Ubiquitous learning could be defined as learning anywhere, anytime, anyhow (Cope & Kalantzis, 2009). It involves space and time. The space may involve the four walls of the classroom. The time includes the timetable, which is specified for each subject. For example, for a Biology class, there is a set time for the class. Ubiquitous learning makes it possible to listen to the teacher simultaneously and in every space available. Ubiquitous learning has to do with the idea that learning can occur anywhere and anytime. New technology has made this possible for society. New spaces have been opened up for interactions, information and creativity. There is a dire need to combine all these for teaching and learning. Ubiquitous learning involves personal and Interpersonal computing. Ubiquitous learning stems from the knowledge of ubiquitous computing (Twidale, 2009). Ubiquitous learning has made way for life-wide and life-long learning. It may also include ubiquitous computing, cloud computing, Web 2.0, the flipped classroom, blended learning, over-the-shoulder learning, virtual schools, the internet of things, mobile learning, social media learning, networked learning, informal learning, lifelong and life-wide learning, work and community-based learning, understanding management systems, ePortfolios, collaborative workspaces, MOOCs etc. Internet-mediated computing, especially ‘Web 2.0’ (O’Reilly, 2005), ‘cloud computing’ (Reese, 2009) and ‘semantic publishing’ (Cope et al., 2011a) technologies create possibilities for something that is more thoroughly transformative in education. Ubiquitous learning environments could offer new things, like student discovery of multimodal content emanating from various credible sources to tedious concurrent relations in which everyone in the learning community can be actively engaged and give an open response and valuation systems. Ubiquitous learning translates to doing all things that traditional classrooms can and much more., anywhere and at any time. Learners using ubiquitous computing. Scales also disappear as a factor in learning – a class of three and a class of three thousand can be configured to work the same way, be that the video lecture, textbook and test routine of didactic pedagogy or highly reflexive social relations of knowledge, including giving and receiving peer feedback, collaborative writing, and threaded discussions. Modern-day classrooms are broadly conceived as learning ecologies that may have more significant numbers of students than the historical norm or fewer.

E-learning Affordance 1a: Ubiquitous Learning link https://www.youtube.com/watch?v=flcbd3_Yyhg&list=PLV_zfgB7n1yQi5HvDBkEoATrj8EDTt8TF&index=2 

E-learning Affordance 1b: Ubiquitous Learning link https://www.youtube.com/watch?v=aZAlsnzlMQ4&list=PLV_zfgB7n1yQi5HvDBkEoATrj8EDTt8TF&index=3 

E-learning Affordance 1c: Ubiquitous Learning link

https://www.youtube.com/watch?v=oyl2rj64a_Y&list=PLV_zfgB7n1yQi5HvDBkEoATrj8EDTt8TF&index=4