Das Konferenzprogramm wird nach dem Reviewprozess im Mai an dieser Stelle veröffentlicht. Folgende Punkte stehen aber bereits fest:

Datum: Montag, der 24.8.2020 – Mittwoch, 26.8.2020
Ort: ZHAW, Theaterstrasse 15c, 8401 Winterthur



Dr. Ellen Rusman ist außerordentliche Professorin an der Fakultät für Erziehungswissenschaften an der Offenen Universität der Niederlande. Sie ist Expertin für die Gestaltung von und Forschung zu technologie-gestützten Lernszenarien. Darüber hinaus ist sie Programmleiterin (a.i.) der Forschungsgruppe Technology Enhanced Learning and Innovation (TELI) und leitet die Gruppe zum Design von Mobile & Seamless Learning. Ihr gegenwärtiger Schwerpunkt liegt auf mobilem und nahtlosem Lerndesign, insbesondere bei der Unterstützung kollaborativer Lern- und Arbeitserfahrungen und bei der Erleichterung des Erwerbs und der Bewertung komplexer Fertigkeiten in technologiegestützten, vernetzten, nahtlosen Lernumgebungen. Sie war mit Viewbrics für den Preis für das beste Forschungs- und Praxisprojekt auf der EAPRIL-Konferenz nominiert und erhielt zwei Preise mit dem ELENA-Projekt (Europäisches Sprachensiegel und Nuffic Orange Carpet Award), einem mobilen, spielbasierten Szenario zur Unterstützung von frühen Sprachlernenden beim Kennenlernen verschiedener Sprachen.

Supporting Seamless learning experiences by design: What is it (about) and why should we care?
Dr. Ellen Rusman, Fernuniversität der Niederlande

Learning not only occurs in formal settings, within educational institutes, but across various (professional and private) environments in which learners are intentionally and actively engaged. As a child we already learn by trial and error, by imitating and trying things, by discovery and play, driven by our own curiosity and adjusted by our mistakes. We learn by thinking and doing and from personal experience. As such, learning does not take place in isolation or in a vacuum, but often happens together with others, as a social process of giving meaning. Research also shows that it is important for learning to connect abstract concepts (theory) with concrete, practical (learning) experiences. This makes learning more meaningful, personal, motivating, applied and more sustainable.

However, learners’ experiences in various (learning) environments learners engage with are still separated in many ways. Opportunities to facilitate continuity in learning (and support) processes and the ‘binding’ of these experiences through the use of (mobile) technology are still left unexploited.

In this talk I will first reflect on the potential surplus value of ‘continuity’ of learning and support processes, in terms of learning gains. Furthermore, through showing examples and good practices from various learning contexts, I will look at ‘seamless learning’ from a design perspective and (pro)pose it as a design paradigm. I will argue that learning from, in and between contexts can contribute to specific (learning) outcomes, but also has important consequences for the design, organization and support of learning processes. Taking this stance and looking ahead, I will outline how the seamless learning design paradigm can help to shape the future of lifelong learning and the higher (distance) educational landscape.

Lung-Hsiang Wong,
Technische Universität Nanyang, Singapur
Re-conceptualising Seamless Learning

Over the last 14 years, scholars have been re-interpreting and re-designing seamless learning, applying different lenses to examine other aspects of seamless learning than its salient feature, meaning the connectivity of learning experience across a combination of locations, times, technologies, or social settings. This has resulted in a rich and yet perplexing repertoire of frameworks and solutions for practitioners to consider. Rather than aligning seamless learning research and practice to a standard design framework, it seems more opportune to allow diversity to push the boundaries of what is possible.

My talk is a „soul-searching“ exploration of seamless learning, underpinned by my belief that seamless learning is a learning notion in its own right, not just a special form of technology-enhanced learning (or, more specifically, mobile learning). At the same time, the role of technology in facilitating and supporting seamless learning will be discussed. In particular, I will explore the niche concept of seamless learning by comparing it with other relevant learning notions such as blended learning, self-directed learning, and lifelong learning. In doing so, I will investigate the more recent conceptions and implementations. In addition, I will elaborate on a recent study of mine on how seamless science learning has been implemented in primary schools, which illustrates an application of seamless learning with less reliance on 1:1 (one-mobile-device-per-student) settings.

Lung-Hsiang Wong ist Senior Research Scientist und Co-Direktor des Forschungsprogramms „Learning Sciences and Innovation“ an der Technischen Universität Nanyang in Singapur. Seine Forschungsinteressen liegen in den Bereichen Mobile- und Seamless Learning sowie im computergestützten kollaborativen Lernen. Er veröffentlichte 40 SSCI/SCI-indizierte Zeitschriftenartikel und gewann 2015 den APSCE Distinguished Researcher Award.

Marcelo Milrad ist Professor für Medientechnologie an der Fakultät für Informatik und Medientechnologie an der Linné-Universität in Schweden. Zu seinen Forschungsinteressen gehören die Gestaltung von Lernumgebungen zur Unterstützung des Lernens in komplexen Bereichen, kollaboratives Entdeckungslernen und die Entwicklung von mobilen und drahtlosen Anwendungen zur Unterstützung des kollaborativen Lernens. Er hat über 230 Artikel in internationalen Zeitschriften veröffentlichtund Vorträge in mehr als 45 Ländern der Welt gehalten.

Marcelo Milrad,
Linné-Universität (LNU), Schweden
Seamless Learning and Digital Transformations in Education: Future Challenges and Opportunities

This presentation will start with a brief overview of the diverse effects that digital technologies have had on our lives, with a special focus on education. Seamless learning is a concept that can help us understand some of these developments. A few examples from past and current projects in this field will illustrate this further.

Next, I will focus on the details and challenges of the upcoming EU Digital Europe 2021-2027 framework program. I will elaborate on how digital technologies are creating new opportunities for the way we conceptualize higher education for the next decade. Using some of the societal challenges I will describe as a point of departure, I will explore the idea, among others, that education systems require new thinking and strategic action in terms of how digital technologies could transform the way we teach and learn.