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Pervasive Computing – an application to

effective teaching-learning process
Shalabh Agarwal and Asoke Nath

Abstract— In the present work we have tried to explore the tremendous scope of pervasive computing in teaching-learning
process. The teaching-learning process is been changed quite dramatically from what we had a few years back. Before the age
of computers, the teaching-learning process was mainly based on printed materials such as books, journals, reports etc. Apart
from printed materials audio and video materials were also used to some extent for teaching-learning process. Due to
tremendous progress in Information and Communication Technology in the last decade or so, the entire teaching-learning
methodology has been shifted towards technology enabled e-learning. The grater demand for learning, specially in higher
education, has generated newer and challenging avenues. Pervasive and ubiquitous learning has expanded these avenues
and has enabled learning anytime any moment. In the current paper, we have tried to explain the concept of pervasive and
ubiquitous computing and its impact on modern teaching-learning methodology.

Index Terms— Pervasive Computing, e-learning.

——————————  ——————————
1 INTRODUCTION ting, is a model of human-computer interaction in which
information processing has been thoroughly integrated
In the modern world, the technology plays a major role in
into everyday objects and activities. In the course of regu-
the education processes, through innovative technology-
lar activities, someone "using" ubiquitous computing en-
enabled learning system. Learning and teaching in a digi-
gages many computational devices and systems simulta-
tal age are being intensely altered in a wide variety of
neously, and may not necessarily even be aware that they
contexts by the additional prospective offered by technol-
are doing so. The main concept of pervasive computing is
ogy. Due to tremendous growth in internet services and
“invisibility”, where the user is not aware of the presence
mobile communication the entire learning methods have
of technology. It is the omnipresence of the technology
been modified. No one is ready to wait for to get some
which is the property of being present everywhere. It is a
information which was not true or not possible a few
paradigm shift where technology becomes virtually invis-
years back.
ible in our lives. Instead of having a desktop or laptop
computer, the technology we use will be embedded in
Till very recently, all kinds of learning-related activity
our environment. Because of the pervasiveness of this
that can potentially be e-enabled and e-learning were
technology, the user tends to use it without thinking
mainly done through ownership of technologies coupled
about the tool. Instead, the focus is on the task, making
with access to social software. Now, these can no longer
the technology effectively invisible to the user.
be viewed as a purely institutionally based or narrowly
defined set of activities. The concept of e-learning is thus
Pervasive computing is the extensive use of embedded
becoming much wider than just providing technology
micro-controllers and automatic id systems in ways that
enabled learning resources. The shift is towards how
are transparent to the user. Some examples are the engine
learning can be enhanced by more effective and far-
control computer in a car, TiVo, DVD, blue-ray players
reaching uses of digital technologies.
and other audio-video gear. Location dependent services
on cell phones are another example. Among the emerging
The term ‘e-learning’ has undergone a paradigm shift due
technologies expected to prevail in the pervasive compu-
to pervasiveness of technology. Mobile network and
ting environment of the future are wearable computers,
wireless network have opened the opportunity to en-
smart homes and smart buildings. Pervasive Computing
courage learning anywhere and anytime and not in pre-
is a computing technology that spreads through the users’
determined classroom or in laboratories.
environment by making use of seamless connectivity of
2 PERVASIVE COMPUTING – TECHNOLOGY multiple independent information devices embedded in
the environment of the users. Pervasive computing is
ANYWHERE ANYTIME
changing our daily activities in a variety of ways. While
A new paradigm in computing technology is pervasive using modern digital tools, users tend to communicate in
computing which is also known as Ubiquitous compu- different ways, be more active, use geographi-
————————————————
cal/temporal spaces and have more control.
• Shalabh Agarwal is a faculty with the Department of Computer Science, St.
Xavier’s College(Autonomous),Kolkata,India.. 3 PERVASIVE E-LEARNING – THE MOST EFFECTIVE
• Asoke Nath is a faculty with the Department of Computer Science, St. TOOL IN THE PROCESS OF TEACHING-LEARNING
Xavier’s College(Autonomous),Kolkata,India and also the Executive Direc-
tor of the Computer Centre of the College.
Till very recently, the most effective teaching-learning
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innovation is E-learning, which is the amalgamation of
online learning, web-based training and technology-
delivered instruction. It covers a wide range of instruc-
tional material that can be delivered on a CD-ROM or
DVD, over a local area network (LAN), or on the Internet.
It includes Computer-Based Training (CBT), Web-Based
Training (WBT), Electronic Performance Support Systems
(EPSS), distance or online learning and online tutorials.
E-learning provides the student or learner with informa-
tion that can be accessed in a situation free from time and
place constraints. The learner can go through the lessons
at his or her own pace. The progress and achievement of
the student can be assessed in e-Learning, with custom
feedback and evaluation available in an interactive envi-
ronment. It is the convergence of the Internet and learn-
ing, or Internet-enabled learning through the use of net-
work technologies to create, cultivate, deliver, and facili-
tate learning, anytime and anywhere. It can be self-paced
or instructor-led and includes media in the form of text,
image, animation, streaming video and audio.
Today, e-Learning becomes heavily learner-centered, em-
phasizing pervasive and personalized learning technolo-
gies. Also known as ubiquitous or ambient learning, per-
vasive learning refers to learning that is available any-
where anytime. Pervasive learning is supported by wire-
less communication and wearable computing. In the
technology enabled pervasive learning environment,
which is an extension of the e-learning concept, the learn-
ers have access to a variety of digital devices and services,
including computers connected to the internet and mobile
computing devices, whenever and wherever they need
them. It is more focused on many-to-many than one-to-
one or one-to-many, and includes the idea of technology
being always available but not itself the focus of learning.
It conceptualises the idea that both teachers and students
are active participants in the learning process, who criti-
cally analyze information, create new knowledge in a
variety of ways (both collaboratively and individually),
communicate what they have learned, and choose which
tools are appropriate for a particular task.
Education has undergone major changes in recent years,
with the development of digital information transfer, sto-
rage and communication methods having a significant
effect. This development has allowed for access to global
communications and the number of resources available to
today's students at all levels. After the initial impact of
computers and their applications in education, the intro-
duction of e-learning and m-learning epitomized the con-
stant transformations that were occurring in education.
Now, the assimilation of ubiquitous computing in educa-
tion marks another great step forward, with Ubiquitous
Learning (u-learning) emerging through the concept of
ubiquitous computing. It is reported to be both pervasive
and persistent, allowing students to access education flex-
ibly, calmly and seamlessly. U-learning has the potential
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to revolutionize education and remove many of the phys-
ical constraints of traditional learning. Furthermore, the
integration of adaptive learning with ubiquitous compu-
ting and u-learning may offer great innovation in the de-
livery of education, allowing for personalization and cus-
tomization to student needs with the concept of context
aware learning. The figure-1 below illustrates the para-
digm shifts in e-learning in the last few years moving to-
wards pervasive and ubiquitous learning (u-learning).
Figure 1: The components of paradigm shifts in e-learning
Some key components and principles of pervasive and
ubiquitous learning were suggested by Siobhán Thomas
in his article “Pervasive Scale: A model of pervasive, ubi-
quitous, and ambient learning”. The key components are
as follows:
(i) Community: Pervasive learning is a social
process that connects learners to communities of
devices, people, and situations, including other
pervasive leaning situations. Learners are not
“taught” by one teacher. They are educated by
the community (of which they play a central
part), and educate others in the community as
well.
(ii) Autonomy: Learners author learning experiences
themselves and in doing so they take control of
and direct their own learning processes. They
have power over their own learning and have the
ability to perform actions and intervene as they
deem necessary. They are freed from power poli-
tics that see one central authority figure or au-
thority structure directing the course of learning.
They become comfortable with the knowledge
that in the world questions do not necessarily
have a single, correct answer, but that there are
many variations and possibilities and learning
feedback comes from a variety of sources.
(iii) Locationality: Learning occurs in locations and
at times that are meaningful and relevant for the
learner. Learning is not just for the classroom but
for the world outside classroom doors, of which
the classroom is a part, a persistent world where
learning has no “on/off” switch. It means learn-
ing process should be in a global perpective.
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(iv) Relationality: Learners construct meaningful
and relevant learning situations to which they
can relate. Because learners are learning concepts
within their own personal environments, they
can understand better the implications of what
they are learning and can construct ways to re-
late this knowledge to their lives.
TABLE 1
KEY COMPONENTS OF PERVASIVE LEARNING
Community Autonomy
Learners are edu- Learners author
cated by the com- learning experiences
munity and educate themselves and take
others in the com- control of and direct
munity as well. their own learning
processes.
Locationality Relationality
Learning occurs in Learners construct
locations and at meaningful and rele-
times that are mea- vant learning situa-
ningful and relevant tions to which they
for the learner. can relate.
To make the learning process successful the technology
should be embedded in systems that can seamlessly sup-
port learning and teaching activities across a variety of
formal and informal settings, combining different ap-
proaches. Pervasive computing offers new and innovative
ranges of possibilities in relation to supporting learning
through collaboration and situation. Following are the
various learning methods which will explain how perva-
sive computing will be most effective in teaching-learning
process :
a) Self Study: Teaching by Conservation - Learning
by Acquiring.
In self study, the content is used as a medium of study
that relies on one's own self to understand the content
and follow through on learning tasks related to a course.
In this method the information flow is one way and there
is no scope of interaction. The learner has to understand
the subject at their own. In this type of learning process
the reading materials should written in such a manner
that the learner can understand the material very easily.
b) Presentational: Teaching by Transmission - Learn-
ing by Reception.
In presentational teaching-learning, the teacher presents
the course contents through verbal communication sup-
ported by visuals and in some cases audio is also used.
The understanding is through acceptance and reflection.
This method allows a two way communication and
makes it possible to have interaction.
c) Instructor initiated: Teaching by Transmission -
Learning by Sharing
The instructors are knowledgeable and experienced in
the learning material, used for their facilitation skills and
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ability to deliver material to learners. It allows for real-
time interaction as the training is delivered in a class-
room format, as an interactive workshop, as a demon-
stration with the opportunity for learners to practice.
d) Collaborative Learning: Teaching by Discourse -
Learning by Dialogue
In collaborative learning two or more people learn or at-
tempt to learn something together and actively interact
by sharing experiences. Groups of students work togeth-
er to search for understanding, meaning, or solutions or
to create an artefacts or product of their learning. Colla-
borative learning activities can include collaborative
writing, group projects, joint problem solving, debates,
study teams and other activities. The collaborative learn-
ing process always help the learners to understand the
subject much better than studying it in isolated manner.
Sometimes this help also get some innovative ideas from
group discussions.
e) Pervasive Learning: Teaching by Exploration -
Learning by Experience
Pervasive or ubiquitous or ambient—learning means the
education should be “always on”. It means the educa-
tion is always on and available 24 hours a day, 7 days a
week, anywhere, at anytime. Pervasive learning is a so-
cial process that connects learners to communities of de-
vices, people, and situations so that learners can con-
struct relevant and meaningful learning experiences, that
they author themselves, in locations and at times that
they find meaningful and relevant. This implies the mo-
bility of users and the presence of heterogeneous devices
with a high level of usability in the learning environment
open opportunities for innovative educational practices.
In this method the learning is through explored know-
ledge.
The various learning environments expected to be persist-
ing in the next few years are:
a) Customized learning spaces, i.e. personal learning
environments (PLEs)
b) Customization of content presentation and access
c) eReaders and eBooks providing better and more in-
teractive content (just in time)
d) Changing paradigm of “bounded courses” to un-
bounded courses where learning is a continuous
process that can occur anywhere and at any time
Some of the future international perspectives towards e-
learning are:
a) Providing access to education even to remote, rural,
and developing areas
b) Promote intercultural mixing and diversity through
education
c) Improving educational access in segregated societies
d) Sharing resources and co-producing content to re-
duce cost
e) Serve new growing customer groups
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f) Informal learning, sharing own learning with others
via internet and mobile technology.
The concept of pervasive and ubiquitous learning sup-
ports all the above learning environments and will also
enhance the possibilities of achieving the international
perspectives in the near future. The concept of ubiquitous
computing and pervasive learning goes beyond portable
computers. As new technologies evolve and more perva-
sive forms of technology emerge, computers will become
'invisible' and will be embedded in all aspects of our life.
Wearable computers and embedded microchips will be
the tools for future learning. These innovations may have
appeared strange and futuristic at the beginning, but,
over time they blended into our everyday lives. In this
age of progress and great change, we tend to easily adapt
to the technologies and pedagogies that emerge. Ubiquit-
ous technology and pervasive learning may be the new
hope for the future of education.
4 CONCLUSION AND DISCUSSIONS
The advantage of pervasive computing is that computers
are transparently integrated into people’s lives, but this
benefit raises the fear of dependency and interference.
Research has found that people are generally ready to
accept omnipresent technologies if the benefits are
thought to more than the risks. Understanding the bene-
fits and risks are a great challenge to both the users and
developers because pervasive computing is supposed to
be transparent and the users are mostly unaware of pres-
ence of the technology. Another challenge is the devel-
opment and implementation of real-life applications re-
quires a team of developers with diverse background not
only in the field of computer science and communication
technologies but also experts in the fields of social science
and psychology. Hence, researchers have found that, al-
though pervasive and ubiquitous concept is quite old, it is
very recently that it has actually picked up momentum.
New and emerging technologies are changing the over-
view of traditional teaching-learning methods. The fast
evolutions of new possibilities in the fields of computers
and communication have had a large impact on the trans-
formation of the learning process over the last decade or
so. Pervasive computing is one such paradigm shift from
traditional methods of teacher-centric teaching-learning
process to a learner-centric approach. The technology of
ubiquitous computing has opened a vast area of research
and development in the field of teaching-learning. There
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is tremendous possibility application area of pervasive
computing in the modern teaching-learning methodolo-
gy. This could be the definitive solution to have 100%
literacy in any developed or under developed country. To
make the programme successful a joined venture is re-
quired among the educationist from various fields and
also the computer scientists to put their head together to
get proper use of pervasive computing in both teaching
and learning process. The present work is a rather a sys-
tematic study on the concept of pervasive and ubiquitous
learning.
A CKNOWLEDGEMENT
SA and AN express their sincere gratitude to the Depart-
ment of Computer Science for giving opportunity to carry
out this study on pervasive computing. AN is also grate-
ful to University Grants Commission for giving fund for
doing minor research project on Network security and
cryptography.
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