Foreword	6
	How We Came Up with Seamless Learning	6
	Two Seams	8
	Removing Seams by Linking Up People	10
	Removing Seams by Blurring	12
	Summary	14
	References	15
	Preface	18
	Contents	22
	About the Editors and Authors	26
	Chapter Reviewers	36
	Part I: Modeling and Theorizing Seamless Learning	38
	Chapter 1: A Brief History of Mobile Seamless Learning	39
	The Two Lives of Seamless Learning	39
	The First Life: Reforming the Higher Education	39
	The Second Life: One-to-One Goes Seamless	41
	Scoping and Re-scoping Seamless Learning	42
	The Conceptual Groundings	46
	The Theoretical Expositions, and the Characterization and Ecological Frameworks for MSL	50
	Theoretical Expositions of MSL	50
	The Characterization Frameworks	52
	The Ecological Frameworks	55
	The Cognitive Frameworks	56
	The Design Frameworks for MSL	57
	“Deconstruction and Reconstruction” of the Curriculum	57
	The Generic Learning Process Design Frameworks	58
	Knowledge Construction Through Seamless Learning	60
	Designing “Seamless” Field Trips, Digital Storytelling, and Domain-Specific Learning Processes	62
	The Methodological Frameworks for MSL Research	63
	The Technological Frameworks for MSL Practices	65
	Learning Hub	65
	Frameworks to Support Development and Organization of Seamless Learning Resources	66
	Technology as “Enabler” or “Enhancer?” “Adaptivity” or “Adaptability?”	68
	Conclusion: Bridging the Past and the Future	69
	References	70
	Chapter 2: Seamless Learning Despite Context	77
	Introduction	77
	The Flow of Learning	78
	Flow and Computer Games	80
	Connected Learning	83
	Orchestration of Learning	85
	Conclusions	89
	References	90
	Chapter 3: Framing Ubiquitous Mobility Educationally: Mobile Devices and Context-Aware Learning	92
	Mobile Devices as Representational Resources	93
	Context-Aware and Situated Mobile Learning	96
	Towards a Pedagogical Perspective on Mobile Learning: Some Examples	99
	A Biology and Chemistry Workshop in the Botanical Garden	100
	A Scenario for Learners in Media Design	102
	The Results from a German Field Study Around Episodic Planning	105
	Discussion and Conclusion	107
	References	107
	Chapter 4: Employing a Framework to Examine the “Niche” for Mobile-Assisted Seamless Learning from an Ecological Perspective	110
	Introduction	110
	Literature	111
	Seamless Learning from an Ecological Perspective – Distributed Cognition	111
	Affordances and Affordance Networks	112
	Effectivities and Effectivity Sets	112
	Niches	113
	Framework of the “Niche” for Seamless Learning	113
	Application of the Framework	114
	Background of the Study	114
	Pedagogical Design of This Study	114
	Examining the “Niche” for Inquiry into the “Anatomy of Fish” in Seamless Learning Activities	116
	Activity 1: Engage and Explore (Out of Class)	116
	Activity 2 Observe and Explain (in School Lab)	117
	Activity 3 Reflect and Share	118
	Implications of the Framework	121
	Conclusion	124
	References	124
	Chapter 5: Self-regulation: A Critical Learner Characteristic for Seamless Learning	126
	Introduction	126
	Existing Efforts to Characterize Mobile Seamless Learning	127
	Self-regulation as Agency: An Intrinsic Demand for Mobile Seamless Learning	129
	Self-Regulated Learning	130
	Definitions and Main Components of Self-Regulated Learning	130
	Motivation	131
	Metacognition	132
	SRL as a Framework for Technology-Enhanced Learning	133
	Understanding Mobile Seamless Learning Under the Lens of Self-Regulated Learning	134
	Understanding Mobile Seamless Learning from the Theoretical Perspective of SRL	134
	Measuring Mobile Seamless Learning from the SRL Methodological Perspective	135
	An Analytic SRL Model of Mobile Seamless Learning	137
	References	139
	Chapter 6: Reflections on Case Studies in Mobile Seamless Learning	143
	Introduction	143
	My Sports Pulse	144
	Ride and Drive	146
	Combat Medic	147
	Virtual Family	149
	Discussion	150
	References	151
	Part II: Technology Enhanced Seamless Learning	152
	Chapter 7: Connecting Learning Contexts with Ambient Information Channels	153
	Introduction	153
	The AICHE Model for Ambient Learning Support	155
	Contextual Metadata, Filters, Synchronisation and Framing	159
	What Is Different with Contextualised Learning Support?	160
	Implementing Sensors, Indicators and Control Structures in Contextual Learning	163
	Sensor-Based Interaction for Learner Support	163
	Mobile Games and Inquiry Support as Control Structures	165
	Augmented Reality and Situated Displays as Indicators	167
	Summary and Discussion	168
	References	170
	Chapter 8: A Resource Organization Model for Ubiquitous Learning in a Seamless Learning Space	173
	Introduction	173
	Learning Cell Framework	175
	Concept	175
	U-Learning Process Based on Learning Cell	176
	Core Features of Learning Cell	177
	Learning Cell Runtime Environment	181
	Learning Cell System Development	183
	Functional Framework of LCS	184
	Features of LCS	186
	Application Scenario Analysis	187
	Conclusion	189
	References	189
	Chapter 9: Supporting Seamless Learning Using Ubiquitous Learning Log System	191
	Introduction	191
	Related Works	193
	Life-Log	193
	Seamless Learning	193
	Seamless Rate	194
	Linking Method	195
	SCROLL	196
	Design	196
	Interface	197
	Mobile Interface	197
	Web Interface	198
	Textbook Database	199
	Linking In-Class Learning with Outside-Class Learning	200
	Linking One Learning Log with Another	200
	Link Rate	201
	Empirical Study with SCROLL	202
	Method	202
	Results	203
	Discussion	206
	Conclusions and Future Works	209
	References	210
	Chapter 10: Situated Learning Theory and  Geo-­collaboration for Seamless Learning	212
	Introduction	213
	Situated and Seamless Learning Activities Supported by Geo-localization	214
	Situated Learning and Geo-localization	214
	Seamless Learning in Situated Learning	217
	Geo-collaborative Application for Learning Wireless Signal Propagation	219
	The Software and Hardware	222
	Coverage Analysis Tool	223
	The Collaboration Tool	224
	Geo-collaborative Application for “Learning with Patterns”	225
	Learning with Patterns	225
	Application Description	225
	Conclusions	228
	References	230
	Chapter 11: Requirements for a Seamless Collaborative and Cooperative MLearning System	232
	Background	232
	Justification for Seamless Learning	235
	The MoLODUF	235
	The Approach	239
	The Field Survey	239
	Interviews/Focus Group Discussions	240
	Review of Literature	240
	Towards Requirements for a Seamless Collaborative and Cooperative MLearning System	241
	Requirements from the MLearning Costs Dimension	241
	Requirements from the MLearning Policy and Context Dimensions	242
	Requirements from the MLearning Resources Dimension	242
	Requirements from the MLearning Ethics Dimension	243
	Requirements from the Learning Processes Dimension	243
	Requirements from the MLearning Connectivity Dimension	244
	Requirements from the MLearning Devices Dimension	245
	Requirements from the MLearning Interface Dimension	246
	Requirements from the MLearning Object User Dimension	246
	MLearning Objects Dimension	246
	Requirements from the MLearning Evaluation Dimension	248
	Summary of Requirements	248
	Seamless Collaborative and Cooperative MLearning System Prototype	248
	The Prototype Collaborative MLearning Component	249
	The Prototype Cooperative MLearning Component	250
	The Prototype MLearning Administrative Component	250
	Summary and Conclusion	252
	References	252
	Chapter 12: Scripting and Orchestration of Learning Across Contexts: A Role for Intelligent Agents and Data Mining	254
	Introduction: New Opportunities for Learning Across Contexts	254
	Scripting and Orchestration	256
	Intelligent Agents for Scripting and Orchestration	257
	New Pedagogical Models for Collective Inquiry	258
	New Technology Supports for Collective Inquiry	260
	Methods	262
	Physics Learning Across Contexts and Environments (PLACE)	262
	S3 Supports for PLACE: Learning Across Contexts	264
	PLACE.web	264
	PLACE.neo: Leveraging Student-Contributed Materials and Tagging for New Learning Contexts	268
	Technology Implementation of PLACE.neo	269
	Enactment of the PLACE Script	274
	Student-Contributed Content	274
	Using Peers’ Contributions: The Challenge Problem Script	276
	Culminating Activity: Scripting and Orchestration Across Contexts	276
	Agent Orchestration of the At-Home Activity	276
	Agent Orchestration of the In-Class Activity	276
	Agent Orchestration of the Smart Classroom Activity	277
	Solving the Hollywood Physics Problems	278
	Evaluating the PLACE Enactment: Did We Support a Knowledge Community Across Contexts?	279
	Evaluating the S3 Software Agents Within PLACE	281
	Content Agents	281
	Activity Sequencing Agents	282
	Grouping Agents	283
	Transitions Across Contexts: Factors and Design Principles	283
	Visualizations of Community Knowledge	284
	Data Structures and Semantic Metadata Supports	284
	The Orchestrational Role of Intelligent Software Agents	285
	Conclusions and Future Directions	286
	References	286
	Part III: Pedagogies and Application Domains of Seamless Learning	289
	Chapter 13: Mobile Seamless Learning and Its Pedagogy	290
	Introduction	290
	Ubiquitous Resources	293
	Ubiquitous Learning	294
	Seamless Connections	296
	Seamless Learning	296
	Towards a Pedagogical Framing of Seamless Learning	300
	Context	301
	The Nature of Learning	302
	Technological Constellation and Non-technological Resources	303
	An Example of Seamless Learning	304
	Conclusion	306
	References	307
	Chapter 14: Language as a Bridge Connecting Formal and Informal Language Learning Through Mobile Devices	310
	Introduction	310
	Purposes of Language Learning	312
	Language as a Bridge	314
	Emergent Forms of Language Learning	316
	Informal Language Learning in the City: Crossing Boundaries	317
	Conclusion	320
	References	320
	Chapter 15: What Seams Do We Remove in Learning a Language?–Towards a Seamless Language Learning Framework	324
	Introduction	324
	Literature Review	325
	Limitations of Traditional/Current Language Learning Practices	325
	From Second Language Acquisition (SLA) to Task-Based [Language] Learning (TBL)	326
	Mobile Seamless Learning (MSL)	329
	Towards a Seamless Language Learning (SLL) Framework	330
	Prior Seamless Language Learning Research	333
	MyCLOUD: Our Instantiation of the SLL Framework	339
	Conclusion	343
	References	343
	Chapter 16: Experiences of Using a Blended Mobile Learning Approach to Connect Classroom and In-Field Learning Activities in a Local Culture Course	347
	Background and Objectives	347
	Blended Mobile Learning Model	350
	Example of Developing a Seamless Learning Environment for a Local Culture Course	353
	Practical Application and Findings	355
	Discussion and Conclusions	357
	Future Research Issues	358
	References	359
	Chapter 17: What Makes the Design of Mobile Learning Trails Effective: A Retrospective Analysis	362
	Introduction	363
	Context for the Current Study	364
	Research Context	364
	Overall Design Structure	365
	Designing Two Mobile Learning Trails	365
	What Makes the Design of Mobile Learning Trails Effective	369
	Establishing an Optimal Level of Novelty Space	370
	Designing Tasks for Control and Context	371
	Socio-technical Configuration for the Establishment of Common Grounds	373
	Discussion and Conclusion	375
	References	377
	Chapter 18: Tell Your Story About History: A Mobile Seamless Learning Approach to Support Mobile Digital Storytelling (mDS)	380
	Introduction	380
	Combining Digital Storytelling and Mobility	381
	Theoretical Foundations and Related Work	383
	Our Principal mDS Studies: Design, Outcomes, and Progression	385
	First mDS Pilot Study: Conceptualizing at the Kronoberg Ruined Castle (2011)	387
	Second mDS Pilot Study: Local History with  the Bäckaslöv School (2012)	390
	Third mDS Pilot Study: A Long-Term Experience at the Ulriksberg School (2012/2013)	393
	Part I: The Teachers	394
	Part II: The Pupils	395
	Discussion, Outcomes, and Upcoming Efforts	397
	Appendix	401
	References	402
	Chapter 19: Challenges and Approaches to Seamless Learning in Security and Defense	404
	Introduction	404
	Conditions of Professional Learning and Training in Security and Defense	407
	Seamless Learning	412
	Approaches and Solutions	415
	Ubiquitous Knowledge Access and Interoperability with Existing Infrastructure	415
	Bridging Between Formal Learning and Practice	416
	Embedding Anywhere-Anytime Learning into Educational Practices	418
	Orchestrating Social Learning for Bridging Between Theory and Application	419
	Challenges for Future Research and Development	420
	References	422
	Chapter 20: Mindergie: A Pervasive Learning Game for Pro-environmental Behaviour at the Workplace	424
	Introduction	424
	Related Work	425
	Method and Context	426
	Technologies	427
	Game Structure and Gameplay	430
	Game Components	430
	Game Design	433
	Gameplay	435
	Data Analysis and Results	438
	Discussion and Conclusions	441
	References	442
	Chapter 21: Seamless Learning from Proof-of-Concept to Implementation and Scaling-Up: A Focus on Curriculum Design	445
	Introduction	445
	A Curricular Innovation Informed by the Seamless Learning Notion	446
	Principles for Designing and Enacting a Seamless Learning Curricular Innovation	448
	Curriculum Enabled by Smartphones	455
	Progression of the Mobilized Curriculum	456
	Seamless Learning Scaling-Up	457
	Conclusion	460
	References	461
	Part IV: Seamless Learning in Social Contexts	462
	Chapter 22: Fragmented yet Seamless: System Integration for Supporting Cross-Context CSCL Scripts	463
	Introduction	463
	General Requirements Towards Designing of a Complex Script	465
	Learner-Generated Content, ELOs, and Their Reuse in the Different Phases	466
	Sample Cases: Integrating Mobile Elements in CSCL Scripts	467
	My Village	468
	Usability in Campus	468
	Negotiation Styles	471
	Summary and Concluding Remarks	474
	References	475
	Chapter 23: Supporting Seamless Learning Across Individual, Collaborative, and Community-­Based Learning in One-to-One Learning Age	477
	Introduction	478
	Diverse Learning Activities Supported by HLDs	479
	Individual Learning with HLDs	481
	Collaborative Learning with HLDs	481
	Community-Based Learning with HLDs	482
	Gaps in Individual, Reciprocal, and Community-Based Learning	483
	Gaps Between Individual Learning and Collaborative Learning	484
	Gaps Between Individual/Collaborative and Community-Based Learning	486
	Examples of Seamless Learning Across Multiple Scenarios	486
	Bridging the Gap Between Individual Learning and Collaborative Learning	487
	Bridging the Gap Between Community-Based Learning and Collaborative Learning	489
	Conclusions and Future Direction	489
	Concluding Remarks	490
	Future Works	491
	References	492
	Chapter 24: Integrated Use of Multiple Social Software Tools and Face-to-Face Activities to Support Self-Regulated Learning: A Case Study in a Higher Education Context	495
	Introduction	495
	Self-Regulated Learning as the Theoretical Framework for Pedagogical Design	496
	Technological Artefacts as Cognitive Tools for Supporting Self-Regulated Learning	499
	Adequate Scaffolds to Support Seamless Learning Activities	500
	Designing Self-Regulated Learning Activities by Using ­Macro-­scripted Approach	501
	Case Study: Integrated Use of Multiple Social Software Tools and Face-to-Face Activities in a Higher Education Course	503
	Conclusions	505
	References	506
	Afterword	509
	Ben Bachmair and Norbert Pachler	509
	Dan Kohen-Vacs and Miky Ronen	510
	Agnes Kukulska-Hulme	510
	Jari Laru and Sanna Järvelä	511
	Susanna Nordmark and Marcelo Milrad	511
	Hiroaki Ogata, Noriko Uosaki, Mengmeng Li, Bin Hou, and Kousuke Mouri	512
	Li Sha	512
	Mike Sharples	512
	Hyo-Jeong So, Esther Tan, Yu Wei, and Xujuan Zhang	513
	Yanjie Song and Siu Cheung Kong	513
	Marcus Specht	514
	Mike Tissenbaum and James D. Slotta	514
	Lung-Hsiang Wong	515
	Shenquan Yu and Xianmin Yang	515
	Recommended Reading List	516
	Key Publications	516
	Additional Reading	517
	Index	519