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Lifelong Learning supported by Mobile Technologies
Anupam Ashish, S. M. Fahad Aizaz
, 1
The slides are licensed under aCreative Commons Attribution 3.0 License
Why Lifelong Learning?
Adult learning is part of a much broader process Self-directed
Important to retain the aspirations A mechanism for exclusion and control
Access to knowledge Individualization
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“I have never let my schooling interfere with my education.” – Mark Twain
“Anyone who stops learning is old, whether at twenty or eighty. Anyone who keeps learning stays young. The greatest thing in life is to keep your mind young.” - Henry
Ford
Overview Lifelong Learning supported by Mobile Technologies
What is Lifelong Learning Types of Lifelong Learning Mobile Technology and m-Learning Generic Framework for Lifelong Learning Our Framework Design and discussion
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What is Lifelong Learning? Continuous building of skills and knowledge acquisition Formal and informal education, life experiences Improve knowledge, skills and competence with a personal, civic,
social employment-related perspective. Characteristics
The process is continuous throughout one’s life
No specific age group Entail programs that are
pursued during a lifetime Philosophical approach
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Models of Lifelong Learning Formal Learning
School, university, military training Learner has little control over the process
Non-formal Learning Individual decides what to learn How is decided by the organizer Partial Control
Informal Learning Learner decides how is to be learned
Self directed Individual decide what and how of learning Targeted mostly for adults
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Lifelong Learning Models [1]
Mobile Technology and Learning Internet has evolved into a universal platform to communicate and
share information Massive development in cellular
communication technologies Location is not static
Support for mobility Are these devices capable of
incorporating a Learning environment? m-Learning project from ECIST
Envisage the potential of mobile devices for learning Targeted reluctant young adult learners with poor literacy or numeracy
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Different Learning Methodologies Distance Learning, e-Learning and m-Learning Distance Learning
learning when the source of information and the learners are separated by time and distance, or both
E-learning electronically supported learning and teaching
Mobile Learning Learner is not at a fixed, predetermined location Learning opportunities offered by mobile technologies Opportunity of learning is independent of
time, location and the changes in learning environment Fill the deficiencies of former
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Theory for Mobile Learning Mobility – Learners on the move Non-formal and Informal Learning
Learning that takes place outside classroom
Constructive to society learner centered knowledge centered assessment centered community centered
Technological ease ubiquitous use of technology
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Support for Lifelong Learning in m-Learning Accessibility
Learners can access material from any geo-location Learning beyond classroom or special hours
Rich multimedia content Video Lectures, audio slides etc. Translation into numerous foreign languages
Interactivity Face to face conversation between two learners
Real time communication Social Platforms e.g. Facebook
Individuals of common interest
Collaboration and Teamwork Collaborate without any boundaries Share experiences and ideas
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Challenges for m-Learning Portability – support mobility Individuality
Support individual learning styles Unobtrusive
Means to retrieve knowledge in all situations Availability
Communication with peers, experts, teachers Adaptability
Context adaptable to individual skills & situations Persistent
Enable learning despite any change in technology Useful - useful in everyday life routine User-friendly - easy to use Other – specific to mobile devices
Small screen sizes Limitation in power
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Generic Framework for Lifelong Learning
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Mobile Learning design requirements for lifelong learning [3]
Theories of Learning Learning through Collaboration
social interaction in a learning process Individual task or joint problem solving work with adaptive collaborative applications
outside the classroom context cognitive benefits of collaborative learning
Symmetric Knowledge and status shared goals
Learning through Critique and Assessment Reproduce and reformulate the concepts Human understanding improves by
critiquing existing knowledge User centered and supports user
working on their own activities Point out only when there is
significant decrease in competence
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Learning Context Lifelong Knowledge Acquisition
Pedagogical Paradigm Usage of mobile devices has abolished
classroom enclosure Role of teacher Paradox to the concept of Lifelong
Learning in mobile scenario Technology not available in teacher’s
everyday activities Technology to be used by the students later as
an adult (or would-be teachers) System for Mobile-Teaching is absent
Position Service for Lifelong learning Process that assists learners in
Finding a starting point An efficient route through the network that
will foster competence building
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Learning Experience and Objectives Not only do users look for a usable system
They also look for a pleasing and engaging experience Organized content could enhance understanding
Also promote learning acquisition Making sense of the learning material Narrative framework
Engage the learners with goals and objectives Feedback
Facilitating self-motivation and self-regulation. Conflict, competition, challenge and opposition Brings the fun element in learning
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Discussion Mobile technologies are the most influencing developments Can lifelong learning be supported by mobile technologies?
Mobile learning makes it complete Mobility
A learner is able to learn anywhere anytime No specific age of learning
Educational tools that can support individual centric content delivery
KEY – Take Control over one’s own decisions Individuals assume responsibility for their own learning paradigm Technology doesn’t scare away the learners Collaboration, communication over mobile technologies Objective
Improve individual and team skills
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Framework Design
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Framework Design
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Framework Design
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Conclusion Design and development of a Lifelong Learning environment Knowledge acquisition Pedagogic changes required in the learning environment
e-Learning and m-Learning with a Lifelong perspective Accreditation of prior learning in order to position a learner A generic framework for supporting Lifelong Learning Perspective of mobility
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Q&A
References1. D. W. Mocker and G. E. Spear. Lifelong learning formal, nonformal, informal and self-
directed. ERIC Clearinghouse on Adult, Career and Vocational Education, Columbus, Ohio, 1982.
2. M. Kalz. Research and development of a positioning service for learning networks for lifelong learning.
3. M. M. Y. Norazah Nordina, Mohamed Amin Embia. Mobile learning framework for lifelong learning. Published by Elsevier Ltd, 2010.
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Lifelong knowledge acquisition Shift in the frame of reference
From the narrow framework of school based learning Virtual Reality and Learning Environment
They capture within their domain most cultural expressions, in all their diversity
Easily accessible even for the the people with social exclusion Drop-outs Working in position different from their skill set
Responses can be applied to both school based informal learning
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Lifelong knowledge acquisition Position Service for Lifelong learning ctd.
Accreditation or Recognition of Prior Learning (APL/RPL) Identify prior learning experiences from
formal as well as informal means Relevant if a person changes his academic discipline Allows the learners to provide claims for his prior learning Experts evaluate and study the learner’s profiles Time consuming and expensive
Methodology Developing electronic portfolios
Learner’s competence can be mapped to the competences in the learning network Recommender system for starting positions / exemptions Not automated systems without human decisions Dynamic positioning service
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Lifelong knowledge acquisition No competence information available
The learner profile & learning network Information about the learning
activities and not the competences Content of the target and source
materials overlap significantly then the target activity is exempted
Metadata based competence information is available
Competence ontologies in both learner’s profile and the learning network
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Positioning Situation Matrix. [2]
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