Problems addressed

The design for the learning in future Smart Cities is a holistic Gran Challenge (GC) that requires a multidisciplinary approach and an effort to integrate several known problems of the European Education System [1] with new ones that arise from the peculiarities of the urban place.
The first problem to be tackled is the identification of a suitable model to describe learning experiences in SCs. Such a model includes individual styles, social characteristics (interaction among individuals), context peculiarities and process characteristics [see 5 as starting point]. The model should be as general as possible to serve as reference framework, but as flexible as possible to be adapted to the cultural peculiarities of each territory and as well defined as possible to avoid ambiguities due to different usage of languages and meaning.
The second problem that immediately follows is the redefinition of the learning space that foresees not only a redesign of the spaces of the formal learning [2-4] but their integration with the urban space considered as an open and interactive “book”, made sensible and responsive by embedded technologies [5,6].
Given for granted the integration of the technological infrastructures and the support to ubiquitous learning, we will assist to the development of a continuous learning space that, of course, will imply a stronger coupling between formal and informal learning. Related to that there is the need to define flexibly and re-adaptable mixed approaches as a function of targeted subjects and contexts. This would admit approaches that may include also the “gamification” of the urban space [7].
Technologies and formats commonly used to convey contents to learners have also to be reconsidered. For example books may transform and new editorial formats may appear that integrate multiple channels and social approaches to content production, filtering and access.
Going hand in hand with the change of technologies and formats, also the role of the persons in educational settings might change. Currently, there is a traditional separation between learner and teacher, which is manifest in institutional settings, and which is often based on the professional education. In new environments the role might no longer be institution-dependent, but content or situation dependent. Everybody will be a learner. Moreover, the relation between persons will get a bigger role: the network idea leads to a network of knowledge and a potentially larger awareness of the interconnectedness between persons and contexts [11].
Such a 'revolutionary' redesign of the European Education System also implies an additional focus on skills, to identify those among the so called “life skills” [8], that are essential to learner to grow and live as citizens in SC scenarios.
The complex landscape of the Smart City learning also requires a fully new approach to seamless assessment. Starting from the definition of a model of the learning experience, one has to switch from predictive assessment to monitoring and focus on traces and the detection of emergent behaviors [9], with the aim to foster individual and social awareness and, progressing with the age, a higher degree of self-regulation [10]. Trace monitoring brings also another big challenge within our holistic grand challenge: privacy and processing of personal data.

 

[1] R. Sutherland, S. Eagle, M. Joubert, “A vision and Strategy for Technology Enhanced Learning: Report from STELLAR Network of Excellence, STELLAR, www.stellarnet.eu, 2012.
[2] “Design Spaces for Effective Learning. A guide to 21st century learning space design”, JISC, 2006.
[3] “Classroom of the future. Orchestrating Collaborative Spaces”, K. Mäkitalo-Siegl, J. Zottmann, F. Kaplan, F. Fischer (Eds.), Sensepublishers, 2010.
[4] http://vittra.se/english/VittraEnglish.aspx & http://fcl.eun.org/
[5] A. Iosue, F. Moggio, C. Giovannella, “ ‘Museal Fields’ as collaborative embedded learning places”, ICALT 2012, IEEE publisher, 2012, pp. 664-665.
[6] C. Giovannella, A. Iosue, A.Tancredi, F. Cicola, A. Camusi, F. Moggio, V. Baraniello, S. Carcone, S. Coco, “Scenarios for active learning in smart territories”, ICWL 2012,IxD&A, N.16, 2013, in press.
[7] P. Sanchez Chillon, “If (urban) life is a game, (smart) cities are the playgrounds. Gamification, civic rewards and crowdsourcing strategies for connected cities”, http://urban360.me/2012/08/24/if-urban-life-is-a-game-smart-cities-are-the-playgrounds/ retrieved on Feb. 28, 2013.
[8] http://en.wikipedia.org/wiki/Life_skills & http://disco-tools.eu/disco2_portal/terms.php
[9] C. Giovannella, S. Carcone, A. Camusi, “What and how to monitor complex educative experiences. Toward the definition of a general framework”, IxD&A, N. 11-12, pp. 7-23, 2011.
[10] Zimmerman, B.J., “Self-regulated learning and academic achievement: An overview”, Educational Psychologist, 25, 3-17, 1990.

[11] D.H. Meadows, “Thinking in Systems: A Primer”, Chelsea Green Publishing, 2008.