Rationale In the near future, every students and teachers will have their own mobile devices such as PDA, tablet PC. These devices will be used frequently and integrally in the course of instruction, become as indispensable learning tools like pencils and chalkboards, yet enable students to learn more quickly, more deeply, and with more fun. Most parents and teachers, in universities, will encounter more and more compelling examples or stories around them about the use of such devices for enhancing learning and teaching. In addition, the prices of these learning devices will become affordable to the majority of parents or college students, and wireless services and access to the Internet will be ubiquitously available in and out of universities. So we propose "u-campus" project in our university, which aims to improve classroom and using wireless and mobile technologies, i.e., PDA (Personal Digital Assistant). U-campus has an assumption that every student has his/her own personal device, allows learners to study at anytime and anyplace, provides the right information at the right time at the right place, provides knowledge awareness for inducing interaction and collaboration, supports learning-communities that consists of foreign students, Japanese students, teachers, parents and so on.

Conventional vs. u-Campus Implementation (pedagogy) Various features of the u-campus system supporting inside-class teaching and outside-class learning are discussed from educational perspectives. Inside classroom - Reducing the time-consuming tasks: The activities in classrooms include some frequent and tedious tasks. For example, a teacher takes students' attendance, gives students worksheets and test papers and then collects them after students finish their work, or ask students to rewrite and demonstrate their completed assignment on a whiteboard. Such a procedure takes much time and often interrupts the ongoing teaching activity. In the u-classroom, the teacher can take students' attendance with RFID tags in no time at all, and broadcast ready-prepared materials to PDA(s) of all students. These designs enable numerous tedious tasks to be completed at once, and hence allowing teachers to have more time to guide students' learning, and keep teaching activities running smoothly. - Augmenting interaction: Because of the limited resources in ordinary classrooms, students often merely accept the ready-prepared materials during learning activities. In the u-classroom, each student can use the mobile learning device to explore, collect, read, and annotate online course-related resources, and then complete the assignment collaboratively on our content management system's mutual workspace. If the students have questions, teachers and teaching assistants reply them individually. Also teachers can provide students quizzes in classrooms. The students answer them with their PDA(s). If the students have questions about quizzes, teachers and teaching assistants also reply them individually after the classrooms. This process is similar to response systems like ClassTalk which is the commercial product of Better Education Inc. Meanwhile, we are implementing this function in the PDA because we don't have to prepare any other special equipment. In this way, u-campus system augments interaction not only between teachers and students, but also among students. - Recording teaching and learning processes as e-portfolios: Before class, teachers need to systematically construct teaching materials for themselves and learners to use during learning and teaching. Meanwhile, through the PDA, the system record learners' processes as learning portfolios in the individual or group archive in our content management system. These functions facilitate the establishment of teaching records and learning portfolios and then promote teachers' reflection on teaching as well as learners' portfolio assessment. That is, u-campus aims to enable authentic assessment. - Fostering collaborative learning: To facilitate collaborative learning activities in classrooms, teachers often confront two problems. First, students mostly exchange ideas verbally and thus the process of interaction could not be recorded. This problem makes these activities more goal/result-oriented rather than process-oriented. Second, owing to the competing pressure between groups, the high ability students in a group tend to dominate the whole learning activity, which in turn deprives the lower-ability students of their learning opportunities in group activities. Group members in the u-classroom are not only able to discuss with each other face-to-face, but also able to exchange individual materials through the PDA(s). The groups are formed according to the students' portfolios. They take notes on the exchanged materials shown on the device and thus the process of interaction could be recorded. Additionally, all the group members can finish the assignment collaboratively on the mutual workspace. This functionality motivates each group member not only to engage in the group work, but also to actively interact with others. Outside classroom - Knowledge awareness: In outside classroom, it is very difficult for students to be aware of other learners' knowledge that they are interested in. In u-campus, KA informs the student about other students'actions (look-at, change, and discuss), that have something to do with knowledge on which a learner was or is presently engaged. KA stimulates student's curiosity, helps to establish collaborative learning groups, and creates learning-communities. In this project, we will develop knowledge awareness support tool using PDA to foster knowledge sharing and co-creation in u-campus. KA will be evaluate in classrooms and out classrooms by comparing the number of collaborative learning groups established with KA and that of groups established without KA. - Right time and right place learning: If students can access information at any time, at any place outside classroom with PDA and wireless LAN, they can learn at any time and any place. But the fundamental issue is how to provide learners right information at the right time in the right way. In u-campus, the system provides the right information at right time and right place using context-aware and personalization technologies. Student's context is detected from data of GPS, RFID tags, and so on. For example, in language learning situation, the system asks a question about the hotel reservation in front of the hotel. This information is provided according to portfolios that are continuously recorded inside and outside classroom. - Building and sustaining learning community: In ordinal classroom and campus, it is not so easy to find people who have the same interest and the same problem. In u-campus, knowledge awareness supports to be aware of potential collaborators within teachers and teaching assistants, alumnus, and parents. This project will provide community building tools based on their expertise, knowledge and interests. Moreover, the tools will help to sustain the learning communities by combining knowledge awareness and social network analysis.

Impact on Teaching The main objectives of ubiquitous learning are shown as follows: - Permanency: Learners can never lose their work unless it is purposefully deleted. In addition, all the learning processes are recorded continuously in everyday. - Accessibility: Learners have access to their documents, data, or videos from anywhere. That information is provided based on their requests. Therefore, the learning involved is self-directed. - Immediacy: Wherever learners are, they can get any information immediately. Therefore learners can solve problems quickly. Otherwise, the learner may record the questions and look for the answer later. - Interactivity: Learners can interact with experts, teachers, or peers in the form of synchronies or asynchronous communication. Hence, the experts are more reachable and the knowledge is more available. - Situating of instructional activities: The learning could be embedded in our daily life. The problems encountered as well as the knowledge required are all presented in the nature and authentic forms. It helps learners notice the features of problem situations that make particular actions relevant. - Adaptability: Learners can get the right information at the right place with the right way. Moreover, ubiquitous learning can be Computer Supported Collaborative Learning (CSCL) environments that focus on the socio-cognitive process of social knowledge building and sharing. Related links: - ubiquitous language learning project - u-campus project (only in Japanese)

Impact on Student Learning One Year Ago: In the regular classrooms like descrete math, students were passive and just listening to the teacher and teacher cannot understand whether students can understand or not what the teacher is saying. In language learning course, teachers conducted one day trip without any personal device, wireless communication and GPS. So it was very difficult for teachers to understand what they were doing and sometimes overseas studets were lost in the town. Today - In the regular classrooms, students are actively participaing by response system. Teachers also can understantd their comprehension by the system. So this makes a kind of interactive classroom. In language learning course, teachers can understand where the students are and give advices adequately. One Year From Now - In the regular classroom, students can participate actively and interactively. In language learning couses, overseas students can use personal devices and GPS in their every day life as well as one day trip. So students can learn Japanese language in their daily life as well as in the couses.

PDA equiped classroom Implementation (technology) ------ We have developed the PDA equiped classroom (see the above picuture) - PDAs are charged during classroom. - There are four WiFi access points in this room. - Web camera on the celling enables real time streaming on the web, and students outside class can attend the classroom virtually through this camera. - Also the video is recorded into the sreaming server. So LMS (Learning Management System) and CMS (Content Management System) use this data like e-Learning system, which is a tailored for our University. ----- u-Learning System This system was developted for PC and PDA and has the following functions (see fugure 1): (1) Course and Contents management: This enables the teacher, assistants and system administrators to make the different course management tasks such as creation of courses, students registration, material upload, etc. (2) Report Submission: The teacher can assign reports for every course, and the students submit their reports, through the web application by uploading the file into the main server. Finally the teacher grades the submitted reports and the students can view their grades on-line. (3) Attendance taking: Every student has a RFID tag and when he/she enter the classroom the system reads the RFID tag and sends a message to this system. (4) Feedback System: This allows the students to make questions to the teacher in the moment they face something they don't understand during class or outside the classroom, supporting the assessment on-demand. (5) Response System: The system can recollect the students' answers and if applicable, create tables, histograms or any other graphs, supporting the teacher's awareness about the students' individual performance. ---- LOCH: Supporing Japanese Language Learning for Foreign students LOCH was developed to assist overseas students to learn Japanese while involved in real life situations. Using the provided interfaces, the teacher assigns tasks to the students to go around the town, interact with native speakers and bring back their findings and/or questions (see figure 2). Students can make use of their PDAs for writing down annotations, recording questions, taking pictures and reporting back to the teacher. At anytime, the teacher is monitoring the position of the students (map windows in figure 2) and can establish communication with them, either through instant messaging or IP phone (commucatin windows in figure 2), both preinstalled on the PDA. The teacher guides the students through the task activities, giving suggestions or hints (such as "Ask somebody how to get there" or "You have to find the post office first"). After all the students conclude their tasks, they meet together at the classroom, which is equipped with a smart board and where the teacher has being following their advances. All the gathered information is displayed and discussed, and each student explains his/her strategies to the rest of the group. Similar situations are identified, and their solutions are shared under the guidance of the teacher. Certainly, this approach contributes with a better insight of the foreign students during their daily life in Japan. There are a myriad of expressions that students are unfamiliar with, and the purpose of the teacher is to give them the tools to respond and behave according to the situation. Furthermore, students are encouraged to go around because the usage of mobile devices seems new and interesting, and they have the assurance that the teacher can be immediately reached in case something goes wrong. figure 1 u-Learning System on PDA figure 2 LOCH System for teachers

PDA equiped classroom English U-Learning system was used in English as Second Langueage course. LOCH Japanese language learning classroom with LOCH Descrete Math u-Learning system was used in Decrete Math and Graph theories course.

Quick Facts Dept: Computer Science Courses Impacted: Descrete Math and graph theory 1 and 2, Introduction of Computers 1 and 2, Software Experiments 1 and 2, Hardware Experiments 1 and 2 # Students Impacted: UG 1, master course 1 and 3 (about 120 students) # Faculty Involved: Hiroaki Ogata, Hiroyuki Mitsuhara. Dept: International Student Center Courses Impacted: Japanese Language Learning # Students Impacted: 20 overseas students # Faculty Involved: Yasuko Oishi, and Takahito Ueda. Dept: Languages and cultures Courses Impacted: ESL # Students Impacted: 60 students # Faculty Involved: Christopher Glick This project is funded in part by a 2004 HP Technology for Teaching grant.

Contact Us: Hiroaki Ogata ogata@is.tokushima-u.ac.jp http://www.e.tokushima-u.ac.jp/u-campus-xoops/

References & Publications Ogata, H., and Yano, Y.: Knowledge Awareness Map for Computer-Supported Ubiquitous Language-Learning, IEEE WMTE (Wireless and Mobile Technologies in Education) 2004 (International Workshop on Wireless and Mobile Technologies in Education), pp.19-26, Taiwan, March 23-25, 2004. Ogata, H., and Yano, Y.: Context-Aware Support for Computer Supported Ubiquitous Learning, IEEE WMTE 2004, pp.27-34, Taiwan, March 23-25, 2004. Ogata, H., and Yano, Y.: Ubiquitous Learning: Language Learning Meets Ubiquitous Computing, ED-Media 2004, pp.2069-2076, Lugano, Switzerland, June 21-26 2004. Hiroaki Ogata, Ryo Akamatsu, and Yoneo Yano: Computer supported ubiquitous learning environment for vocabulary learning using RFID tags, TEL (Technology Enhanced Learning) 2004, Toulouse, France, August 22 2004. Hiroaki Ogata, Ryo Akamatsu, Hiroyuki Mitsuhara, Yoneo Yano, Kenji Matsuura, Kazuhide Kanenishi, Yasuo Miyoshi, and Tomiaki Morikawa:TANGO: Supporting Vocabulary Learning with RFID tags, International Workshop Series on RFID, Tokyo, Nov.10, 2004. Hiroaki Ogata, Chengiu Yin, Yoneo Yano: JAPELAS: Supporting the Learning of Japanese Polite Expressions with PDA, Proc. of International Conference on Computers in Education 2004(ICCE2004), pp. 411-419, Melbourne, Australia, Nov.30-Dec.03, 2004. Chengjiu Yin, Hiroaki Ogata, and Yoneo Yano, JAPELAS: Supporting Japanese Polite Expressions Learning Using PDA towards Ubiquitous Learning, The Journal of Information and Systems in Education, Vol.3, No.1, pp.33-39, 2005. Yanlin Zheng, Hiroaki Ogata and Yoneo Yano: A Framework of Context-awareness Support for Collaboration Recommendation in e-Learning Environments, The Journal of Information and Systems in Education, Vol.3, No.1, pp.40-48, 2005. Salcedo, M.R., Ogata, H., and Yano, Y.: Providing Interoperability Services in the Ubiquitous Digital Library Project, International Journal of Advanced Technology for Learning, Vol.1, No.2, pp.107-114, 2005. Li, L., Zheng, Y., Ogata, H., and Yano, Y.: A conceptual Framework of Computer-Supported Ubiquitous Learning Environment, International Journal of Advanced Technology for Learning (in press). Li, L., Zheng, Y., Ogata, H., and Yano, Y.: Ubiquitous Computing in Learning: Toward a Conceptual Framework of Ubiquitous Learning Environment, International Journal of Pervasive Comp. and Comm. (in press). Nobuji A. Saito, Hiroaki Ogata, Rosa G. Paredes, Yoneo Yano and Gerardo Ayala, Supporting Classroom Activities with the BSUL Environment, Proc. WMTE2005, Nov. 28-30, Tokushima, Japan. (in press) Rosa G. Paredes J., Hiroaki Ogata, Nobuji A. Saito, Chengjiu Yin, Yoneo Yano, Yasuko Oishi & Takahito Ueda, LOCH: Supporting Informal Language Learning Outside the Classroom with Handhelds, Proc. WMTE2005, Nov. 28-30, Tokushima, Japan. (in press) Rosa G. Paredes J., Hiroaki Ogata, Yoneo Yano, Gerardo Ayala San Martin, A Multi-Model Approach for Supporting the Personalization of Ubiquitous Learning Applications, Proc. WMTE2005, Nov. 28-30, Tokushima, Japan. (in press) Chengjiu Yin, Hiroaki Ogata and Yoneo Yano, Ubiquitous-Learning System for the Japanese Polite Expressions, Proc. WMTE2005, Nov. 28-30, Tokushima, Japan. (in press) Raul Morales-Salcedo, Hiroaki Ogata and Yoneo Yano, Towards a New Digital Library Infrastructure with RFID for Mobile e-Learning , Proc. WMTE2005, Nov. 28-30, Tokushima, Japan. (in press) WMTE20005 IEEE International Workshop on Wireless and Mobile Technologies in Education (WMTE 2005), November 28-30, Tokushima, Japan

This project supported in part by an HP Technology for Teaching grant.