Universidad Nacional de Santiago del Estero (ARGENTINA)
About this paper:
Appears in: EDULEARN15 Proceedings
Publication year: 2015
Pages: 4564-4569
ISBN: 978-84-606-8243-1
ISSN: 2340-1117
Conference name: 7th International Conference on Education and New Learning Technologies
Dates: 6-8 July, 2015
Location: Barcelona, Spain
This set of technical options that allow the ubiquity of a computer system and conceptual possibilities of design information, can be considered the 'ubiquitous design'. Transcending theoretically, the computer systems to the design of educational applications in educational sites, the ubiquitous design provides options to improve the performance of Internet and the Web as a means of communication and education [1].
The “flexible interface” opens a world of possibilities at a great amalgam of users, and allows people to interact with an interface type depending on the users, and their degree of learning experience; use different resources depending on the culture of the user; and use different shades depending on better visibility or personal taste [2]. The rapid progress of mobile, wireless communication and sensing technologies has enabled the development of ubiquitous learning (u-learning) environments, which are able to detect the real-world learning status of students as well as the environmental contexts. Accordingly, appropriate information can be provided to individual students in the right place and at the right time.

Methodology, objectives and results:
A “smart learning environment” aims to help students gain knowledge even when they are doing leisure activities. It plays the role of a wise friend who seeks opportunities to advise learners in their daily life by taking their needs and preferences into account [3]. So, the objectives of this work are defined as: supplying theoretical elements, technical characteristics or operational considerations, to the visual and instructional presentation of meaningful learning; show the state of the art of research or current empirical findings, which provide actions, guidelines or indicators, for the design of u-learning interface; and finally present a conceptual framework for the significant visual presentation of u-learning quality.

The research is documentary and descriptive, referencing the state of the art of current empirical findings and associated lines of study. The methodology of this work involves the integration of selected readings, for the creation of a framework of contextual theoretical references, with lines and contributions of knowledge as learning theories, digital design, mobile technology, etc, which can be assembled to the formal design activity of a graphic interface for ubiquitous learning.

This document is structured, organized and relates the theoretical components for the awareness and learning of informational elements, such as future graphical interface (GUI) design guidelines, oriented to educational materials from the u-learning.
The first stage it is select and integrate the bibliographic references and empirical indicators, and generate an associative and conceptual framework, containing features and guidelines for the design of graphic interfaces for u-learning. Finally, the framework will be present in a concept map, or similar alternative model view.

[1] AIPO (Asociación de Interacción Persona-Ordenador). (2003). Un ejemplo de diseño ubicuo. Sitio Web AIPO.
[2] Royo, J. (2004). Diseño Digital. Ediciones Paidos Iberica, SA. Barcelona. ISBN: 84-493-1550-6.
[3] Hwang, G. (2014). Smart Learning Environments. Consultado en: (25/02/15)
Virtual education, ubiquitous learning, ubiquitous interface, interface quality aspects.