lifelong learning supported by mobile technologies anupam ashish, s. m. fahad aizaz, 1 the slides...

Lifelong Learning supported by Mobile Technologies

Anupam Ashish, S. M. Fahad Aizaz

, 1

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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

Lifelong Learning supported by Mobile Technologies 2

“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


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


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


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


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


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


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


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


Generic Framework for Lifelong Learning


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


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


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


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


Framework Design


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


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.


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


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


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


Positioning Situation Matrix. [2]

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