Abstract
This paper contributes to a pedagogical model for smart learning by establishing a framework of some considerations based on learner experience of smart learning journeys. Phenomenography is used to investigate variation of learner experience in smart learning journeys. Learners participate in ‘Literary London’, situated in London, UK, and 'Malta Democracy’, situated in Valletta, Malta. An inclusive relational hierarchy of experience complexity is demonstrated with vertical, horizontal and diagonal relationships between four categories of experience variation for a smart learning journey. A pedagogical relevance structure for smart learning is discussed, supporting connectivist-inspired participatory pedagogies for smart learning environments. Sample participants consist of Education degree university students, with one other discipline represented (English Literature and Creative Writing). Various levels of study, cultural and international backgrounds are represented. Understanding learner experience of these kinds of activities may help to support today’s growing culture of learning cities, to "promote lifelong learning opportunities for all" (Unesco SDG4), within a context of the European Commission 2018 Digital Competence Framework for Citizens.
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