The flipped classroom model can be used as a ubiquitous learning tool, because it allows students to learn the material outside of class (through lecture videos, podcasts, and other external instructional media). Class time is then used as a time for group work, collaboration, and/or discussion. Within the classroom, the teacher is no longer in the expert or "master" role, but instead serves as a facilitator for the class discussion. 

Through the use of a flipped classroom model, students are able to access the instructional material wherever necessary, and are no longer held by the time or physical contraints of the classroom (i.e. they can speed up or slow down a video lecture as needed, or rewatch a video as review). 

Flipped Classroom Infographic by Knewton

However, it is worth mentioning that the flipped classroom model still relies heavily on the teacher serving as the "fact transmitter" (Sawyer 2008) through the video lectures, etc. Therefore, it stands to reason that the flipped classroom model is not a perfect ubiquitous learning tool. In fact, it is just one of many tools that when used in conjunction can improve the learning experience. 

While this assignment was to describe one specific ubiquitous learning concept, I think it is very important to remember that the true value of ubiquitous learning is the correct combination of a variety of modalities, rather than just a strict adherence to one model/concept. An ideal learning environment would provide learners the ability to practice and hone their collaborative intelligence (Cope and Kalantzis 2016) in the correct platform (whether digital or in-person) to allow for authentic and real-world application of course concepts.