The Pedagogy of Experience Complexity for Smart Learning (PECSL) is a four-tier model of considerations for the design and development of learning activities situated in real world hyperlocal locations, mediated by smart enough technologies. Learner experience is placed at the centre of learning design, focusing on the complex interrelated experiences that may be possible. A wider awareness of types of learning may enhance potential for gaining value for learners and offer more flexibility for instructors or others. Learning is considered as any potential object of vital interest for the learner, and may include making connections with others, dialogic space expansion between learners and wider relevance of topic or location as much as any intended learning outcome.Taking inspiration from digital artefact user centred design, the PECSL adopts a position of flexible layers of considerations that impact stages of design for complex smart learning activities. Each tier being interrelated to the others, these iteratively adapting as a result of decisions being made throughout the design and development process. Categories of learner experience variation derived from a phenomenographic study of smart learning journeys inform the foundation of the PECSL, providing concepts of experience relevance structures leading to related pedagogies, further pedagogical relevance considerations and deeper epistemological reflections. Acknowledging significance of the context, process and content of learning in these activities, considerations expand to enable pragmatic support for much of value towards effective learning. This paper seeks to provide a means for learners to learn from each other as much as any specified learning goals or assessment.
This paper contributes to a pedagogical model for smart learning by establishing a framework of some considerations based on learner experience of smart learning journeys. Phenomenography is used to investigate variation of learner experience in smart learning journeys. Learners participate in 'Literary London', situated in London, UK, and 'Malta Democracy', situated in Valletta, Malta. An inclusive relational hierarchy of experience complexity is demonstrated with vertical, horizontal and diagonal relationships between four categories of experience variation for a smart learning journey. A pedagogical relevance structure for smart learning is discussed, supporting connectivist-inspired participatory pedagogies for smart learning environments. Sample participants consist of Education degree university students, with one other discipline represented (English Literature and Creative Writing). Various levels of study, cultural and international backgrounds are represented. Understanding learner experience of these kinds of activities may help to support today's growing culture of learning cities, to "promote lifelong learning opportunities for all" (Unesco SDG4), within a context of the European Commission 2018 Digital Competence Framework for Citizens.
This paper discusses the uses and applications of the Pedagogy of Experience Complexity for Smart Learning (PECSL), a four-tier model of considerations for the design and development of smart learning activities. Using existing mobile apps and relevant activities as illustrative examples, the PECSL is applied to indicate concepts and mechanisms by which useful pedagogical considerations can work alongside user-centred design principles for the design and development of smart learning in urban hyper-localities. Practical application of the model is discussed using real world examples of activities as a basis to demonstrate the potential for manifold opportunities to learn, and plan for experience complexity in a smart learning activity. Case study approaches reflect on aspects of the PECSL in how it might be a useful and pragmatic guide to some of the issues faced when designing digital citizen learning activities in complex urban environments.
This paper takes the form of a discussion relating to a smarter knowledge commons, having come about due to implications arising from research into the development of a pragmatic pedagogical 'guide to learning' for smart learning environments. The paper does not discuss any research findings (which have not yet been established), but rather is about attempting to discover through examination of early adopter use cases the underlying challenge for smart learning design in relation to the delivery of personalised geo-spatially relevant knowledge. Solutions for the mapping and delivery of the knowledge web are tentatively suggested, making use of an existing meta-property framework, the Open Graph. Smart learning environments focus on learning in geo-spatially relevant learning locations, with tutors or learners engaged in tasks that may frequently require the searching and selecting of knowledge content to contribute to learning or in the further production of new digital knowledge content. This has led to considerations regarding where and how knowledge content is obtained, provided, produced or shared, and this paper examines issues related to the producing, searching and finding of knowledge content in these learning contexts. Practical examples are provided to illustrate how digital knowledge content plays a pivotal role in learning design and learner interactions taking place in smart learning, both for the content of learning and as part of the process for learning.Emphasis is on open access smart learning in relation to connected and collaborative pedagogical approaches. Considering the future development and pedagogies of open-access smart learning environments, we must ask how the knowledge commons, an integral part of this learning, can become 'smarter' for learning and teaching.
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