The Future of Ubiquitous Learning Learning Designs for Emerging Peda
This book explores emerging pedagogical perspectives based on the design of new learning spaces supported by digital technologies and brings together some of the best research in this field. The book is divided into three themes: foundations of emerging p
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Begoña Gros Kinshuk Marcelo Maina Editors
The Future of Ubiquitous Learning Learning Designs for Emerging Pedagogies
Lecture Notes in Educational Technology Series editors Ronghuai Huang Kinshuk Mohamed Jemni Nian-Shing Chen J. Michael Spector
Lecture Notes in Educational Technology The series Lecture Notes in Educational Technology (LNET), has established itself as a medium for the publication of new developments in the research and practice of educational policy, pedagogy, learning science, learning environment, learning resources etc. in information and knowledge age, – quickly, informally, and at a high level.
More information about this series at http://www.springer.com/series/11777
Begoña Gros Kinshuk Marcelo Maina •
•
Editors
The Future of Ubiquitous Learning Learning Designs for Emerging Pedagogies
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Editors Begoña Gros Facultat de Pedagogia University of Barcelona Barcelona Spain
Marcelo Maina Department of Psychology and Education Universitat Oberta de Catalunya Barcelona Spain
Kinshuk Athabasca University Edmonton, AB Canada
ISSN 2196-4963 ISSN 2196-4971 (electronic) Lecture Notes in Educational Technology ISBN 978-3-662-47723-6 ISBN 978-3-662-47724-3 (eBook) DOI 10.1007/978-3-662-47724-3 Library of Congress Control Number: 2015945150 Springer Heidelberg New York Dordrecht London © Springer-Verlag Berlin Heidelberg 2016 This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. Printed on acid-free paper Springer-Verlag GmbH Berlin Heidelberg is part of Springer Science+Business Media (www.springer.com)
Preface
The Context It is evident that we are living through an important and rapid transformation of society that is changing the way we learn and the places where learning occurs. There is need for a fundamental change in the way in which we design and support learning. A number of changes are evident. First, the complexity of modern society requires specific types of competences to interact within this context, such as higher-order thinking skills, proble
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