The design of naming-based service composition system for ubiquitous computing applications

Minami, Masateru; Morikawa, Hiroyuki; Aoyama, T.

doi:10.1109/saintw.2004.1268652

Cited by 23 publications

(8 citation statements)

References 4 publications

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“…Owing to the advance and popularity of computer and network technologies, computer technology‐enhanced learning has attracted the attention of researchers in recent years (Ge & Land, 2004; Liaw, Huang & Chen, 2007; Williams van Rooij, 2009). Although several studies have demonstrated the benefits of learning with computers (eg, Pena‐Shaffa & Nichollsb, 2004; Tsai & Tsai, 2003), educators have emphasised the importance and necessity of ‘authentic activities’ in which students can work with problems from the real world (Brown, Collins & Duguid, 1989; Chu, Hwang & Tsai, 2010; Minami, Morikawa & Aoyama, 2004; Wenger, 1997). That is, it is important to place students in a series of designed lessons that combine both real and virtual learning environments (Hwang, Tsai & Yang, 2008).…”

Section: Introductionmentioning

confidence: 99%

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning

Hwang

Shi

Chu

2011

Brit J Educational Tech

190

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Recent advances in mobile and wireless communication technologies have enabled various new learning approaches which situate students in environments that combine real-world and digital-world learning resources; moreover, students are allowed to share knowledge or experiences with others during the learning process. Although such an approach seems to be promising and innovative, researchers have indicated several problems when applying it to practical applications, in particular, the lack of proper strategies or tools to assist the students to learn collaboratively in such a learning scenario with abundant content. Students might feel interested when using the mobile devices to learn; however, without proper assistance or guidance, their learning achievements are usually disappointing. To cope with this problem, this study proposes a concept map-oriented Mindtool for collaborative ubiquitous learning. Experimental results from a natural science course in an elementary school show that this approach not only enhances learning motivation but also improves the learning achievements of the students.

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Section: Introductionmentioning

confidence: 99%

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning

Hwang

Shi

Chu

2011

Brit J Educational Tech

190

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“…By taking idea from [8] all the objects can be provided host identity by giving them name so that any client can search the location of object based on the name instead of using IP Address or UID of RFID tag. In future, IPV6 addressing can be used to identify all the objects as it gives more address space.…”

Section: Discussionmentioning

confidence: 99%

RFID and IP Based Object Identification in Ubiquitous Networking

Vaghela¹

2012

IJDPS

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Ubiquitous networking is an integrated part of future networking technology that can provide capabilities for connecting all of objects (computers, human, PDAs, cell phones etc.) in future network. It has to meet the challenge of seamless connection for communication between human and objects in internet infrastructure. Unique object identification is very much important to make the communication between objects possible. RFID tag can be used as unique identifier to identify a physical object. Radio Frequency Identification (RFID) is a technology used for object identification of system. Internet Protocol (IP) address is used to provide logical identity to find the location of object for communication. In this paper, IP based RFID architecture for unique identification and tracking of object by considering mobility is proposed. RFID Agent (RA) is used to generate IP address based on RFID tags. In proposed solution, RFID-IP mapping is used to identify and track the location of object as RFID

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“…Pág. 7 de 43 contextos del mundo real y recursos del mundo digital para proporcionar a los estudiantes experiencias directas del mundo real, con apoyo en las teorías del aprendizaje podemos citar a (Minami et al (2004), Hung et al (2014), Wu y otros (2013a, b).…”

Section: Sobre El "Aprendizaje Ubicuo Sensible Al Contexto"unclassified

La universidad inteligente/ The Smart University

Ros¹

2020

Preprint

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As it happens in other fields, also in Higher Education it is detectedthat the use of Artificial Intelligence (AI) can be, and in some cases is being, a powerful medium of inclusion through adaptive support in pedagogical help and in the delivery of resources. And to do it in a sensitive, relevant and pertinent way with the personal and group situation of students' learning, in response to their demand for knowledgeand for the development of their skills.There is a need for a framework of pedagogical model and instructional design that integrates students and guides this help to common and desirable learning outcomes. We also raise the need for an analysis of the conditions necessary for its validation. Finally, we propose, through analysis based on experiences, concrete answers to the insufficiency of institutional policies that contemplate modalities of integration and their repercussions.

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The design of naming-based service composition system for ubiquitous computing applications

Cited by 23 publications

References 4 publications

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning

A concept map approach to developing collaborative Mindtools for context‐aware ubiquitous learning

RFID and IP Based Object Identification in Ubiquitous Networking

La universidad inteligente/ The Smart University

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