AN INSTRUCTIONAL DESIGN MODEL FOR UBIQUITOUS
LEARNING ENVIRONMENTS
Erkan Tekinarslan, Ph.D.
Abant Izzet Baysal University, Faculty of Education, Bolu, Turkey.
tekinarslan_e@ibu.edu.tr
Melih Derya Gürer
Abant Izzet Baysal University, Faculty of Education, Bolu, Turkey.
gurer_m@ibu.edu.tr
Rıdvan Kağan Ağca
Abant Izzet Baysal University, Faculty of Education, Bolu, Turkey.
kagan_a@ibu.edu.tr
ABSTRACT
The advances in telecommunication and computer technology have enabled the distance educators to construct new learning environments
such as ubiquitous learning in which learners can obtain knowledge anytime and anywhere. In particular, ubiquitous learning environments
based on wireless technologies made the learners able to access the various contents on the Web, search the electronic databases, and
interactively communicate with instructors and other learners without time and place constrains (Chang & Sheu, 2002). The purpose of this
study is to discuss characteristics of ubiquitous learning and offer an alternative instructional design model based on the ADDIE model which
is a systematic instructional design model consisting of five phases: (1) Analysis, (2) Design, (3) Development, (4) Implementation, and (5)
Evaluation.
Keywords: Instructional design, ubiquitous learning, wireless technology.
INTRODUCTION
As a new form of electronic learning (e-learning), ubiquitous
learning has gained a great popularity. The term
“ubiquitous” is defined as “being or seeming to be
everywhere at the same time” (The Free Dictionary, 2008).
The learners in ubiquitous learning environments are able to
access the various contents on the Web, search the
electronic databases, interactively communicate with
instructors and other learners and obtain knowledge
anytime and anywhere through wireless technologies
(Chang & Sheu, 2002). According to Yang (2006), the main
purpose of ubiquitous learning is to provide intuitive ways for
identifying learning collaborators, learning contents and
learning services in the right place at the right time. Laroussi
(2004) states that ubiquitous learning is leaded by
ubiquitous computing. In addition, various technological
devices (e.g., personal digital devices such as electronic
whiteboard, palm pilot, digital cameras, rocket e-book,
mobile phones, personal digital assistants, etc.) besides
mobile computers or laptops can be used to provide
information to learners wherever and whenever they need it
(Laroussi, 2004).
Based on the related literature (Ogata, Yin, Yano, 2004)
Bomsdorf (2005) discuses the characteristics of ubiquitous
learning as the following:



Permanency: The students’ works in an ubiquitous
learning environment can not be lost and they can be
kept permanently. Besides, all the learning processes
can be recorded continuously.
Accessibility: The students may access to their
documents, electronic databases, or videos from
anywhere through wireless devices. The information
can be also provided based on their requests.
Immediacy: The students can get or access any
digital information immediately wherever they are.
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


Thus, they can overcome the problems quickly.
Besides, the students may record the information or
the questions look them later.
Interactivity: The students may interact with
instructors, peers and experts in through synchronous
or asynchronous communication tools. Therefore, the
information from various sources is more available.
Situating of instructional activities: The learning
activities in a ubiquitous learning environment can be
embedded in the students’ daily life. The problems
encountered and knowledge required are presented in
their natural and authentic forms. Thus, students
become able to notice the features of problem
situations that make particular actions relevant.
Adaptability: Students are able to get the right
information at the right place in the right way (Ogata,
Yin, Yano, 2004, cited in Bomsdorf, 2005)
By considering these characteristics we can stay that
ubiquitous learning is a promising form of e-learning or
distance learning. Although there are various instructional
design models for distance learning (Willis & Locke, 2004),
the number of instructional design models specifically for
ubiquitous learning is insufficient. The purpose of this study
is to offer an instructional design model for ubiquitous
learning by considering the ADDIE instructional design
model, refined by Dick and Carey (1996), and four hierarchy
levels of services in ubiquitous learning which were adapted
by Laroussi (2004).
INSTRUCTIONAL DESIGN AND ADDIE MODEL
The term instructional design is defined in Wikipedia (2008)
as “the practice of arranging media, communication
technology and content to help learners and teachers
transfer
knowledge
most
effectively”
(http://en.wikipedia.org). The ADDIE model consists of five
phases which are: Analysis, design, development,
implementation, and evaluation (Learning Theories
Knowledgebase, 2007).
In addition, Laroussi (2004) adapts four levels of hierarchy
for community-oriented services of Amoretti et al. (2003)
into hierarchy levels of services in ubiquitous learning which
consists of four layers: (1) infrastructures for connectivity
and distributed environments, (2) Web-based services, (3)
coordination, and (4) pedagogical scenario for mobile
learning. In this study, these four layers in ubiquitous
learning and the ADDIE model are blended to offer an
alternative instructional design model specifically for
ubiquitous learning environments (see Figure 1).
1. Analysis: In this phase, various variables such as
learning problem, instructional objectives, learners’ needs,
existing knowledge, learning environment, delivery options,
and the timeline for the course are analyzed and identified
(Learning Theories Knowledgebase, 2007). In addition,
technological infrastructures (e.g., physical devices, network
bandwidth, etc.) for connectivity and distribution and webbased services in ubiquitous learning environment are
analyzed and identified in this phase (Laroussi, 2004).
2. Design: In this phase, learning objectives are specified
and other issues such as graphic design, user-interface and
content are determined (Learning Theories Knowledgebase,
2007).
3. Development: In this phase, the actual content and
teaching-learning materials are produced or developed
(Learning Theories Knowledgebase, 2007). The mobile and
wireless learning and communication devices are also
supplied in this phase. Besides, ubiquitous computing and
educational resources are aggregated and coordinated as a
single environment (Laroussi, 2004).
Furthermore, a
pedagogical scenario for mobile learning can be developed
in this phase.
4. Implementation: In this phase, the plan or scenario,
which is designed and developed in prior phases is
implemented. The training materials are distributed to the
learners through ubiquitous computing or wireless devices
(Learning Theories Knowledgebase, 2007).
5. Evaluation: After implementation and delivery, the
effectiveness of the training materials is evaluated.
Evaluation phase consists of formative and summative
evaluation. Formative evaluation is conducted in every
stage of the instructional design model. Summative
evaluation, which focuses is on the outcome (Bhola, 1990),
contains tests designed for criterion-related referenced
items and provides opportunities for feedback from the
users or learners (Learning Theories Knowledgebase, 2007;
Yalın, 2004).
Analysis
Instructional objectives,
Learners’ needs,
Existing knowledge,
Learning environment,
Timeline for the course,
Infrastructure for wireless
technology and delivery options.
Design
Specification of learning objectives.
Determination of graphic design, user-interface
and content.
Development
Production of the actual content.
Development of teaching-learning materials.
Supply of mobile and wireless devices.
Coordination of ubiquitous computing and
educational resources.
Development of a pedagogical scenario for
mobile learning.
Implementation
The training materials are distributed to
the learners through ubiquitous
computing and or wireless devices.
Evaluation
The effectiveness of the training
materials is evaluated. Formative
evaluation is conducted in every
stage.
Figure 1. An instructional design model based on the ADDIE model (Learning Theories Knowledgebase, 2007) and
hierarchy levels of services in ubiquitous learning (Laroussi, 2004).
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Pedagogical Scenario For Ubiquitous Learning
The below pedagogical scenario for ubiquitous learning (see
Figure 2) developed by
Laroussi (2004) shows that
students can be inside or outside of the learning
environment. Besides, they are equipped with a computer or
with any mobile device. Thus, they can interact and have a
dialogue with their classmates, professor or another
professor.
Figure 2. Scenario of interaction in
Ubiquitous Learning (Laroussi, 2004)
In addition, Chang and Sheu, (2002) designed a project to
develop advanced wireless technologies for building an Ad
Hoc classroom in order to create a modern and new
learning environment. Hence, they developed software
systems, including Ad Hoc classroom system and electronic
school bag (eSchoolbag) systems, on both PC server and
mobile devices such as PDA and Notebook which are
carried by students and the teacher (see Figure 3).
establishes a self-motivated learning environment for
students. Therefore, in this system several teaching-learning
activities and teaching-learning models can be executed
outdoor and teacher and students can interact without time
and place limitations when it is needed (Chang and Sheu,
2002).
CONCLUSION
As previously discussed, ubiquitous learning provides
intuitive ways for identifying learning collaborators, learning
contents and learning services in the right place at the right
time (Yang, 2006). The characteristics of ubiquitous learning
can be listed as permanency accessibility, immediacy,
interactivity, situating of instructional activities and
adaptability (Ogata, Yin, Yano, 2004, cited in Bomsdorf,
2005). These characteristics suggest that ubiquitous
learning is an applicable and promising form of e-learning.
However, the number of instructional design model
specifically for ubiquitous learning is insufficient. This study
offers an instructional design model for ubiquitous learning
by considering the ADDIE model., refined by Dick and
Carey (1996). Similar to the ADDIE model, the instructional
design model offered in this study consists of phases: (1)
analysis, (2) design, (3) development, (4) implementation,
and (5) evaluation. However, these five phases are blended
with four hierarchy levels of services in ubiquitous learning
developed by Laroussi (2004) to make it specific to the
ubiquitous learning environments. Finally, we think that the
instructional design model offered in this study will be an
applicable model to achieve objectives and to meet the
needs of learners in an ubiquitous learning environment.
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