This poster presents 3 years research on how to provide support for lifelong learners with mobile technology. The aim of this research is facilitating adapted feedback services to foster self-regulation in adult lifelong learners

Tabuenca, Bernardo

Open University of the Netherlands Research Portal

Open Universiteit www.ou.nl Seamless support for lifelong learning with ubiquitoustechnologyCitation for published version (APA):Tabuenca, B. (2014). Seamless support for lifelong learning with ubiquitous technology. Poster sessionpresented at 9th European Conference on Technology Enhanced Learning (EC-TEL), Graz, Austria.Document status and date:Published: 16/09/2014Document Version:Peer reviewed versionDocument license:CC BY-SAPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 08 Sep. 2023Seamless support for lifelong learning with ubiquitous technology Bernardo Tabuenca Welten Institute, Research Centre for Learning, Teaching and Technology  Open University of the Netherlands; Heerlen, The Netherlands {bernardo.tabuenca}ou.nl Abstract—This poster present 3 years research on how to provide support for lifelong learners with mobile technology. The aim of this research is facilitating adapted feedback services to foster self-regulation in adult lifelong learners. Keywords: feedback, technology enhanced learning, self-regulated learning Motivation & Problem Definition Lifelong learners are confronted with a broad range of activities they have to manage everyday. In most cases they also have to merge learning, working, and everyday life throughout the day. For the support of lifelong learners their daily practices and learn-ing patterns are of importance. Lifelong learning includes a variety of different educa-tional scenarios and contexts in which learners operate. These contexts include tradi-tional formal programs, non-formal education, on the job-training and informal, acci-dental learning. Fischer [1] even values lifelong learning as a mind-set that people have to acquire including the following learning scenarios: 1) self-directed learning; 2) learning on demand; 3) collaborative learning. When adopting questions of integra-tion between learning and living support of lifelong learners several key aspects have to be highlighted that are essential problems for today’s lifelong learners: 1. No Integration of informal and formal learning activities. 2. No support for learning activities across locations, devices, and environ-ments, as also a lack of support for ubiquitous knowledge access. 3. No support for multiple learning tasks and switching between these.  4. Linking learning activities with everyday life activities and the physical world objects. In summary there is little support for lifelong learners that typically try to learn in different contexts, are busy with multiple parallel learning tracks over longer periods of time, and must align or relate their learning activities to everyday leisure and work-ing activities. Proposed solution & Findings The first article in this research presents the results from a questionnaire aimed to recognize mobile usage patterns of lifelong learners to support them with technology [2]. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn.     Next we explored whether mobile devices can be used to foster meta-cognitive skills on learning. Hence, the pilot experiment [3] offered to students a daily reflec-tion and reporting exercise to a) assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (lifelong) learners when they are prompted to reflect on this theme. Additionally, the formative study [4] proposed sampling of learning preferences on mobile devices are key benchmarks for lifelong learners to 1) become aware on which learning task suits in which context, 2) set realistic goals and set aside time to learn on a regular basis. A classification framework for modeling lifelong learners’ preferences was presented and mobile application for experience sampling was piloted with the aim to identify which are the preferences from lifelong learners regarding when, how and where learning activities can be integrated.    In subsequent publications, a set of pilots have been implemented aiming to support lifelong learners in the following: • Authentic learning. Authoring educational resources in context [5]. • Self-regulation & learning analytics. A NFC mobile tool to identify personal learning environments and track learning activities across context [6]. • Harmonizing learning environments. Smart visualization support [7].  Future research These pilots will be tested in the Seamless Learning Experiences Workshop (mlearn 2014) and evaluated both in integrated field studies and formative courses at The Open University of The Netherlands. References 1. Fischer, G.: Lifelong learning-more than training. J. Interact. Learn. Res. 1–22 (2000). 2. Tabuenca, B., Ternier, S., Specht, M.: Supporting lifelong learners to build personal learning ecologies in daily physical spaces. Int. J. Mob. Learn. Organ. 7, 177–196 (2013). 3. Tabuenca, B., Verpoorten, D., Ternier, S., Westera, W., Specht, M.: Fostering reflective practice with mobile technologies. In Proceedings of the 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning. (2012). 4. Tabuenca, B., Kalz, M., Börner, D., Ternier, S., Specht, M.: Where is my time? Identifying productive time of lifelong learners for effective feedback services. International Computer Assisted Assessment (CAA) Conference. Research into E-Assessment. , Zeist (The Netherlands) (2014). 5. Tabuenca, B., Kalz, M., Ternier, S., Specht, M.: Mobile authoring of open educational resources for authentic learning scenarios. Univers. Access Inf. Soc. (2014). 6. Tabuenca, B., Kalz, M., Specht, M.: Lifelong Learning Hub  : A seamless tracking tool for mobile learning. EC-TEL ’14 Proceedings of the 9th European Conference on Technology Enhanced Learning. pp. 1–4. 7. Tabuenca, B., Kalz, M., Specht, M.: “ Tap it again , Sam ”: harmonizing the frontiers between digital and real worlds in education. Frontiers in Education. IEEE Computer Society, Madrid (2014).   

English

Seamless support for lifelong learning with ubiquitous technology

Open Universiteit www.ou.nl Seamless support for lifelong learning with ubiquitoustechnologyCitation for published version (APA):Tabuenca, B. (2014). Seamless support for lifelong learning with ubiquitous technology. Poster sessionpresented at 9th European Conference on Technology Enhanced Learning (EC-TEL), Graz, Austria.Document status and date:Published: 16/09/2014Document Version:Peer reviewed versionDocument license:CC BY-SAPlease check the document version of this publication:• A submitted manuscript is the version of the article upon submission and before peer-review. There can be important differences betweenthe submitted version and the official published version of record. People interested in the research are advised to contact the author for thefinal version of the publication, or visit the DOI to the publisher's website.• The final author version and the galley proof are versions of the publication after peer review.• The final published version features the final layout of the paper including the volume, issue and page numbers.Link to publicationGeneral rightsCopyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright ownersand it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights.• Users may download and print one copy of any publication from the public portal for the purpose of private study or research.• You may not further distribute the material or use it for any profit-making activity or commercial gain• You may freely distribute the URL identifying the publication in the public portal.If the publication is distributed under the terms of Article 25fa of the Dutch Copyright Act, indicated by the “Taverne” license above, pleasefollow below link for the End User Agreement:https://www.ou.nl/taverne-agreementTake down policyIf you believe that this document breaches copyright please contact us at:pure-support@ou.nlproviding details and we will investigate your claim.Downloaded from https://research.ou.nl/ on date: 12 Oct. 2022Seamless support for lifelong learning with ubiquitous technology Bernardo Tabuenca Welten Institute, Research Centre for Learning, Teaching and Technology  Open University of the Netherlands; Heerlen, The Netherlands {bernardo.tabuenca}ou.nl Abstract—This poster present 3 years research on how to provide support for lifelong learners with mobile technology. The aim of this research is facilitating adapted feedback services to foster self-regulation in adult lifelong learners. Keywords: feedback, technology enhanced learning, self-regulated learning Motivation & Problem Definition Lifelong learners are confronted with a broad range of activities they have to manage everyday. In most cases they also have to merge learning, working, and everyday life throughout the day. For the support of lifelong learners their daily practices and learn-ing patterns are of importance. Lifelong learning includes a variety of different educa-tional scenarios and contexts in which learners operate. These contexts include tradi-tional formal programs, non-formal education, on the job-training and informal, acci-dental learning. Fischer [1] even values lifelong learning as a mind-set that people have to acquire including the following learning scenarios: 1) self-directed learning; 2) learning on demand; 3) collaborative learning. When adopting questions of integra-tion between learning and living support of lifelong learners several key aspects have to be highlighted that are essential problems for today’s lifelong learners: 1. No Integration of informal and formal learning activities. 2. No support for learning activities across locations, devices, and environ-ments, as also a lack of support for ubiquitous knowledge access. 3. No support for multiple learning tasks and switching between these.  4. Linking learning activities with everyday life activities and the physical world objects. In summary there is little support for lifelong learners that typically try to learn in different contexts, are busy with multiple parallel learning tracks over longer periods of time, and must align or relate their learning activities to everyday leisure and work-ing activities. Proposed solution & Findings The first article in this research presents the results from a questionnaire aimed to recognize mobile usage patterns of lifelong learners to support them with technology [2]. These patterns capture the context in which lifelong learners are more willing to learn, that is, the day of the week, duration, location activity being performed, type of device being used, way to interact with their devices and how these aspects can affect when an adult student takes the initiative to learn.     Next we explored whether mobile devices can be used to foster meta-cognitive skills on learning. Hence, the pilot experiment [3] offered to students a daily reflec-tion and reporting exercise to a) assess the extent to which the mobile phone can be used as an instrument to develop awareness about learning and b) to explore how young people attend to their identity as (lifelong) learners when they are prompted to reflect on this theme. Additionally, the formative study [4] proposed sampling of learning preferences on mobile devices are key benchmarks for lifelong learners to 1) become aware on which learning task suits in which context, 2) set realistic goals and set aside time to learn on a regular basis. A classification framework for modeling lifelong learners’ preferences was presented and mobile application for experience sampling was piloted with the aim to identify which are the preferences from lifelong learners regarding when, how and where learning activities can be integrated.    In subsequent publications, a set of pilots have been implemented aiming to support lifelong learners in the following: • Authentic learning. Authoring educational resources in context [5]. • Self-regulation & learning analytics. A NFC mobile tool to identify personal learning environments and track learning activities across context [6]. • Harmonizing learning environments. Smart visualization support [7].  Future research These pilots will be tested in the Seamless Learning Experiences Workshop (mlearn 2014) and evaluated both in integrated field studies and formative courses at The Open University of The Netherlands. References 1. Fischer, G.: Lifelong learning-more than training. J. Interact. Learn. Res. 1–22 (2000). 2. Tabuenca, B., Ternier, S., Specht, M.: Supporting lifelong learners to build personal learning ecologies in daily physical spaces. Int. J. Mob. Learn. Organ. 7, 177–196 (2013). 3. Tabuenca, B., Verpoorten, D., Ternier, S., Westera, W., Specht, M.: Fostering reflective practice with mobile technologies. In Proceedings of the 2nd Workshop on Awareness and Reflection in Technology Enhanced Learning. (2012). 4. Tabuenca, B., Kalz, M., Börner, D., Ternier, S., Specht, M.: Where is my time? Identifying productive time of lifelong learners for effective feedback services. International Computer Assisted Assessment (CAA) Conference. Research into E-Assessment. , Zeist (The Netherlands) (2014). 5. Tabuenca, B., Kalz, M., Ternier, S., Specht, M.: Mobile authoring of open educational resources for authentic learning scenarios. Univers. Access Inf. Soc. (2014). 6. Tabuenca, B., Kalz, M., Specht, M.: Lifelong Learning Hub  : A seamless tracking tool for mobile learning. EC-TEL ’14 Proceedings of the 9th European Conference on Technology Enhanced Learning. pp. 1–4. 7. Tabuenca, B., Kalz, M., Specht, M.: “ Tap it again , Sam ”: harmonizing the frontiers between digital and real worlds in education. Frontiers in Education. IEEE Computer Society, Madrid (2014).   

DSpace at Open Universiteit Nederland

Seamless support for lifelong learning with ubiquitous 
technology 
Bernardo Tabuenca 
Welten Institute, Research Centre for Learning, Teaching and Technology  
Open University of the Netherlands; Heerlen, The Netherlands 
{bernardo.tabuenca}ou.nl 
Abstract—This poster present 3 years research on how to provide support for lifelong 
learners with mobile technology. The aim of this research is facilitating adapted feedback 
services to foster self-regulation in adult lifelong learners. 
Keywords: feedback, technology enhanced learning, self-regulated learning 
Motivation & Problem Definition 
Lifelong learners are confronted with a broad range of activities they have to manage 
everyday. In most cases they also have to merge learning, working, and everyday life 
throughout the day. For the support of lifelong learners their daily practices and learn-
ing patterns are of importance. Lifelong learning includes a variety of different educa-
tional scenarios and contexts in which learners operate. These contexts include tradi-
tional formal programs, non-formal education, on the job-training and informal, acci-
dental learning. Fischer [1] even values lifelong learning as a mind-set that people 
have to acquire including the following learning scenarios: 1) self-directed learning; 
2) learning on demand; 3) collaborative learning. When adopting questions of integra-
tion between learning and living support of lifelong learners several key aspects have 
to be highlighted that are essential problems for today’s lifelong learners: 
1. No Integration of informal and formal learning activities. 
2. No support for learning activities across locations, devices, and environ-
ments, as also a lack of support for ubiquitous knowledge access. 
3. No support for multiple learning tasks and switching between these.  
4. Linking learning activities with everyday life activities and the physical 
world objects. 
In summary there is little support for lifelong learners that typically try to learn in 
different contexts, are busy with multiple parallel learning tracks over longer periods 
of time, and must align or relate their learning activities to everyday leisure and work-
ing activities. 
Proposed solution & Findings 
The first article in this research presents the results from a questionnaire aimed to 
recognize mobile usage patterns of lifelong learners to support them with technology 
[2]. These patterns capture the context in which lifelong learners are more willing to 
learn, that is, the day of the week, duration, location activity being performed, type of 
device being used, way to interact with their devices and how these aspects can affect 
when an adult student takes the initiative to learn.  
   Next we explored whether mobile devices can be used to foster meta-cognitive 
skills on learning. Hence, the pilot experiment [3] offered to students a daily reflec-
tion and reporting exercise to a) assess the extent to which the mobile phone can be 
used as an instrument to develop awareness about learning and b) to explore how 
young people attend to their identity as (lifelong) learners when they are prompted to 
reflect on this theme. Additionally, the formative study [4] proposed sampling of 
learning preferences on mobile devices are key benchmarks for lifelong learners to 1) 
become aware on which learning task suits in which context, 2) set realistic goals and 
set aside time to learn on a regular basis. A classification framework for modeling 
lifelong learners’ preferences was presented and mobile application for experience 
sampling was piloted with the aim to identify which are the preferences from lifelong 
learners regarding when, how and where learning activities can be integrated. 
   In subsequent publications, a set of pilots have been implemented aiming to support 
lifelong learners in the following: 
• Authentic learning. Authoring educational resources in context [5]. 
• Self-regulation & learning analytics. A NFC mobile tool to identify personal 
learning environments and track learning activities across context [6]. 
• Harmonizing learning environments. Smart visualization support [7].  
Future research 
These pilots will be tested in the Seamless Learning Experiences Workshop (mlearn 
2014) and evaluated both in integrated field studies and formative courses at The 
Open University of The Netherlands. 
References 
1. Fischer, G.: Lifelong learning-more than training. J. Interact. Learn. Res. 1–22 (2000). 
2. Tabuenca, B., Ternier, S., Specht, M.: Supporting lifelong learners to build personal learning ecologies 
in daily physical spaces. Int. J. Mob. Learn. Organ. 7, 177–196 (2013). 
3. Tabuenca, B., Verpoorten, D., Ternier, S., Westera, W., Specht, M.: Fostering reflective practice with 
mobile technologies. In Proceedings of the 2nd Workshop on Awareness and Reflection in Technology 
Enhanced Learning. (2012). 
4. Tabuenca, B., Kalz, M., Börner, D., Ternier, S., Specht, M.: Where is my time? Identifying productive 
time of lifelong learners for effective feedback services. International Computer Assisted Assessment 
(CAA) Conference. Research into E-Assessment. , Zeist (The Netherlands) (2014). 
5. Tabuenca, B., Kalz, M., Ternier, S., Specht, M.: Mobile authoring of open educational resources for 
authentic learning scenarios. Univers. Access Inf. Soc. (2014). 
6. Tabuenca, B., Kalz, M., Specht, M.: Lifelong Learning Hub  : A seamless tracking tool for mobile 
learning. EC-TEL ’14 Proceedings of the 9th European Conference on Technology Enhanced 
Learning. pp. 1–4. 
7. Tabuenca, B., Kalz, M., Specht, M.: “ Tap it again , Sam ”: harmonizing the frontiers between digital 
and real worlds in education. Frontiers in Education. IEEE Computer Society, Madrid (2014).  
 


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Seamless support for lifelong learning with ubiquitous technology

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