubiquitous learning devices.

Vygotsky's theories stress the fundamental role of social interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that community plays a central role in the process of "making meaning."[i]

Vygotsky’s Social constructivist theory has been the basis for many scholarly research and in this digital age,[ii] where information is moving freely and rapidly, social scientist is continuously exploring the ways in which digital devices play in role in social learning.

Chen, G. D.; Chang, C. K.; Wang, C. Y. assert that “Although many studies of mobile learning indicate the pedagogical potential of mobile devices, the screen size, computational power, battery capacity, input interfaces, and network bandwidth are too restricted to develop acceptable functionality for the entire learning processes in a handheld device. Therefore, mobile devices can be adopted to fill the gap between Web-based learning and ubiquitous mobile learning.”[iii]

Bearing the time period, the constraints of devices and social constructivism theory in mind, educators can use a combination of Apps and Web based tools to facilitate social interaction between their students in a ubiquitous learning environment. Geocaching for example is a way that can introduce learning modules in which offers technical skills and problem-solving skills for grades 7 through 12 as described by Common Sense Education [iv]

Educators can collaborate with each other in a cross-disciplinary such as geography, mathematics and Literacy. Educators can collaborate in interdisciplinary ways and also create themes every new schooling year to expose their students to STEM education combined with the core standards.

It will require them hiding their own treasures in order to avoid surprises of what they find. This will require they follow the “Geocaching Hiding Guidelines” [v]to place their objects. In fact, they can use their own school campuses; their own property to avoid having to go off-campus and face additional restrictions by their cities and towns.

Summary:

Geocaching combines nature and technology and lends itself to inter-disciplinary learning. Treasure hunting, which is the physical movement and problem solving encourages a high level of collaboration. Essentially all the aspect of Geocaching encourages social learning in ubiquitous environments. For example, a group of learners start out collaborating in the classroom and then embark on their treasure hunt to other environments. Learners become knowledge producers as described by Dr. Bill Cope in his lectures. 

[i] https://www.simplypsychology.org/vygotsky.html

[ii] https://www.yourdictionary.com/digital-age

[iii] Chen, G. D.; Chang, C. K.; Wang, C. Y. Computers & Education, v50 n1 p77-90 Jan 2008 https://eric.ed.gov/?id=EJ777386

[iv] https://www.commonsense.org/education/website/geocaching

[v] https://www.geocaching.com/play/guidelines