SLERD 2017: Smart Learning Ecosystems I

14:40 – 16:00
(full papers: 20’+5′; short papers: 12’+3′)

• SLE.I.1F
Lara Sardinha, Ana Almeida, Maria Barbas
The Classroom Physical Space as a Learning Ecosystem


The classroom physical space enfolds several dimensions such as the social, cultural, architectural and technological. The current scenario of digitally equipped classrooms in which new pedagogical approaches based on collaborative learning, project-based learning and personalized learning are being used, call for the need to rethink the classroom physical space. Despite of the existence of some new classroom physical spaces aiming to answer this new reality, like the Future Classroom Lab, we argue that there might be lacking an innovative interior design strategy encompassing these aspects and fulfilling all the classroom physical space dimensions. Thus, this paper aims to present the perspective the authors have con-cerning the classroom physical space as a learning ecosystem and to start building the bridges between different approaches to space and relating them to the class-room physical space, in order to create an innovative interior design strategy that will improve the use of classroom physical space in its different dimensions. We also present the first results of an European web survey applied to the European Schoolnet Future Classroom network members that aimed at understanding how their spaces were thought and how they are being perceived; a brief discussion of the results, which, overall, are positive, is also presented. The paper ends with some references to the future work.

• SLE.I.2F

Matthias Rehm, Antonia Krummheuer, Kasper Rodil
Reflecting on Co-Creating a Smart Learning Ecosystem for Adolescents with Congenital Brain Damage 


Special needs education is focusing on a complex interplay of cognitive (knowledge), physical (motor rehabilitation), and social (interaction) learning. There is a strong discrepancy between the institutional spaces in which learning takes place and the need for scaffolding these levels of learning. In this paper, we present a first part of an ongoing collaboration with a special needs education facility for adolescents with congenital and acquired brain damage, that is interested in exploring the transformation of the institutional space into a smart learning ecosystem. We exemplify our research approach with a case study of a corridor in the institution that serves as a testbed for the involvement of all parties, i.e. residents, staff, management, in this transformation process.

• SLE.I.3S

Josilene Brito, Luma Seixas , Ivanildo Melo Filho, Alex Gomes, Bruno Monteiro
Meaningful Learning in U-Learning Environments: An Experience in Vocational Education


Mobile technologies allow new learning experiences anytime, anywhere. In this sense, this study presents a learning experience in urban context supported by a U-Learning environment. Using the Youubi ubiquitous learning platform, the experiment was carried out in a vocational course at a public school in Brazil. Challenging learning situations concerning the urbanization theme of the cities were proposed. The approach adopted was based on the qualitative analysis. The theory of meaningful learning was used as a theoretical framework to assess knowledge construction. The results indicate that the Youubi learning environment fostered the discussions on the content in a dynamic way when outside the classroom, allowing collaboration and knowledge sharing among those involved, mainly strengthening the existing meanings and the perception of problems in the daily life related to the proposed content.

• SLE.I.4S

Nuno Ribeiro, Luís Moreira, Ana Almeida, Filipe Santos-Silva
Mobile Seamless Learning Tool for Cancer Education


Mobile seamless learning provides the foundation for new digital solutions capable of adapting the contents to the learner needs and contexts. Studies have shown that cancer prevention knowledge remains reduced in modern societies. Given the worldwide burden of cancer, there is a need to increase cancer literacy in the populations, namely through the development of innovative strategies. This paper describes a 3 months two-arm quasi-experimental effectiveness study of a new mobile seamless learning tool for cancer education. Results showed that this application significantly increased cancer prevention knowledge of the users when compared to a control population (p<0.001). This study provides evidence that a mobile seamless education tool can merge into the users’ daily routine increasing users’ knowledge by providing relevant cancer prevention information through messages delivered over an extended period of time. These innovative health education solutions will further expand the context of a smart learning ecosystem.

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