Chapter 6: Design Concepts of Seamless Learning
Rafidah Abd Karim and Gülsün Kurubacak
Introduction
Seamless learning in remote areas, collaborative learning in public spaces, and interactions with the environment and artefacts across time, context, and physical or virtual locations mediated by technology all take place in a seamless learning environment (Sharples, 2006, Chan et al., 2006). According to Hambrock et al. (2020), the concept of seamless learning are like describing an envisioned ‘continuous and (cross-) contextual’ learning and support process, distinguishing a design paradigm within the broader domain of learning and instructional design and exemplifying the organizational change of interweaving formal and non-formal learning, to describe a specific type of learning environment, to label specific and concrete learning scenarios, and to describe how mobile and ubiquitous technology can influence and change the way we learn. This chapter explores several aspects to be considered for designing a successful seamless learning experience. These aspects needed are application of knowledge, assessment, curriculum and design, feasibility, implementation and learning strategies which are deliberated as a design concept for seamless learning. Here, we discuss the aspects needed from the survey data analysis. The survey data is designed with both closed-ended and open-ended questions. There were eight respondents involved who mostly had extensive experience within educational technology from eight different countries; Canada, Egypt, USA, Spain, South Africa, Turkey, Malaysia and India correspondingly. This chapter aims to gain perceptions into technology educators’ at tertiary institutions that determine the seamless learning design concepts.
6.1 Application of Knowledge
Knowledge application is when available knowledge is used to make decisions and perform tasks through direction and routines. Both direction and procedures apply to both implicit and explicit knowledge (Becerra-Fernandez & Sabherwal, 2010). It is not necessary for the person implementing the knowledge to understand it. The application of knowledge is substantial for giving students the ability to search, analyse, and evaluate material can assist them in making their own connections. Connecting newly acquired knowledge with previously acquired background information aids in the development of greater meaning and enhanced engagement. For this aspect, students must be able to apply knowledge. Students can apply their knowledge to problems and situations outside the classroom. For example, students can do a role play and taking on “various roles” like a lawyer, prosecutor, judge, or compile a marketing plan. There is also the potential to integrate practice and work placement learning into the classroom. There are several activities that can help students to apply their knowledge such as maximizing the early learning experience for transfer, activate prior knowledge, deliberate pr