Looi / Wong / Glahn Seamless Learning

Perspectives, Challenges and Opportunities
1. Auflage 2019
ISBN: 978-981-13-3071-1
Verlag: Springer Nature Singapore
Format: PDF
Kopierschutz: 1 - PDF Watermark

E-Book, Englisch, 214 Seiten

Reihe: Education (R0)

This book introduces readers to the latest state of research and development in seamless learning. It consolidates various approaches to and practices in seamless learning from a range of techno-pedagogical, socio-situated and socio-cultural perspectives. Further, it details our current understanding of learning in both formal and informal settings, crossover learning, incidental learning, and context-based learning approaches, together with these aspects' linkages to the notion of seamlessness. The book is divided into sections addressing the theorization of seamless learning, understanding informal learning, research methodological issues, technology-enabled seamless learning and real-world applications of seamless learning. Rounding out the coverage, the final chapter proposes a research agenda for the next 10 years.





Chee-Kit Looi is Professor of Education in the National Institute of Education, Nanyang Technological University, Singapore. He was the Founding Head of Learning Sciences Lab, Singapore from 2004 to 2008, the first research centre devoted to the study of the sciences of learning in the Asia-Pacific region. His research interests include mobile and seamless learning, and computer-supported collaborative learning. He has served on the editorial boards of the IEEE Transactions in Learning Technologies, International Journal of Artifical Intelligence in Education, International Journal of Computer-Supported Collaborative Learning, and Journal of the Learning Sciences. He serves as a foreign expert for the Smart Learning Institute of Beijing Normal University, China.
Lung-Hsiang Wong is a Senior Research Scientist in the National Institute of Education, Nanyang Technological University, Singapore. His research interests include mobile and seamless learning, computer-assisted language learning, computer-supported collaborative learning and teachers' professional development. He is an Associate Editor of the IEEE Transactions on Learning Technologies. He was the lead editor of the scholarly book Seamless Learning in the Age of Mobile Connectivity, published by Springer, and the first author of the Chinese scholarly book Move, Language Learning! - Exploring Seamless and Mobile Language Learning, published by Nanjing University Press.
Christian Glahn is the director of the Blended Learning Center and professor for educational technologies at the HTW Chur, Switzerland. He has studied and researched the fields of computer and educational sciences in Germany, Austria, The Netherlands, and Switzerland and is an active in the technology enhanced learning domain. Glahn co-developed and operationalized the concept of micro learning. He is experienced in bridging innovative personalized and context-aware technologies to formal training, non-formal learning, and performance support in universities, public services, and industries. His research focuses on integrating smart technologies into existing technology-enhanced learning environments and practices in higher education institutions and organizations.
Su Cai is the vice director of Joint Laboratory for Mobile Learning, Ministry of Education-China Mobile Communications Corporation and associate professor at School of Educational Technology, Beijing Normal University. He was the Principal Investigator of many research projects such as National Natural Science Foundation of China, Beijing Education Science 'Thirteen Five' Plan, Beijing Higher Education Young Elite Teacher Project, Fundamental Research Funds for the Central Universities and Beijing Natural Science Foundation. His research interests include Virtual Reality/Augmented Reality in Education, 3D Virtual Learning Environment and STEM Education.

Autoren/Hrsg.

Looi, Chee-Kit

Wong, Lung-Hsiang

Glahn, Christian

Cai, Su

Inhaltsverzeichnis

1;Preface;6
2;Contents;9
3;Editors and Contributors;11
4;Theoretical Niches and Frameworks for Seamless Learning;14
5;1 The Conceptual Niche of Seamless Learning: An Invitation to Dialogue;15
5.1;1 Introduction;15
5.2;2 The Key Concept and the Theoretical Basis of Seamless Learning;17
5.3;3 The Relationships Between Seamless Learning and Other Relevant Learning Approaches;18
5.3.1;3.1 Blended Learning;18
5.3.2;3.2 Self-Directed Learning (SDL)/Self-Regulated Learning (SRL);19
5.3.3;3.3 Lifelong Learning (LLL) and Heutagogy;20
5.3.4;3.4 Crossover Learning;22
5.3.5;3.5 Long-Tail Learning;23
5.3.6;3.6 Wildfire Activities;24
5.3.7;3.7 Free-Choice Learning;26
5.3.8;3.8 Third Space Learning;27
5.4;4 Well-Known Learning Approaches Go Seamless;28
5.4.1;4.1 Seamless Flipped Learning;28
5.4.2;4.2 Seamless Knowledge Building;29
5.4.3;4.3 Seamless Task-Based (Language) Learning;30
5.5;5 Discussion and Conclusion;31
5.6;References;33
6;2 The Learning Problems Behind the Seams in Seamless Learning;40
6.1;1 Introduction and Problem Statement;40
6.2;2 Problem Analysis I: Differences in Contexts, Modalities, and Output/Outcome;43
6.2.1;2.1 Underlying Differences of Different Context Aspects;44
6.2.2;2.2 Underlying Differences of Different Learning Modalities;46
6.2.3;2.3 Underlying Differences of Different Output/Outcomes;49
6.3;3 Problem Analysis II: Differences in the Understanding of Learning Processes and Learning Aims;52
6.3.1;3.1 Learning Process;52
6.3.2;3.2 Differences in Regard to Learning Aims;52
6.4;4 Learning Strategies—A Necessary Component in the Seamless Learning Approach;55
6.5;5 On the Way to Seam-Aware Learning Design Principles;56
6.6;6 Conclusion;59
6.7;References;59
7;3 External Representations and the Design of Seamless Learning Systems;63
7.1;1 Introduction;63
7.2;2 Seamless Learning;65
7.3;3 External Representations;66
7.4;4 Challenges Applying External Representations to Seamless Learning Systems;69
7.4.1;4.1 Physical Form Factor and Interactional Qualities;69
7.4.2;4.2 Social Settings and Contexts;71
7.4.3;4.3 Physical Space and Context;72
7.5;5 Designing ERs for Shifting Contexts;73
7.5.1;5.1 Minimize the Impact of Shifting Devices and Interaction Techniques;74
7.5.2;5.2 Smooth Discontinuities Between Social Settings;75
7.6;6 Methodological Challenges When Evaluating Seamless Learning Scenarios from an ERs Perspective;76
7.7;7 Conclusions;77
7.8;References;78
8;4 An Inspiration from Border Crossing: Principle of Boundary Activity for Integrating Learning in the Formal and Informal Spaces;83
8.1;1 Introduction;83
8.2;2 Literature;84
8.2.1;2.1 Science Learning in Informal Spaces;84
8.2.2;2.2 Connecting Formal and Informal Learning;85
8.3;3 Theoretical Foundations;87
8.3.1;3.1 The Conception of Boundary Object;87
8.3.2;3.2 The Principle of Boundary Activity-Based Learning;88
8.4;4 BABL Guided Seamless Learning: Case Study;91
8.4.1;4.1 Mediating Tools of BABL Seamless Learning;91
8.4.2;4.2 Lesson Exemplar;93
8.4.3;4.3 Feedback from Students and Their Teacher;94
8.5;5 Conclusion;95
8.6;References;96
9;Architectures and Technologies for Supporting Seamless Learning;99
10;5 Towards an Architectural Approach to Supporting Collaborative Seamless Learning Experiences;100
10.1;1 Introduction;100
10.2;2 Towards Collaborative Seamless Learning Across Contexts;102
10.3;3 CSL Cases;105
10.3.1;3.1 Case 1: Usability Issues;105
10.3.2;3.2 Case 2: LETS GO;107
10.3.3;3.3 Case 3: Interactive Videos;108
10.4;4 Mapping the Educational, Organizational and Technological Dimensions of the Described Cases;109
10.5;5 The Proposed Approach to Designing CSL Activities;111
10.6;6 From Design to Technological Deployment of CSL Activities;113
10.7;7 Summary and Conclusions;115
10.8;References;117
11;6 Crossing Over Settings, Practices and Experiences: Connecting Learning in Museums and Classrooms;120
11.1;1 Introduction;120
11.2;2 Theoretical Background;122
11.2.1;2.1 Mobile Pedagogy for Crossing Over Museum and Classroom Learning Experiences;122
11.2.2;2.2 How Mobile Technologies May Support Crossover Learning Experiences?;123
11.2.3;2.3 How Mobile Devices Are Used Within and Beyond the Museum?;125
11.3;3 Research Context;126
11.3.1;3.1 Aims and Objectives;126
11.3.2;3.2 Tools;127
11.3.3;3.3 Participants;127
11.3.4;3.4 School and Museum Activities;127
11.3.5;3.5 Methods and Data Collected;129
11.4;4 Enabling Mobile Pedagogy for Learning Across Contexts;132
11.4.1;4.1 Pedagogy #1: Live Communication with a Museum Curator (Pre-visit);132
11.4.2;4.2 Pedagogy #2: Temporal and Spatial Arrangements (Visit);135
11.4.3;4.3 Pedagogy #3: Engaging Learners in Active Learning: Presentations and Peer Review Activity (Post-visit);137
11.5;5 Discussion;139
11.6;6 Conclusion: Towards a Mobile Pedagogy for Crossover Learning;143
11.7;References;144
12;Expositions and Experimentations of Seamless Learning;147
13;7 Sensors for Seamless Learning;148
13.1;1 Introduction;148
13.2;2 Linking Sensor-Based Interaction and AR;151
13.3;3 Design Patterns in AR Learning Experiences;155
13.4;4 Discussion and Conclusion;157
13.5;References;157
14;8 Designing Seamless Learning Activities for School Visitors in the Context of Fab Lab Oulu;160
14.1;1 Introduction;160
14.2;2 Computational Thinking and Computational Making in Makers Contexts;162
14.3;3 Design-Driven Education as a Model for Teaching Twenty-First-Century Skills in Makers Contexts;164
14.4;4 How is Seamless Learning Present in the Context of the Fab Lab Oulu?;166
14.4.1;4.1 Example 1: Fab4School, An Example of No Seamless Learning Design;166
14.4.2;4.2 Example 2: A Fully Seamless Learning Design;167
14.5;5 Conclusions;172
14.6;References;174
15;9 Supporting Seamless Learning with a Learning Analytics Approach;177
15.1;1 Introduction;177
15.2;2 Related Research;179
15.2.1;2.1 Learning Analytics;179
15.2.2;2.2 Seamless Learning;181
15.3;3 SCROLL, AETEL, VASCORLL;182
15.3.1;3.1 SCROLL;182
15.3.2;3.2 AETEL (eBook System);183
15.3.3;3.3 VASCORLL;184
15.4;4 Empirical Study with VASCORLL;186
15.4.1;4.1 Method;186
15.4.2;4.2 Results and Discussion;189
15.5;5 Conclusions and Future Work;193
15.6;References;194
16;10 Seamless Writing: How the Digitisation of Writing Transforms Thinking, Communication, and Student Learning;197
16.1;1 Introduction;197
16.2;2 Seams and the Development of Digital Writing Technology;201
16.2.1;2.1 Personal Computers and Word Processors: The Big Bang of Digital Writing;201
16.2.2;2.2 Computer Laboratories: New Writing Opportunities, yet an Immobile Technology;202
16.2.3;2.3 Internet and E-Mail: Removing the Seam Between Writing and Communication;203
16.2.4;2.4 Learning Platforms: Starting the Age of Virtual Teaching and Blended Learning;204
16.2.5;2.5 Social Media: Community Building the Digital Way;204
16.2.6;2.6 Laptop, Tablet, Smartphone et al.: Learning Becomes Mobile;205
16.2.7;2.7 Document Sharing and Collaborative Writing: One Text, Many Writers;205
16.2.8;2.8 Automated Feedback, Intelligent Tutoring, and Digital Scaffolding: Reconnecting Writing and Instruction;206
16.3;3 Thesis Writer: An Example of a Seamless Writing Environment;206
16.4;4 Conclusion;211
16.5;References;213