Lifelong Learning Hub: A Seamless Tracking Tool for Mobile Learning

Lifelong learners’ learning activities are scattered along the day in different locations and they make use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals. Learning experiences are disrupted and mobile seamless learning tech- nology has to find new solutions to integrate daily life activities and learning in the same process. Hence, there is a need to provide tools that are smoothly inte- grated into adults’ daily life. The contribution of this demonstration is present- ing a mobile tool that leads the lifelong learning towards a self-regulated pro- cess: foster awareness on learning goals and learning moments; facilitates the user to keep track of learning time with frictionless interface; fosters engage- ment and motivation on the task providing useful statistics. The 3LHub project has been released under open access with the aim to foster adaptation to further communities as well as to facilitate the extension to the increasing number of NFC tags existent in the marke

MOBILE SEAMLESS LEARNING FOR FUTURE LEARNING MODELS

The learning process that emerges scientifically is one of the current learning emphases. The development of mobile technology such as smartphones supports learning that occurs outside of context, that is, it can occur at any time and anywhere without being bound by time and space. This has the opportunity to create learning that arises naturally. Students can be accommodated to study anytime and anywhere according to the students wishes or learning mood. Therefore, appropriate concepts and designs are needed to provide an effective learning environment. Mobile seamless learning is a learning model that contains the concept of continuity and continuity in the learning process that occurs without boundaries of space and time. This article describes the general concept in developing Mobile Seamless Learning-based learnin

"Tap it again, Sam": Harmonizing the frontiers between digital and real worlds in education

Lifelong leaners are intrinsically motivated to embed learning activities into daily life activities. Finding a suitable combination of the two is not trivial since lifelong learners have to face conflicts of time and location. Hence, lifelong learners normally build personal learning ecologies in those moments they set aside to learn making use of their available resources. On the other hand, the advent of Near Field Communication (NFC) technology facilitates the harmonization in the interactions between the digital world and daily physical spaces. Likewise, NFC enabled phones are becoming more and more popular. The contribution of this manuscript is threefold: first, scientific literature where NFC has been used with a direct or indirect purpose to learn is reviewed, and potential uses for lifelong learners are identified; based on these findings the Ecology of Resources for Lifelong Learning is presented as suitable setup for the scaffolding of learning activities with NFC augmented physical spaces; finally, this ecology is piloted and different learning scenarios are proposed for further extension

NFC LearnTracker:Seamless support for learning with mobile and sensor technology

Lifelong learning activities are scattered along the day, in different locations and making use of multiple devices. Most of the times adults have to merge learning, work and everyday life making it difficult to have an account on how much time is devoted to learning activities and learning goals. Learning experiences are disrupted and mobile seamless learning technology provides new solutions to integrate daily life activities and learning in the same process. Hence, there is a need to provide tools that are smoothly integrated into adults’ daily life. This manuscript presents the NFC LearnTracker, a mobile tool proposing the user to immerse within his autobiography as a learner to identify successful physical learning environments, mark them with sensor tags, bind them to self-defined learning goals, keep track of the time invested on each goal with a natural interface, and monitor the learning analytics. This work implies a suitable tool for lifelong learners to bind scattered activities keeping them in a continuing learning flow. The NFC LearnTracker is released under open access licence with the aim to foster adaptation to further communities as well as to facilitate the extension to the increasing number of sensor and NFC tags existent in the market

The design of smart educational environments

This paper discusses the key characteristics of smart learning and the main challenges to be overcome when designing smart educational environments to support personalisation. In order to integrate smart learning environments into the learning ecosystem and educational contexts, innovative uses and new pedagogical approaches need to be implemented to orchestrate formal and informal learning. This contribution describes the main characteristics of smart learning and smart learning environments and sustains the relevance of taking the participation of future users into account during the design process to increase knowledge of the design and the implementation of new pedagogical approaches in smart learning environments

Seamless Learning: A Scoping Systematic Review Study

In recent years, a new concept called seamless learning has appeared. This concept depends on the premise that learning should be maintained without interruption in different environments. Seamless learning is also important not only for meeting the expectations of the new generation whose life styles and learning needs are different but also for supporting the new paradigms in education. In this respect, the present study aimed to demonstrate the results of content analysis on the articles related to concept of Seamless Learning in Scopus database between 2009 and 2018. A total of 58 papers were examined to determine the concept list, top journal list, most cited papers, research methods and models, participants, data collection tools and variables in these articles. The study is considered to be important as no detailed content analysis has been conducted on the concept of seamless learning concept. The research results revealed a considerable increase in the number of studies on the concept of seamless learning by year. Singapore was the leading country in seamless learning research. It was seen in these studies that conceptual/descriptive methods were prominent as the research methods; that K-12 students were preferred more as participants; and that the most common data collection tools included interview and academic achievement tests. Lastly, in the studies examined, academic performance and perception were among the most popular dependent variables

Disrupting education using smart mobile pedagogies

© Springer Nature Switzerland AG 2019. As mobile technologies become more multifaceted and ubiquitous in society, educational researchers are investigating the use of these technologies in education. A growing body of evidence shows that traditional pedagogies still dominate the educational field and are misaligned with the diverse learning opportunities offered by the use of mobile technologies. There is an imperative to question those traditional notions of education, including how, where and when teaching and learning are enacted, and to explore the possible mediating roles of new mobile technologies. New smart pedagogies, which embrace the affordances offered by mobile technologies, have the potential to disrupt notions of schooling. In this chapter, we examine the nature of smart pedagogies and their intersection with mobile pedagogies. We unpack notions of innovation and disruption. We then discuss smart mobile learning activities for school students identified from a Systematic Literature Review, together with the pedagogical principles underpinning them. We argue to encourage smart pedagogies, teacher educators should support teachers to implement ‘feasible disruptions’. Consequently, implications for teacher education are explored