The Learning Problems Behind the Seams in Seamless Learning
Learning increasingly takes places across different contexts in space (e.g., formal and informal settings) and time (e.g., lifelong learning). Seamless learning draws attention towards the potential, but also to the problems that may occur when learning across contexts. While major seams have been identified and many case studies conducted, the theoretical foundation of seamless learning does not seem as yet to have been sufficiently established. This chapter aims to consider the further conceptual development of seamless learning. Based on learning theories, we utilise the ten dimensions of mobile seamless learning in order to highlight the problems that can often lay behind the seams. The analyses build upon (re-)scoping seamless learning into seam-aware learning. Based on this, we have developed a set of learning strategies that aims to help learners to integrate their experiences made within different contexts. Then, we propose a small number of didactic design principles that foster the aforementioned learning strategies. As an outcome, this chapter aims to focus our understanding of the problem and to define the necessary learning competences. We also provide insight into these initial seam-aware design principles. Consequently, this chapter is addressed both to theorists as well as practitioners in the area of seamless learning.
KeywordsSeamless learning Seam-aware learning Learning theory Design principles High-impact pedagogies
This research was conducted within the Seamless Learning Laboratory (www.seamless-learning.eu). IBH Labs were created on the initiative of the International Lake Constance University (IBH) and the International Lake Constance Conference (IBK), and are funded by the ‘Alpenrhein-Bodensee-Hochrhein’ Interreg V programme.
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