SMART LEARNING – AN EMERGING PEDAGOGICAL APPROACH

Smart learning is defined using the connectivist-inspired process-oriented pedagogical model [1] which considers dimensions and levels of interactions. In such technology-enhanced learning experiences interactions occur along dimensions determined by the nature and context of the activity. A Smart Learning experience is hybrid in nature, combining the physical with the digital environment, individual with collective learning, the local with the global (glocal), and knowledge acquisition with contribution. These activities provide the context for interactions with the Physical Environment, with the subject content (domain), with digital the technologies and tools used, with the data/knowledge networks accessed and used, together with the Community of other users and learners. The levels of interaction describe the modality of user engagement with the learning activity, that is, Operation interaction, Wayfinding, Sensemaking, and Innovation Interaction. Using these characteristics of this hybrid educational experience, Smart learning is then discussed as an emergent pedagogy characterised by widening access to information, opening up new ways of learning, providing opportunities for communication, collaboration, participation and the acquisition of skills. This multidimensional interactive learning experiences trigger further innovation and transformation of the learning experience by providing the opportunity to rethink the methods, content and structure of the learning process. Using this theoretical framework Smart learning journeys are designed and developed integrating Augmented Reality. These journeys are carried out by students enrolled for the course in Technology-Enhanced Learning at the Faculty of Education, University of Malta. After going through these location-based, hands-on, networked, collaborative learning experiences, students are requested to apply the concept of Smart Learning in their areas of specialisation. This emerging pedagogy is evaluated through the feedback received from students after reflecting about the interactions categories proposed in the Connectivist, process-oriented model. The strengths and shortcomings of this pedagogical approach are identified. Suggestions are made how to capitalise on the strengths and how to address and improve the weaknesses.