Seamless Learning (eBook)

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.

Preface 6
Contents 9
Editors and Contributors 11
Theoretical Niches and Frameworks for Seamless Learning 14
1 The Conceptual Niche of Seamless Learning: An Invitation to Dialogue 15
1 Introduction 15
2 The Key Concept and the Theoretical Basis of Seamless Learning 17
3 The Relationships Between Seamless Learning and Other Relevant Learning Approaches 18
3.1 Blended Learning 18
3.2 Self-Directed Learning (SDL)/Self-Regulated Learning (SRL) 19
3.3 Lifelong Learning (LLL) and Heutagogy 20
3.4 Crossover Learning 22
3.5 Long-Tail Learning 23
3.6 Wildfire Activities 24
3.7 Free-Choice Learning 26
3.8 Third Space Learning 27
4 Well-Known Learning Approaches Go Seamless 28
4.1 Seamless Flipped Learning 28
4.2 Seamless Knowledge Building 29
4.3 Seamless Task-Based (Language) Learning 30
5 Discussion and Conclusion 31
References 33
2 The Learning Problems Behind the Seams in Seamless Learning 40
1 Introduction and Problem Statement 40
2 Problem Analysis I: Differences in Contexts, Modalities, and Output/Outcome 43
2.1 Underlying Differences of Different Context Aspects 44
2.2 Underlying Differences of Different Learning Modalities 46
2.3 Underlying Differences of Different Output/Outcomes 49
3 Problem Analysis II: Differences in the Understanding of Learning Processes and Learning Aims 52
3.1 Learning Process 52
3.2 Differences in Regard to Learning Aims 52
4 Learning Strategies—A Necessary Component in the Seamless Learning Approach 55
5 On the Way to Seam-Aware Learning Design Principles 56
6 Conclusion 59
References 59
3 External Representations and the Design of Seamless Learning Systems 63
1 Introduction 63
2 Seamless Learning 65
3 External Representations 66
4 Challenges Applying External Representations to Seamless Learning Systems 69
4.1 Physical Form Factor and Interactional Qualities 69
4.2 Social Settings and Contexts 71
4.3 Physical Space and Context 72
5 Designing ERs for Shifting Contexts 73
5.1 Minimize the Impact of Shifting Devices and Interaction Techniques 74
5.2 Smooth Discontinuities Between Social Settings 75
6 Methodological Challenges When Evaluating Seamless Learning Scenarios from an ERs Perspective 76
7 Conclusions 77
References 78
4 An Inspiration from Border Crossing: Principle of Boundary Activity for Integrating Learning in the Formal and Informal Spaces 83
1 Introduction 83
2 Literature 84
2.1 Science Learning in Informal Spaces 84
2.2 Connecting Formal and Informal Learning 85
3 Theoretical Foundations 87
3.1 The Conception of Boundary Object 87
3.2 The Principle of Boundary Activity-Based Learning 88
4 BABL Guided Seamless Learning: Case Study 91
4.1 Mediating Tools of BABL Seamless Learning 91
4.2 Lesson Exemplar 93
4.3 Feedback from Students and Their Teacher 94
5 Conclusion 95
References 96
Architectures and Technologies for Supporting Seamless Learning 99
5 Towards an Architectural Approach to Supporting Collaborative Seamless Learning Experiences 100
1 Introduction 100
2 Towards Collaborative Seamless Learning Across Contexts 102
3 CSL Cases 105
3.1 Case 1: Usability Issues 105
3.2 Case 2: LETS GO 107
3.3 Case 3: Interactive Videos 108
4 Mapping the Educational, Organizational and Technological Dimensions of the Described Cases 109
5 The Proposed Approach to Designing CSL Activities 111
6 From Design to Technological Deployment of CSL Activities 113
7 Summary and Conclusions 115
References 117
6 Crossing Over Settings, Practices and Experiences: Connecting Learning in Museums and Classrooms 120
1 Introduction 120
2 Theoretical Background 122
2.1 Mobile Pedagogy for Crossing Over Museum and Classroom Learning Experiences 122
2.2 How Mobile Technologies May Support Crossover Learning Experiences? 123
2.3 How Mobile Devices Are Used Within and Beyond the Museum? 125
3 Research Context 126
3.1 Aims and Objectives 126
3.2 Tools 127
3.3 Participants 127
3.4 School and Museum Activities 127
3.5 Methods and Data Collected 129
4 Enabling Mobile Pedagogy for Learning Across Contexts 132
4.1 Pedagogy #1: Live Communication with a Museum Curator (Pre-visit) 132
4.2 Pedagogy #2: Temporal and Spatial Arrangements (Visit) 135
4.3 Pedagogy #3: Engaging Learners in Active Learning: Presentations and Peer Review Activity (Post-visit) 137
5 Discussion 139
6 Conclusion: Towards a Mobile Pedagogy for Crossover Learning 143
References 144
Expositions and Experimentations of Seamless Learning 147
7 Sensors for Seamless Learning 148
1 Introduction 148
2 Linking Sensor-Based Interaction and AR 151
3 Design Patterns in AR Learning Experiences 155
4 Discussion and Conclusion 157
References 157
8 Designing Seamless Learning Activities for School Visitors in the Context of Fab Lab Oulu 160
1 Introduction 160
2 Computational Thinking and Computational Making in Makers Contexts 162
3 Design-Driven Education as a Model for Teaching Twenty-First-Century Skills in Makers Contexts 164
4 How is Seamless Learning Present in the Context of the Fab Lab Oulu? 166
4.1 Example 1: Fab4School, An Example of No Seamless Learning Design 166
4.2 Example 2: A Fully Seamless Learning Design 167
5 Conclusions 172
References 174
9 Supporting Seamless Learning with a Learning Analytics Approach 177
1 Introduction 177
2 Related Research 179
2.1 Learning Analytics 179
2.2 Seamless Learning 181
3 SCROLL, AETEL, VASCORLL 182
3.1 SCROLL 182
3.2 AETEL (eBook System) 183
3.3 VASCORLL 184
4 Empirical Study with VASCORLL 186
4.1 Method 186
4.2 Results and Discussion 189
5 Conclusions and Future Work 193
References 194
10 Seamless Writing: How the Digitisation of Writing Transforms Thinking, Communication, and Student Learning 197
1 Introduction 197
2 Seams and the Development of Digital Writing Technology 201
2.1 Personal Computers and Word Processors: The Big Bang of Digital Writing 201
2.2 Computer Laboratories: New Writing Opportunities, yet an Immobile Technology 202
2.3 Internet and E-Mail: Removing the Seam Between Writing and Communication 203
2.4 Learning Platforms: Starting the Age of Virtual Teaching and Blended Learning 204
2.5 Social Media: Community Building the Digital Way 204
2.6 Laptop, Tablet, Smartphone et al.: Learning Becomes Mobile 205
2.7 Document Sharing and Collaborative Writing: One Text, Many Writers 205
2.8 Automated Feedback, Intelligent Tutoring, and Digital Scaffolding: Reconnecting Writing and Instruction 206
3 Thesis Writer: An Example of a Seamless Writing Environment 206
4 Conclusion 211
References 213