Wearable Enhanced Embodied Learning

Didactic designs with
wearable technologies:
Embodied learning in
co-expanded learning settings
Ilona Buchem, Professor for Digital Media and Diversity
Beuth University of Applied Sciences Berlin, Germany
#DDD2015 / 4 June 2015 / Umeå, Sweden
Photo: flickr.com / pinksherbet CC BY 2.0
Thursday, June 4, 15

For more information visit my blog: https://ibuchem.wordpress.com/
Prof. Dr. Ilona Buchem
Digital Media & Diversity
Twitter: @mediendidaktik
About
senior learners educational climbers
informal learners female users

Wearable Tech (WT)
Further reference: The Nunak Group (2013) Wearable Technology, URL http://www.nunatak.com/media/Nunatak_Update_01_2013_EN.pdf

Learning how to be/age healthy
Wearable trackers - impact not known yet:
Limited functionalities: provide only basic health metrics such
as steps taken, distance walked or calories burnt.
Missing triggers: do not yet have triggers to reinforce goals,
inspire action, enhance motivation or social interaction.
Possible trends: contextual intelligence, bio-sensing, digital
health ecosystem integration, seamless interoperability.
Further reading: Ledger, D., McCaffrey, D. (2014). Inside Wearables. Endeavour Partners LLC.

fMOOC project
Fitness MOOC (Massive
Open Online Course)
for Healthy Ageing
Wearable fitness trackers as part of the MOOC:
learning about healthy ageing > embodied learning
learning through social interaction > community of practice
enhancing engagement & motivation > gamification
Further reading: Buchem et al. (2015): Designing for User Engagement in Wearable-technology Enhanced Learning for Healthy Ageing. iLRN 2015.

fMOOC conceptual framework
Health as a
state of
physical,
mental,
social
well-being
Health as a set of
individual capabilities
Healthy ageing
as optimising
opportunities
health

Initial fMOOC questions
How to design for learning about how to age
healthy through actual practice?
Which didactical approaches may be
adequate/effective?
What role can wearable technologies play?

Experiential learning
Further reading: Kolb, D (1984). Experiential Learning as the Science of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.
Concrete
experience
(doing something /
having an experience)
Abstract
conceptualisation
(concluding / learning
from the experience)
Reflective
observation
(reviewing / reflecting on
the experience)
Active
experimentation
(planning / trying out what
has been learned)
ELM
Role of
technology?

Concrete experience
Learning at
the computer
Learning with
the computer

Embodied learning
Body with its sensor-motor experiences as the way
to acquire knowledge and learning
Drawing attention back to the body:
Body and movement as part of learning
Embodied knowledge, memories, feedback
Further reading: Johnson-Glenberg, M. et al. (2014), Collaborative Embodied Learning in Mixed Reality Motion-Capture Environments.
Journal of Educational Psychology, 106, 1, 86–104

Embodiment
Body as permanent condition
for experience, primacy of
perception (Merleau-Ponty)
Body-mind connection - body
and its interaction with the
environment (Dewey)
Embodied meaning in
language/metaphors, e.g.
“body of knowledge”(Lakoff)
Body of knowledge - sculpture,
University of Frankfurt, Germany

Embodied cognition
Body as an integral part of learning (vs. amodal,
propositional mental representations).
Embodied memory - autobiographical, bodily
experienced knowledge.
Information and emotion processing is shaped by
the body and its interactions with the external world
Further reading: Barsalou, L. W. (2008). Grounded cognition. Annual Review of Psychology, 59 , 617–645.
Niedenthal, P. M. (2007). Embodying emotion. Science, 316 , 1002–1005.
Gallagher, S., 2005. How the body shapes the mind. Oxford University Press, New York

Embodied learning
From chemistry classes to chemical parties?
View on YouTube: https://www.youtube.com/watch?v=wBCmt_pJTRA

Wearables as embodied
technologies
Bodily awareness - enable multi-sensory learning
experience, e.g. capturing movement.
Bodily feedback - enable feedback and reflection
on own body, e.g. data visualisation.
Bodily input - enable stimulation of the body, e.g.
neurosignaling waves to calm or alert the mind.
Further reading: Verbeek, P., 2007. Beyond the human eye: Technological mediation and posthuman visions. Mediated Vision, 43-53.

fMOOC - embodied learning
Using embodiment as a path to the development
of capabilities, e.g. healthy ageing.
Designing for experiential learning based on
bodily perceptions and actions, e.g. movement.
Combining situated learning with embodiment,
e.g. socio-collaborative locomotion.
Further reading: Johnson-Glenberg, M., Birchfield, D., Tolentino, L., Koziupa, T. (2014). Collaborative Embodied Learning in Mixed Reality
Motion-Capture Environments: Two Science Studies. American Psychological Association, Vol. 106, No 1, p. 86-104.

fMOOC didactic design

fMOOC architecture

Learning to (rather than about)

fMOOC: embodied learning
Activate
Feedback

fMOOC: social interaction
Rate
Share

fMOOC: gamification
Challenge
Reward

Explorative user study
July
4 weeks
10 seniors
August
4 weeks
10 seniors
Research questions:
How will senior learners interact with wearable and mobile technologies?
How will they use the trackers in combination with the MOOC?
How will social interaction affect engagement and motivation?
How will gamification affect engagement and motivation?
How will the use of fitness trackers affect knowing how to age healthy?
How will the fMOOC experience affect healthy ageing practice?

Next steps in research
How to enhance reflective observation as part of
experiential learning?
How to capture embodied learning results?
How to progress to extended, embodied Personal
Learning Environments - exemPLE?

Wearable Enhanced
Learning (WELL)
“While mobile learning may require the learner to take a state of
temporal stationarity and a device used for learning is not
attached to the body of the learner, wearable learning is possible
in the state of physical activity and the device is body-worn”.
> Wearables are embodied technologies.
SPECIAL INTEREST GROUP ON WEARABLE ENHANCED LEARNING (EA-TEL):
Wearable Enhanced Learning (WELL) is beginning to emerge as one of
the earmarks of the transition from the desktop age through the mobile
age to the age of wearable computing:
Further reference: Buchem, I.; Klamma, R. & Wild, F. (2014). Special Interest Group on Wearable-technology Enhanced Learning (SIG WELL) of the
European Association of Technology-Enhanced Learning (EA-TEL): http://ea-tel.eu/special-interest-groups/well/

Thank you!
Prof. Dr. Ilona Buchem
ibuchem.wordpress.com
buchem@beuth-hochschule.de
@mediendidaktik
CC BY-NC-SA 2.0

Wearable Enhanced Embodied Learning

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