This paper introduces the idea of Smart Learning: the convergence of diverse innovative methods that each disrupt long standing approaches to teaching and learning in post-compulsory education, and that together create an educational philosophy that is widely accessible, open, flexible and convincing. Smart Learning will be described with reference to examples produced by academic innovators in an open writing project. From this the concept will be scoped to include the disruptive use of rich digital media, social media, and smart mobile technology, and the phenomena of BYOD, Open Educational Practice, and User-Generated Content. While this mix suggests a challenging cocktail of innovative teaching and learning contexts, generalised scenarios will be used to explain why the attributes of each concept interlink to form a reliable and arguably attractive bond able to accommodate directed, self-directed and self-determined learning (Blaschke, 2010). In many accounts of Digital Age learning, the role of the digital is too dominant. In this analysis the near future of teaching and learning in post-compulsory education will be explored from a learner-centred perspective in which technology is only one of many influential factors. The overarching idea of Smart Learning will be compared with similar expositions (e.g. Conole, 2013; Sharpe et al., 2010) with this account focussing on the lived experience of the learner through the use of scenario mapping.
Blaschke, L. (2012). Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. The International Review of Research in Open and Distance Learning. 13(1). Online at: http://www.irrodl.org/index.php/irrodl/article/view/1076/2113
Conole, G. (2013). Designing for Learning in an Open World. Springer Science (Vol. 4, p. 321). Springer. Retrieved from http://www.springer.com/education+&+language/learning+&+instruction/book/978-1-4419-8516-3 Sharpe, R., Beetham, H. and de Freitas, S. (2010). Rethinking Learning for a Digital Age: How Learners are Shaping their Own Experiences. London: Routledge.