Spontaneous Group Learning in Ambient Learning Environments

Bick, Markus; Jughardt, Achim; Pawlowski, Jan Μ.; Veith, Patrick

doi:10.1007/978-0-387-75494-9_56

Cited by 4 publications

(4 citation statements)

References 10 publications

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“…Ambient learning may be considered the next generation of mobile learning (Bick et al 2007) in which digitally sensitized learning environments ''provide contextualized, personalized knowledge for learners'' (p. 103) and occurs within daily life, anytime or anywhere (Li et al 2009). For example, learning opportunities occur in daily life and such episodes ignite curiosity and stimulate interest and, with information afforded through the new media technology-pervasive model, we can move into the ambient learning domain with the potential for deeper learning, engagement, and collaboratories.…”

Section: Ambient Learningmentioning

confidence: 99%

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Arnone

Small

Chauncey

et al. 2011

Education Tech Research Dev

193

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This paper identifies the need for developing new ways to study curiosity in the context of today's pervasive technologies and unprecedented information access. Curiosity is defined in this paper in a way which incorporates the concomitant constructs of interest and engagement. A theoretical model for curiosity, interest and engagement in new media technology-pervasive learning environments is advanced, taking into consideration personal, situational and contextual factors as influencing variables. While the path associated with curiosity, interest, and engagement during learning and research has remained essentially the same, how individuals tackle research and information-seeking tasks and factors which sustain such efforts have changed. Learning modalities for promoting this theoretical model are discussed leading to a series of recommendations for future research. This article offers a multi-lens perspective on curiosity and suggests a multi-method research agenda for validating such a perspective.

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Section: Ambient Learningmentioning

confidence: 99%

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Arnone

Small

Chauncey

et al. 2011

Education Tech Research Dev

193

View full text Add to dashboard Cite

show abstract

“…Ambient learning focuses on specific standardisation activities: on the one hand, recent learning technology standards are widely accepted specifications that provide a basis for reuse, recombination and re-contextualisation. On the other hand, specifically in the field of ambient learning, several issues have not yet been addressed (Bick et al 2007). For example, the use of a variety of devices cannot be modelled yet and location and synchronisation aspects are currently not covered in such standards as Learning Object Metadata -LOM (IEEE 2002) or IMS Learning Design (IMS 2002).…”

Section: Conclusion and Further Researchmentioning

confidence: 98%

“…Moreover, Jones and Jo are currently developing a ubiquitous robot that uses sensor technologies. Bick et al (2007) provided conceptual and technological solutions on how mobile and ambient learning environments can be developed in an interoperable way. Based on a specific ambient intelligence framework they implemented a prototype of a standard-based ambient learning environment.…”

Section: Recent Developmentsmentioning

confidence: 99%

Ambient Intelligence and Ubiquitous Computing

Bick

Kummer

2008

Handbook on Information Technologies for Education and Training

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Ambient intelligence and ubiquitous computing characterize intelligent, pervasive and unobtrusive computer systems embedded into human environments, tailored to the individual's context-aware needs. Such miniaturised modern information and communication technology (ICT) supports humans by offering information and guidance in various application areas. Ambient intelligence leads to ambient learning by embedding individual learning activities in every day life. The learners participate and co-operate in, for example, syndicating, re-mixing, or creating learning materials and environments. The main objective of this chapter is to describe the general concepts of ambient intelligence and ubiquitous computing. Thereby, we introduce and analyse various approaches and examples to discuss how the vision of ambient intelligence can support work, learning and knowledge processes. Introduction and DefinitionsThe recent advances in information and communication technology (ICT) evolution will definitely influence human life, especially in terms of communication and interaction:A German salesman of a big European company takes part in an interhe already knows, there are various cultural differences between Europe and Asia in general and specifically between Germany and Japan. To prepare for his visit, he tries to learn some polite Japanese phrases. To collect additional cultural as well as historical information, he also visits a local national exchange program and has to travel to Japan for the first time. As

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“…Moreover, an experiential environment is established by observing and mimicking nature through mobile applications to comprehend the pedagogical adjustment of students to their interests and competencies. This type of learning defined as ambient learning provides informal and non-formal education and benefits from the Internet (Atif, 2010;Bick, Kummer, Pawlowski, & Veith, 2007;Paraskakis, 2005;Tan, Chen & Yu, 2022).…”

Section: Digitalization In Educationmentioning

confidence: 99%

An Evaluation of Personalized Learning by Online Informal Education in Case of Design Education

Guzel

2024

Turkish Online Journal of Distance Education

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The advent of digital technology has enabled the development of alternative learning methods that enable personalized education to meet the demands of the modern era. Regardless of geographical location and time, online education facilitates the provision of personalized learning opportunities through asynchronous or synchronous recording. Thanks to Covid-19, the rapid adaptation of formal education to digital environments promoted individualization and self-directed learning. The increasing use of design software in architectural education due to digitalization promotes integrating synchronous or asynchronous extracurricular training into the individual learning process. By exploring the diversity of informal online education programs in design software, this study aims to identify the contributions and limitations of informal learning in personalization. Examining the context of a five-day online workshop and a 21-day course can provide new perspectives through a multidisciplinary environment of discussion and practice, even in a short period of time. These programs provide education and training for skilled designers who have their own unique perspectives and techniques on design. Participants' economic situation regarding course fees introduces a competitive medium, which restricts learning accessibility in any scenarioMoreover, excluding these educational programs from transcripts due to imprecise evaluation conditions results in unfairness. With equal access and fair and accurate evaluation mechanisms, informal online education can help professionals develop unique, global, and harmonious perspectives.

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Spontaneous Group Learning in Ambient Learning Environments

Cited by 4 publications

References 10 publications

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Curiosity, interest and engagement in technology-pervasive learning environments: a new research agenda

Ambient Intelligence and Ubiquitous Computing

An Evaluation of Personalized Learning by Online Informal Education in Case of Design Education

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