[{"_1":2,"_42":-5,"_43":-5},"loaderData",{"_3":4,"_10":11,"_40":-5,"_41":-5},"root",{"_5":-5,"_6":-5,"_7":-5,"_8":9},"user","shoppingCartId","toast","locale","en","routes/_store+/_readers+/email_author.$slug/route",{"_12":13,"_39":-5},"book",{"_14":15,"_16":17,"_18":19,"_20":21,"_22":23,"_24":25},"id","Z2lkOi8vbGVhbnB1Yi9TdG9yZTo6Qm9va1Byb2R1Y3QvNTIyNzk","title","Experiencing the Smart Learning Journey, a pedagogical inquiry","state","published","contactAuthorMethod","email","aboutText","

This study investigates smart learning conceptualised as real world journeys formed of a series of geo-spatially relevant points of interest related to a topic of learning, with digital interactions providing access to context-aware content. Using free mobile apps to provide digital augmentation and interactions, two smart learning journeys were implemented, 'Literary London' in London, UK, and 'Malta Democracy’, in Valletta, Malta.

Real-world learning environments can increasingly be augmented by technology to support participant interactive engagement, therefore investigating how we understand pedagogy in these future smart learning scenarios is useful to guide activity design and potential measurement of effective learning. The research methodology of phenomenography is novel in the field of investigating smart learning experiences, and places the researcher in the shoes of the participants themselves. This study investigated what may be considered as learning from the participant perspective, and showed that unplanned or incidental learning may be of much value in these kinds of activities.

Twenty-four participants took part in semi-scripted interviews, reflecting on their experiences of a smart learning journey. This led to pedagogical insights and formed the Pedagogy of Experience Complexity for Smart Learning (PECSL). Inspired by user-centred design, a series of iterative flexible considerations to support scoping, planning and design of similar smart learning activities were developed. With further alignment of cognitive domain factors, a potential for measurement of learning effectiveness was demonstrated.

The PECSL does not set out to be a definitive guide to smart learning, as different researchers may discover different aspects of significance depending on the nature and aspects of interest in their study. The PECSL may offer a 'thinking and planning roadmap' of considerations to indicate areas of experience relevance, related pedagogical approaches, pedagogical relevance structures and underlying epistemological context to inform decision making in the design and development process of a smart learning activity.

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