Handling Continuity in Seamless Learning via Opportunistic Recognition and Evaluation of Activity Cohesion

2015 ◽  
Author(s):  
Giuseppe D'Aniello ◽  
Angelo Gaeta ◽  
Francesco Orciuoli ◽  
Pier Giuseppe Rossi ◽  
Stefania Tomasiello
Keyword(s):  
Seamless Learning

scholarly journals A Seamless Learning Design for Mobile Assisted Language Learning: An Iranian Context

2016 ◽  
Vol 9 (5) ◽  
pp. 206 ◽  
Author(s):  
Elham Mohammadi Foomani ◽  
Mohsen Hedayati
Keyword(s):  
Language Learning ◽  
Communication Technology ◽  
Information Communication ◽  
Design Based Research ◽  
Mobile Assisted Language Learning ◽  
Seamless Learning ◽  
Teachers And Students ◽  
Recent Developments ◽  
E Learning ◽  
Iranian Context

<p>Recent developments in information communication technology (ICT) have resulted in a paradigm shift in e-Learning and there is a growing interest in developing design-based research (DBR) focusing on learners and their involvement in knowledge sharing in a contextualized mode. The present study reports a mobile-assisted language learning (MALL) design with a focus on contextualized student-created content having a seamless learning approach. The students in this study (N= 24) used their mobile devices to take photos and create artifacts to represent English idioms and share them on Padlets with their peers for further discussion and feedback. In the first four weeks of the study, students were taught English idioms and in the following next two weeks they created and shared their own artifacts to represent the learnt idioms. The post-study reflections and results of the interviews and obtained from students and the teacher at the end of study revealed that they favor and support greater learner autonomy achieved by learner-generated context (LGC) which bridges the in-classroom and out-of-classroom learning. The article also highlights the necessity of reconceptualization of teachers and students’ perceptions of mobile use in language learning in Iran.</p>

scholarly journals Hinführung und Rahmenbedingungen für die Entwicklung eines toolbasierten Beratungsansatzes für Seamless Learning Konzeptionen

2022 ◽  
pp. 1-34
Author(s):  
Christian Rapp ◽  
Bernadette Dilger ◽  
Luci Gommers ◽  
Andreas Butz ◽  
Simon Huff ◽  
...  
Keyword(s):  
Seamless Learning

ZusammenfassungWie gestalte ich Seamless Learning Konzepte? Mit der Entwicklung eines toolbasierten Beratungsansatzes wurden die Materialien, Entwicklungsschritte und theoretischen Konzepte zu Seamless Learning aus den Erfahrungen des IBH-Lab Seamless Learning Basisprojekts aufbereitet und in ein Unterstützungssystem für Dozierende übersetzt. Der Beitrag beschreibt den Ansatz und die Funktionsweise des Beratungsansatzes, thematisiert die erkannten Probleme bei der Entwicklung und die technologischen Grundlagen. Im Mittelpunkt steht die Beschreibung der entwickelten Seamless Learning Plattform und die verschiedenen Unterstützungsfunktionen, die die Seamless Learning Plattform bietet. Verschiedene Nutzungsszenarien, ein Ausblick auf weitere Nutzungsformen sowie eine erste kritische Diskussion runden die Darstellung ab. Mit dem Beitrag steht den Leserinnen und Lesern eine strukturierte Einführung in den entwickelten toolbasierten Beratungsansatz zum Seamless Learning zur Verfügung.

Supporting Seamless Learning Using Ubiquitous Learning Log System

2015 ◽  
pp. 159-179 ◽  
Author(s):  
Hiroaki Ogata ◽  
Noriko Uosaki ◽  
Mengmeng Li ◽  
Bin Hou ◽  
Kousuke Mouri
Keyword(s):  
Ubiquitous Learning ◽  
Seamless Learning ◽  
Learning Log

How to Design a Mathematical Learning App Suitable for Children

2017 ◽  
pp. 160-178
Author(s):  
Elke Höfler ◽  
Gerald Geier ◽  
Claudia Zimmermann
Keyword(s):  
Elementary Schools ◽  
School Children ◽  
Adaptive Learning ◽  
School System ◽  
Elementary School Children ◽  
Good Practice ◽  
Institutional Setting ◽  
Learning Approaches ◽  
Digital Infrastructure ◽  
Seamless Learning

This paper examines the main considerations that influenced the development and implementation of an educational application created for elementary school children, with the aim of helping them to practice long divisions. In addition to discussing design principles for technologies that are suitable for children, the authors take a closer look at the framework for designing and using digital applications in the classroom. The most important aspects in this regard include the institutional setting of the Austrian school system and the myth of digital natives, as well as the Mobile Seamless Learning and Adaptive Learning approaches. The lack of basic digital infrastructure in Austrian elementary schools, the fact that not every child younger than ten years owns or has access to mobile devices and the resulting problematic implementation of Mobile Seamless Learning settings and BYOD strategies in schools ask for more flexible learning applications. The divisiontrainer designed by Geier (2015) is presented as a good practice example that takes the identified challenges into account.

Supporting Seamless Learning with a Learning Analytics Approach

2019 ◽  
pp. 171-190
Author(s):  
Noriko Uosaki ◽  
Kousuke Mouri ◽  
Mahiro Kiyota ◽  
Hiroaki Ogata
Keyword(s):  
Learning Analytics ◽  
Seamless Learning

Some Insights into the Impact of ICTs on Learning Agency and Seamless Learning

2011 ◽  
pp. 64-75
Author(s):  
Hitendra Pillay ◽  
John A. Clarke ◽  
Peter G. Taylor
Keyword(s):  
Learning Environment ◽  
Learning Environments ◽  
Cultural Background ◽  
Dynamic Learning ◽  
Learning Capacity ◽  
Innovation Transfer ◽  
Seamless Learning ◽  
Diverse Learning ◽  
Learning Competencies ◽  
The Impact

The learning capacity of individuals is becoming recognised as the most valued commodity in a knowledge and information society and this has fostered an increased attention on the innovation, transfer, and management of knowledge. To explain these processes, it is necessary to move beyond what has traditionally been conceived of as a learning environment and to develop alternative models that acknowledge and accommodate the learning competencies required to successfully engage with a contingent and dynamic learning culture, the changing nature of knowledge, and the influence of the cultural background of learners. Such models need to explain the lifelong and continuous nature of learning as learners move seamlessly among a range of diverse learning environments. This chapter proposes the concept of learning agency which incorporates the intelligence inherent in learning environments as a mechanism to explain seamless learning within and across environments, particularly those that are rich in technology.

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