Conditions for effective smart learning environments
Smart learning environments (SLEs) are defined in this paper as physical environments that are enriched with digital, context-aware and adaptive devices, to promote better and faster learning. In order to identify the requirements for ‘better and faster learning’, the idea of Human Learning Interfac...
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| Published in | Smart learning environments Vol. 1; no. 1; p. 5 |
|---|---|
| Main Author | |
| Format | Journal Article |
| Language | English |
| Published |
Berlin/Heidelberg
Springer Berlin Heidelberg
07.11.2014
BioMed Central Ltd |
| Subjects | |
| Online Access | Get full text |
| ISSN | 2196-7091 2196-7091 |
| DOI | 10.1186/s40561-014-0005-4 |
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| Abstract | Smart learning environments (SLEs) are defined in this paper as physical environments that are enriched with digital, context-aware and adaptive devices, to promote better and faster learning. In order to identify the requirements for ‘better and faster learning’, the idea of Human Learning Interfaces (HLI) is presented, i.e. the set of learning related interaction mechanisms that humans expose to the outside world that can be used to control, stimulate and facilitate their learning processes. It is assumed that humans have and use these HLIs for all types of learning, and that others, such as parents, teachers, friends, and digital devices can interact with the interface to help a person to learn something. Three basic HLIs are identified that represent three distinct types of learning: learning to deal with new situations (identification), learning to behave in a social group (socialization) and learning by creating something (creation). These three HLIs involve a change in cognitive representations and behavior. Performance can be increased using the practice HLI, and meta-cognitive development is supported by the reflection HLI. This analysis of HLIs is used to identify the conditions for the development of effective smart learning environments and a research agenda for SLEs. |
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| AbstractList | Smart learning environments (SLEs) are defined in this paper as physical environments that are enriched with digital, context-aware and adaptive devices, to promote better and faster learning. In order to identify the requirements for ‘better and faster learning’, the idea of Human Learning Interfaces (HLI) is presented, i.e. the set of learning related interaction mechanisms that humans expose to the outside world that can be used to control, stimulate and facilitate their learning processes. It is assumed that humans have and use these HLIs for all types of learning, and that others, such as parents, teachers, friends, and digital devices can interact with the interface to help a person to learn something. Three basic HLIs are identified that represent three distinct types of learning: learning to deal with new situations (identification), learning to behave in a social group (socialization) and learning by creating something (creation). These three HLIs involve a change in cognitive representations and behavior. Performance can be increased using the practice HLI, and meta-cognitive development is supported by the reflection HLI. This analysis of HLIs is used to identify the conditions for the development of effective smart learning environments and a research agenda for SLEs. |
| ArticleNumber | 5 |
| Author | Koper, Rob |
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| Cites_doi | 10.1037/0033-2909.119.1.3 10.7208/chicago/9780226771199.001.0001 10.1080/13538322.2013.772464 10.1017/CBO9780511815355 10.1016/S0079-7421(08)60422-3 10.1037/h0048687 10.1007/BF02505024 10.1111/j.1539-6053.2009.01038.x 10.1126/science.185.4157.1124 10.1126/science.1199327 10.4324/9781315017716 10.7208/chicago/9780226825397.001.0001 10.3102/0013189X018001032 10.1016/0749-5978(91)90022-L 10.1016/S0065-2601(08)00405-X 10.1037/0022-3514.74.5.1252 10.3758/BF03202713 10.3102/00346543065003245 10.1037/h0045925 10.1016/S0022-5371(72)80001-X 10.1016/S0022-1031(77)80007-3 10.1093/acprof:oso/9780199230167.003.0002 10.2307/1914185 10.1037/h0031564 10.1093/acprof:oso/9780199230167.003.0011 10.1093/oxfordhb/9780199730018.001.0001 10.1037/h0034205 10.4324/9781410603432 10.1037/0033-2909.126.2.187 10.1016/j.learninstruc.2006.02.005 10.1038/scientificamerican0871-82 10.1007/978-3-322-80108-1_19 10.1017/CBO9780511780295 |
| ContentType | Journal Article |
| Copyright | Koper; licensee Springer. 2014. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. |
| Copyright_xml | – notice: Koper; licensee Springer. 2014. This article is published under license to BioMed Central Ltd. This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( ), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly credited. |
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| References_xml | – reference: CarrierMPashlerHThe influence of retrieval on retentionMem. Cognit19922063264210.3758/BF03202713 – reference: CraikFILockhartRSLevels of processing: a framework for memory researchJ. Verbal. Learn. Verbal. Behav197211667168410.1016/S0022-5371(72)80001-X – reference: SlomanSAThe empirical case for two systems of reasoningPsychol. Bull19961191310.1037/0033-2909.119.1.3 – reference: TverskyAKahnemanDJudgment under uncertainty: heuristics and biasesScience197418541571124113110.1126/science.185.4157.1124 – reference: BugentalDBGrusecJEDamonWEisenbergNSocialization processesHandbook of Child Psychology: vol. 3. Social, Emotional, And Personality Development20065New YorkWiley366428 – reference: LaveJWengerESituated Learning: Legitimate Peripheral Participation1991CambridgeCambridge University Press10.1017/CBO9780511815355 – reference: SchunkDLearning Theories: An Educational Perspective. Learning theories: An educational perspective (6th edit)2012BostonPearson Education Inc – reference: BanduraARossDRossSATransmission of aggression through the imitation of aggressive modelsJ. Abnorm. Soc. Psychol196163357558210.1037/h0045925 – reference: BrownJSCollinsADuguidAPSituated cognition and the culture of learningEduc. Res1989181324210.3102/0013189X018001032 – reference: PashlerHMcDanielMRohrerDBjorkRLearning styles concepts and evidencePsychol. Sci. Publ. Interest200893105119 – reference: AshcraftMHRadvanskyGACognition2010NJPearson – reference: ButlerDLWinnePHFeedback and self-regulated learning: a theoretical synthesisRev. Ed. 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Dev20025034359194274210.1007/BF02505024 – reference: StanovichKEThe Robot's Rebellion: Finding Meaning in the Age of Darwin2004ChicagoUniversity of (Chicago Press10.7208/chicago/9780226771199.001.0001 – reference: BugentalDBAcquisition of the algorithms of social life: a domain-based approachPsychol. Bull20002618720910.1037/0033-2909.126.2.187 – reference: KahnemanDTverskyAProspect theory: an analysis of decision under riskEconometrica. J. Econometric. Soc197947226329110.2307/1914185 – reference: GriffinEAA First Look at Communication Theory2012BostonMcGraw-Hill – reference: “Glossary”, The glossary of education reform, in Edglossary.org (Glossary of education reform). ᅟ ᅟ, ᅟ (2014). Retrieved July, 10, 2014, from , [http://edglossary.org/learning-environment/] “Glossary”, The glossary of education reform, in Edglossary.org (Glossary of education reform). ᅟ ᅟ, ᅟ (2014). Retrieved July, 10, 2014, from – reference: KahnemanDFrederickSHolyoakKMorrisonRGA model of heuristic judgmentThe Cambridge Handbook of Thinking and Reasoning2005CambridgeCambridge University Press267294 – reference: BaumeisterRFBratslavskyEMuravenMTiceDMEgo depletion: Is the active self a limited resource?J. Pers. Soc. Psychol19987451252126510.1037/0022-3514.74.5.1252 – reference: SunRLaneSMMathewsRCEvansJSBTFrankishKThe two systems of learning: An architectural perspectiveTwo Minds: Dual Processes and Beyond2009OxfordOxford University Press23926410.1093/acprof:oso/9780199230167.003.0011 – reference: AndersonLWKrathwohlsDRAirasianPWCruikshankKAMayerREPintrichPRRathsJWittrockMCA Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives (complete ed.)2001New YorkLongman – reference: AbualrubIKarsethBStensakerBThe various understandings of learning environment in higher education and its quality implicationsQual. High. Ed20131919011010.1080/13538322.2013.772464 – reference: BanduraASocial Learning Theory1977Englewood Cliffs NJPrentice Hall – reference: EvansJSBTOverDERationality and Reasoning1996HovePsychology Press – reference: StanovichKEWho is Rational?: Studies of Individual Differences in Reasoning1999Mahwah NJLawrence Elrbaum Ass – reference: MeyerDESchvaneveldtRWFacilitation in recognizing pairs of words: evidence of a dependence between retrieval operationsJ. Exp. Psychol19719022723410.1037/h0031564 – reference: DijksterhuisAAutomaticity. Handbook of social cognition2013 – reference: MitchamCThinking Through Technology1994ChicagoThe University of Chicago Press – reference: GrossTSpechtMAwareness in context-aware information systemsMensch & Computer 2001 Berichte des German Chapter of the ACM20015517318210.1007/978-3-322-80108-1_19 – reference: HaffertyFWHaflerJPThe hidden curriculum, structural disconnects, and the socialization of new professionalsInnov. Change. 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| Title | Conditions for effective smart learning environments |
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