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Whither Seamless Learning: Perspectives, Challenges and
OpportunitiesChee-Kit Looi
National Institute of Education (NIE)Nanyang Technological University
Singapore
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The 14th International Conference on Mobile Learning 2018, Lisbon, Portugal, 14-16 April
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Where are we coming from? (when we started in 2008)
•Many countries are going 1:1, what is a good pedagogical model that is sustainable?
New York Times, May 4, 2007A day that will live in infamy foreducational technologies
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Was 1:1 working?• 1:1 m-education is experiencing exponential growth.• Many 1:1 initiatives are not sustainable!
Education in Peru: A disappointing return from an investment in computing
The Economist, April 7, 2012: “children receiving the computers did not show any improvement in maths or reading. Nor did it find evidence that access to a laptop increased motivation, or time devoted to homework or reading”
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Where are we also coming from?• How to bridge formal and informal learning?
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• To facilitate continuity of learning, cross-temporal and cross-spatial
• Formal + informal learning• Individual + social/collaborative learning• Learning in physical + digital spaces …
• Not just contextualise, but “recontextualise” learning => to achieve deeper learning
• Ultimately, to nurture lifelong learners
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Chan, T-W., Roschelle, J., Hsi, S., Kinshuk, Sharples, M., Brown, T., Patton, C., Cherniavsky, J. Pea, R., Norris, C., Soloway, S., Balacheff, N., Scardamalia, M., Dillenbourg, P., Looi, C.K., Milrad, M. & Hoppe, U., 2006, One-to-One Technology-Enhanced Learning: An Opportunity for Global Research Collaboration, Research and Practice in Technology Enhanced Learning, Vol. 1, No. 1 (2006), pp. 3-29.Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning. British Journal of Educational Technology. Volume 41 Issue 2 (March 2010), pp. 154-169.
BridgingRecontextualising
Learn
ApplyReflect
Learn
UnlearnRelearn
9Looi, C.-K., & Wong, L.-H. (2013). Designing for seamless learning. In R. Luckin, P. Goodyear, B. Grabowski, J. Underwood & N. Winters (Eds.), Handbook of Design in Educational Technology (pp. 146-157). Routledge.
2009 2010 2011 2012 2013 2014 2015
Diffused to 10 more schoolsSeamless science pedagogy:
P3-P4Piloted @ 1 class, Primary School in Singapore (SG)
A trajectory of research workScience + English, P3-P4Level-wide scaling up in Primary School
PD: 4 science teachers (began) PD: teachers of entire level (began)PD: 10-school teachers’ PD began
10Looi, C.K. & Seow, P. (2015). Seamless Learning from Proof-of-Concept to Implementation and Scaling-Up: A Focus on Curriculum Design. In Wong, L.-H., Milrad, M. & Specht, M. (Eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 419-435). Singapore: Springer.
Work in Singapore: Science lessons via mobile learning in a Primary 3 & 4 classes
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Bridging Formal and Informal Learning Spaces for Self-
Directed & Collaborative Inquiry Learning in Science
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Planned and emergent learning spaces mediated by 1:1 mobile devices
Out
Cla
ss
Type IIPlanned learning out of classE.g. Field trip to heritage site which is part of a school curriculum
Type IIIEmergent learning out of classE.g. Using mobile phones to capture pictures and video clips of animal and directed by self-interest
In C
lass
Planned Emergent
Type IVEmergent learning in classE.g. teachable moments not planned by the teachers
Type IPlanned learning in classE.g. Searching for answers in the classroom
Zhang, B.H, Looi, C.K., Wong, L. H., Seow, P., Chia, G., Chen, W., So, H. J., Norris, C., & Soloway, E. (2010). Deconstructing and Reconstructing: Transforming Primary Science Learning via a Mobilized Curriculum, Computers & Education, Vol. 55, No, 4, pages 1504–1523.
SEAMLESS Learning of Science in the school
Learning artifacts created by mobile applications
Individual workCollaborative work
Classroom activities
Observation Data record
Activities beyond classroom Exploration
Engagement Elaboration
Explanation
Evaluation
①
②
③
④
Mobilized 5E Science Curriculum (M5ESC )
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Experiment (video)
KWL
Comparison Table
Picture Taking
Sketchy
PiCo Map
Lesson PackageFor learning Plant Systems
Goals of Lesson
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Principles for Designing a Seamless Learning Curricular Innovation
1. Design for emergent learning, and for personally and socially meaningful goals
2. Making thinking visible3. Plan for enough time to do learning activities4. Design for technology ready-at-hand (in and out of class)5. Design for seamlessness (bridging across contexts)6. Design alternative assessments (to test new competencies)7. Design not for direct conversion from paper-based curriculum
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Looi, C.K. & Seow, P. (2015). Seamless Learning from Proof-of-Concept to Implementation and Scaling-Up: A Focus on Curriculum Design. In Wong, L.-H., Milrad, M. & Specht, M. (Eds.), Seamless Learning in the Age of Mobile Connectivity (pp. 419-435). Singapore: Springer.
Design commitments• key epistemological design commitments
• learning as drawing connections between ideas, and • learning as connecting science to everyday lives, and across multiple learning spaces
• curricular commitment • 5E model• seamless learning, and • inquiry-based facilitation and learning.
• technological commitments include: • technology for connecting learning efforts across time and
space• technology for construction, • technology for communication, and • technology for searching information anywhere anytime.
17Looi, C.K. & Wong, L.H. (2014). Implementing Mobile Learning Curricula in Singapore Schools: A Programme of Research from Innovation to Scaling. Educational Technology & Society, Vol. 17, Issue 2, pp. 72-84.
Use of Mobile Technologies across different learning spaces and learning of Science
Studying artefacts created by the students in and out of class through the use of the Smartphones
18Sun, D. & Looi, C.-K. (2017), Learning Primary Science by Inquiry: What does a Technology-enabled Curriculum look like?, Routledge International Handbook of Schools and Schooling in Asia: editors: Kerry J. Kennedy, John Chi-Kin Lee
Exploring Students' Progression
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Student Module
Learningtools
Level 1: Doing
Level 2: Thinking about connections
Level 3: Thinking about concepts
Level 4:Critiquing and evaluating
Level 5: Creating knowledge
Level 6: Sharing knowledge
KWL √ √ √Sketchbook √ √ √MapIT √ √ √Blurb √ √NotePad √Recorder √SamEx √ √ √
Proposed cognitive levels of learning activities
Looi, C.K., Sun, D., & Xie, W.T. (2015). Exploring Students' Progression in an Inquiry Science Curriculum Enabled by Mobile Learning. IEEE Transactions on Learning Technologies, 8(1), 43-54.
Activity performance & attitudes, skills, and knowledge: • Individual & collaborative activities • Mobile & non-mobile activities • In class & out of class activities
Assessing Activity PerformanceAssessment of Activity Performance
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Assessing learning artefacts• Degree of completion • Levels of reflections in KWL• Quality levels of concept map in MapIT• Quality levels of representations in Sketchbook
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Assessment of Learning artefacts
Sun, D. & Looi, C. (2017), Focusing a mobile science learning process: difference in activity participation, Research and Practice in Technology Enhanced Learning (2017) 12: 3. doi:10.1186/s41039-016-0040-6.
Location-based Knowledge Building
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Using Google Maps for In-Situ Location-based Knowledge buildingImpressions and
Queries
Input of Content Knowledge of
Place
Sharing and comparing of information
Peer questioning and collaboration
Conciliation and co-construction of knowledge
Revision and changes in
Perspectives
In-class
In-class
Out-ClassHenry: Coolie house and Opium denIMPRESSION: I thought a coolie house was for coolies to live in. I also thought opiumdens were for coolies to smoke opium.RESEARCH: A coolie house is for Chinese workers to live in. An opium den was forthose Chinese workers to smoke opium.William: When were the coolie houses built?Jia Wei: Who built this opium dens and coolie houses?Ming: Some coolie houses are actually Opium Dens. Did you know that?Initially, I thought that coolie houses and opium dens were 2 different things, but now Iknow that some opium dens were actually coolie houses. I am afraid these houses will bedemolished because they are old and looks like they may collapse any time.
SamEx – Experience Sampling
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• Capture the in-situ experiences of students
• Questions to students can be triggered by time or location
• Students can make ad-hoc postings to report their interests
• Postings can be shared among students• Postings can be location-based if there
is GPS or available locale information
Boticki, I., Seow, P., Baksa, J. & Looi, C.K. (2015). Usage of a mobile social learning platform with virtual badges in a primary school. Computers & Education, doi:10.1016/j.compedu.2015.02.015.
SamEx – Digital Badges
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• Students earn digital badges as they gain inquiry skills: observation, asking questions and explaining
• Students can progress to different levels of competency and skills
Transformation: Students learned science better and became Self-directed & Collaborative Learners
Observing Discussing
Doing Recording 25
Effectiveness: experimental vs control classes in the first year of implementation
• Used ANCOVA method to test – to control the exam scores before the introduction of the seamless science lessons constant
• The finding: the experimental class 3E had the highest exam scores which were statistically significant than ALL other control classes
26Looi, C.K., Zhang, B.H., Chen W., Seow, P. & Chia, G. (2011). 1:1 Mobile Inquiry Learning Experience for Primary Science Students: A Study of Learning Effectiveness, Journal of Computer Assisted Learning, Volume 27, Issue 3, pages 269–287, June 2011.
Effectiveness: Science results in various years
(MCQ = multiple choice questions; OEQ = open-ended questions)
• Also showing improvement in higher-order thinking
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Looi, C.K., Sun, D., Wu, L., Seow, P., Chia, G., Soloway, E., Norris, C. & Wong, L.H. (2014), Implementing Mobile Learning Curricula in a Grade Level: Empirical Study of Learning Effectiveness at Scale, Computers & Education journal.
Students’ Attitudes towards the use of Mobile Devices
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*p<.05, **p<.01.
Mean Std Deviation t
Mobile device helps me learn my class subject Feb SurveySep Survey
1.46 1.82
.643
.451-2.765**
Mobile device helps me learn things outside of school
Feb SurveySep Survey
1.421.76
.683
.490-2.321*
I like the learning activities using computers and gadgets.
Feb SurveySep Survey
1.051.23
.223
.536-2.016*
I learn more when I work in a group than alone Feb SurveySep Survey
1.371.68
.633
.662-2.634*
Results of paired-sample t test on students’ attitudes after one year of implementation (N=39)
Current Projects derived from Seamless Learning• Technology-Supported
Questioning Platform – SMILE• An inquiry maker, mobile learning
management software designed to support student-centred inquiry and thinking in a classroom setting. (Buckner & Kim, 2014)
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Buckner, E., & Kim, P. (2014). Integrating technology and pedagogy for inquiry-based learning: The Stanford MobileInquiry-based Learning Environment (SMILE). Prospects, 44(1), 99-118.
• a SMILE-based pedagogical model derived from Seamless Learning for classroom inquiry.
• such pedagogical model supports the rebalancing of the roles of teachers as facilitators of learning and help students further their understanding by leading students in the construction of questions.
• The experimental class showed the following gains: MCQs (t = 5.36***, p < .001), Open-ended (t = 2.086*, p < .05) and Total (t = 6.224***, p < .001).
• No significant gains found for Open-ended Questions (t = .161, p > .05) in control class.
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Wu, L., Looi, C.K., & He, S. (submitted for publication) Enacting Questioning for Inquiry-based Elementary Science Classroom
Ongoing project:Streamlining the designs of
seamless science learning for wider diffusion
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So where are we now?
• Books & handbooks & encyclopedias• Journal articles and conference papers• Presentations and videos• Lesson plans for SL in science, language learning
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So what we have:
• Design frameworks• Design principles• School curricula • Apps• Architectural frameworks• Empirical studies• Many similar or related terms, like crossover learning, incidental
learning, learning in context, etc
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Reports of Seamless Learning• Knowledge co-construction … seamlessly: Maldonaldo &
Pea (2010); So, Tan & Tay (2012); Zhang & Maesako(2009)
• Personalized learning … seamlessly: Obisat & Hattab(2009); Tabuenca et al. (2012)
• Self-regulated/directed learning … seamlessly: Sha (in-press); El-Bishouty (2010); Ozdamli (2013); Wong (2013
• Flipped Classroom/Learning … seamlessly: Hwang, Lai & Wang (2015)
• Workplace learning: Chatti, Thus, Geven & Schroeder (2016); Katz, Borner, Ternier & Specth (2015)
• Lifelong learning … seamlessly: Kalz (in-press); Seta et al. (2014)
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COLLEGE/WORKplace/ADULT Seamless learning• Natural Science: Rogers & Price (2008)• Geology, architecture, social sciences: Zurita & Baloian (2012)• Marketing: Baloian & Zurita (2012)• Computer tech.: Fotouchi-Ghazvini (2011); Liao et al. (2009)• Medicine: Metcalf, Jackson & Rogers (2015)• Cyber-safety & logic: Miyata et al. (2010)• Security & defense: Glahn (2015)• Automative: Metcalf, Jackson & Rogers (2015)• Language: Uosaki et al. (2010); Ogata et al. (2008); Foomani &
Hedayati (2016)• Vocational internship: Lin et al. (2008)
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More research work is needed!
• Learning theories and mechanisms • Deeper understanding of informal learning• More empirical studies…. And also methodologies for studying SL
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The theorisation
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What theoretical foundation?• It depends on which seams you cross• Crossing individual and social learning spaces
• Group cognition• Crossing formal and informal learning spaces
• Situated learning• Re-contextualizing learning
• Crossing physical and digital spaces• Blended learning• Learning with different affordances/interactive experiences
• Cross time• Cognition• Social-cultural theories
• Challenge: some over-arching theory underpinning SL
Informal and Formal Learning
40(LIFE Center: Stevens, R. Bransford, J. & Stevens, A., 2005)
Principles on learning in and out of school• Learning is situated in broad socio-economic and historical contexts
and is mediated by local cultural practices and perspectives.• Learning takes place not only in school but also in the
multiple contexts and valued practices of everyday lives across the life span.
• All learners need multiple sources of support from a variety of institutions to promote their personal and intellectual development.
• Learning is facilitated when learners are encouraged to use their home and community language resources as a basis for expanding their linguistic repertoires.
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Banks, J., Au, K., Ball, A. F., Bell, P., Gordon, E., Gutiérrez, K., ... & Valdes, G. (2007). Learning in and out of school in diverse environments: Life-long, life-wide, life-deep.
Frame SL by principles of Distributed cognition (Hutchins, 1995)
42Looi, C. K., Seow, P., Zhang, B., So, H. J., Chen, W-L., & Wong, L. H. (2010). Leveraging mobile technology for sustainable seamless learning. British Journal of Educational Technology. Volume 41 Issue 2 (March 2010), pp. 154-169.
Cognition is distributed, social and at times personal• Personalized learning stimulated by social learning, and vice versa• Ownership and commitment to learning• Learning by creating representations and building knowledge
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Wong, L.-H. (2013). Analysis of students’ after-school mobile-assisted artifact creation processes in a seamless language learning environment. Educational Technology & Society, 16(2), 198-211.
Situatedness of learning experiences yet re-contextualizing them• Recontextualization of learning• Making salient connections between learning situations• Understand the role of multiple representations• External representations to help make connections• Metacognition as the bridge
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Reiterating the link to mobile learning:SL is an ecological approach to mobile learning• Transformation of daily lives into learning spaces• Focus on the mobility of the learner and the experience of learning
with mobile devices• “Cultural/learning resources” and the role they play in daily life as
strategic tools for (Ranieri & Bruni, 2012)• Identify formation• Social interaction• Deriving meaning• Entertainment
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Treat device as a “learning hub”• From 1:1 (or BYOD) to “division of labour”
46Looi, C.K., Wong, L. H., So, H. J., Seow, P., Toh, Y., Chen, W., Zhang, B.H., Norris, C., & Soloway, E. (2009). Anatomy of a mobilized lesson: Learning my way. Computers & Education, Volume 53, Issue 4, December 2009, pp 1120-1132.
10 Dimensions ofMobile Seamless Learning (10D-MSL)
Wong, L.-H., & Looi, C.-K. (2011). What seams do we remove in mobile assisted seamless learning? A critical review of the literature. Computers & Education, 57(4), 2364-2381.Wong, L.-H. (2012). A learner-centric view of mobile seamless learning. British Journal of Educational Technology, 43(1), E19-E23. 47
Are there new seams?
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Crossing a new seam (the then and the now) –seam number 11?
• Bridging “now and then”• Situated learning
• learning takes place within an authentic activity and context (Lave & Wenger)• learner starts to take on the actual practices, language and ways of thinking or
identity of the subject
• Example: Create emotional impact by bringing students back to the past using VR
• https://medium.com/@fielddaylab/designing-for-emotional-impact-the-making-of-dilemma-1944-19500f8adde8
Crossing a new seam (the learning and the assessment)seam number 12?
• Bridging learning and assessment• Design for such bridging
• Formative assessment• Bridging
• Design to bring alignment between for learning for learning sake vs learning for signifying/certification sake
Some questions to reflect upon
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Q1: Does learning happen all the time?
1. Yes2. No3. Depends on what you mean “all the time”4. Depends on what you mean by learning
Q2: What is Seamless Learning?
1. Describing a reality in life2. A metaphor, a motto, a mantra to improve learning3. A pedagogy4. An ideal
Q3: Should all learning be seamless learning?
• Yes• No• Depends on who we go with to the science
centre/museum (parents, friends or parents)• Depends on what kinds of learning experiences
Q4: Can Seamless Learning happen without technology?
1. Yes2. Of course, not3. Under some situations (what situations?)
SL is a metaphor
• Remove the seams• Break down barriers between formal learning environments and
informal ones• Blur the boundaries• Integrate informal and formal learning contexts• Bridge relationship between school and out-of-school
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e.g. Blur the boundaries between school and the real world• Assumption: practice is something that only comes after learning• Follow a continuum of integrated learning and practice• “Real world” learning experiences are more than simple
“applications” of classroom learning (Mark, 2009)
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long-tail learning ecosystem (Brown & Adler, 2008) & (Roschelle, 2010)
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Still much opportunities for the design of continuous learning• How to enculturate self-directed learning?
• How to promote the long-tail?
• Schools still provide core knowledge in the tall end• SL as an approach to bridge, to motivate interest, to support own
learning needs and preferences• Design for SL: about creating rich experiences across the learning
spaces/contexts• Not silo-ed in the classroom • But engagement whenever the learner is ready
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Next Springer book on SL:
• External representations (Nuno Otero & Ian Oakley)• Designing architectural approaches to supporting collaborative SL
experiences (Dan Kohen-Vacs, Marcelo Milrad, Marc Jansen)• Learning problems behind the seams in SL (Bernadette Dilger, Luci
Gommers & Christian Rapp)• How do sensors contextualize learning for SL? (Marcus Specht, LB
Hang & J S Barnes)• How do design boundary objects for science learning? (Daner Sun &
Chee-Kit Looi)
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Need and opportunities for research• Design more continuous learning experiences• Mobile learning to be more ubiquitous, crossing borders, cultures,
ages …• How to leverage on technological advancements, such as AI and
learning analytics, to inform or support SL?• Theorisation of SL
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The End
Thanks to Lung-Hsiang Wong, long-time collaborator in SL, for some of the slidesContact me at: [email protected]
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