Towards the Enactment of Learning Situations Connecting Formal and Non-Formal Learning in SLEs

Abstract

Smart Learning Environments hold promise of adapting learning processes to the individual context of students and connecting formal with nonformal learning. To do so, SLEs need to know the current context of the students, regardless of the physical or virtual space where learning takes place. This paper presents an architecture that assists in the deployment and enactment of learning situations across-spaces, able to sense and react to changes in the students' context in order to adapt the learning process.

CasualLearn: A Smart Application to Learn History of Art

“…In our future work we plan to integrate CasualLearn into a Smart Learning Environment [4], also under development. We aim the SLE to inform the task recommender about the learner model, and the characteristics of the learning designs she is participating in within her formal educational context.…”

Exploiting the Web of Data to bridge formal and informal learning experiences

“…Our work in the near future will focus on building the system described and on assessing the learning potential of the resources generated. Later on, we plan to integrate this system in a SLE [10] The SLE will manage the student profiles, while our application will offer a set of learning resources and a context-aware recommender system. For example, a teacher may propose some activities in the SLE and the relevant topics for the students will be automatically extracted out of these activities.…”

The PRISMA: A Visual Feedback Display for Learning Scenarios

“…The Proximity Layered Feedback (PLF) model describes what kind of feedback services are more suited based on the proximity of the user to the feedback source [8] in the context of a smart learning environment (SLE). SLEs can be characterized by the following actions [9]:…”

“…The study presented in Sections 2 and 3 aimed to investigate how to attract students to examine a museum recently installed in the campus of the university. Hence, we investigated how suited could be Bluetooth technology to sense the students' presence, analyze their proximity, and react accordingly to offer adapted learning opportunities [9]. The results of the survey show that BLE technology is probably not the best choice since the majority of the students (56%) did not have the Bluetooth spontaneously activated.…”