A learner should than experience a continuity of learning and consciously bridge the multifaceted learning efforts, across a combination of locations, times, technologies and social settings” (Sharples et al., 2012, p.24). The topic “Seamless learning” looks into how we can bridge these gaps and phase out the boundaries between the different learning settings in a “learner’s” mind by facilitating the construction of connections between them through designed (technological and pedagogical) affordances and learning scenario’s. ![]() Additionally, complex (21st century), interdisciplinary (transversal) skills, such as creativity, problems solving, collaboration, information literacy and (intercultural) communication, are needed in many jobs today and in the future, but are mostly not taught in school. ![]() Looking within formal education, we see additional ‘gaps’, as different topic domains are still often learned separately and without learners knowing how this knowledge can be integrated, applied and useful in the ‘real world’. For example, learners do not see and do not make connections between the nature field trip about plants they had with scouting in the weekend (non-formal learning) and the biology classes they attend at school (formal learning). ![]() ![]() Learners create new mental models and learn new skills, framed by the setting they are interacting with, thus actively providing meaning and contextualizing their experiences (Dourish, 2004 Westera, 2011).Ĭurrently, the learning settings a learner moves through are still ‘separated’ in many ways, thus not supporting the formation of “connections” and the construction of an “overarching context” between these different learning experiences. Learning happens not only in ‘formal’ settings, like schools, but in every setting in which people are engaged and active and that affords new experiences and opportunities for metacognition (Kim, Hung, Jamaludin & Lim, 2014).
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