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Year 2014, Volume: 2 Issue: 1(ÖZEL), 1 - 17, 21.09.2014

Mehmet Mutlu

Abstract

The concept of learning can be considered as a process which takes place on a space with three dimensions as lifelong learning, life-wide learning and life-deep learning. Lifelong learning is a process which starts at birth and continues uninterruptedly until death. Life-wide learning can be grouped as formal learning, non-formal learning and informal learning depending on the place where learning experiences occur. Life-deep learning includes learning all the religious, moral and social values which define what to believe, how to behave and also how to judge himself/herself and the others. While some of the learning experiences of the individuals take place in physical environments, nowadays it is seen that the importance of learning experiences occur at virtual environments is also increased. Even though formal and non-formal learning experiences happen planned and deliberately, most of the informal learning experiences occur casual and/or unwittingly. These experiences are scattered among the life experiences of the individual and it is required to save mnemonic data related to these experiences at the same time they are lived in order to retrieve, realize and use them later on. Process of capturing log data such as image, audio, video and location of the life experiences of the individuals in order to retrieve these experiences later is named as life logging. In this study a framework is obtained by classifying learning experiences according to their features, environments and daily recording devices and sensors in order to define process of capturing lifelong learning experiences simultaneously for remembering them later. It is foreseen that the framework obtained during the study can be used for designing systems which will be developed for capturing the learning experiences occurred

Keywords

Lifelong learning life-wide learning life-deep learning life logging capturing learning experiences

References

  • Aizawa, K. Tancharoen, D. Kawasaki, S. Yamasaki, T. (2004). Efficient Retrieval of Life Log Based on Context and Content, In the Proceeding of 1st ACM Workshop on Continuous Archival Retrieval of Personal Experiences, 22-31.
  • Banks, J., Ball, P., Gordon, E., Gjutierrez, K., Heath, S., Lee, C., Lee, Y., Mahiri, J., Nasir, N., Valdes, G., & Zhou, M. (2007). Learning in and out of school in diverse environments. Life-long, life-wide, life-deep. The LIFE Center, University of Washington, Stanford University and SRI International.
  • Barnett, R. (2010). Life-wide education: a new and transformative concept for higher education? In N. Jackson (Ed.), Lifewide learning conference E-proceedings, April 2010.
  • Bennett, Elisabeth E. (2012). A Four-Part Model of Informal Learning: Extending Schugurensky’s Conceptual Model. In the Proceedings of the Adult Education Research Conference. Saratoga Springs, NY: AERC.
  • Bush, V. (1945). As We May Think, Atlantic Monthly, July 1945.
  • Clark, T. (2005). Lifelong, life-wide or life sentence? Australian Journal of Adult Learning, 45(1), 47-62.
  • Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. The British journal of educational psychology, 70 (Pt 1), 113–36.
  • Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education 26(2), 247-273.
  • Gemmell, J. Bell, G. Lueder, R. Drucker, S. Wong, C. (2002). MyLifeBits: Fulfilling the Memex Vision, Proceeding of the tenth ACM International Conference on Multimedia, 235-238.
  • Gemmell, J., Williams, L., Wood, K., Lueder, R., & Bell, G. (2004). Passive capture and ensuing issues for a personal lifetime store. InProceedings of the the 1st ACM workshop on Continuous archival and retrieval of personal experiences (pp. 48-55). ACM.
  • Hodges, S., Berry, E., Wood, K. (2011). SenseCam: A Wearable Camera That Stimulates and Rehabilitates Autobiographical Memory, Memory, 19(7), 685-696.
  • Hodges, S., Williams, L., Berry, E., Izadi, S., Srinivasan, J., Butler, A., et al. (2006). SenseCam: A Retrospective Memory Aid, In UbiComp 2006: Ubiquitous Computing, Springer Berlin Heidelberg, 177-193.
  • Karlsson, L. (2008). Turning the kaleidoscope – EFL research as auto/biography. In P. Kalaja, V. Menezes & A.M.F. Barcelos (Eds.), Narratives of learning and teaching EFL (pp. 83-97). Basingstoke: Palgrave Macmillan.
  • Karlsson, L., & Kjisik, F. (2009). Whose story is it anyway? Auto/biography in language learning encounters. In F. Kjisik, P. Voller, N. Aoki & Y. Nakata (Eds.), Mapping the terrain of learner autonomy. Learning environments, learning communities and identities (pp. 168-189). Tampere University Press: Tampere.
  • Laudon, Kenneth C., and Jane Price Laudon. Management Information Systems: A Contemporary Perspective. Macmillan, 1991.
  • Mann, S. (2004), Continuous lifelong capture of personal experience with EyeTap. In Proceedings of the the 1st ACM workshop on Continuous archival and retrieval of personal experiences (pp. 1-21). ACM.
  • Merriam, S. B., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.) New York: Wiley.
  • Mutlu, M.E. (2014a). Kişisel Bilgi Yönetimi İçin Bütüncül Bir Yaklaşım – Kişisel Bilgi Çalışması Ortamlarındaki Deneyimlerin Yönetimi. AB'14 - XVI. Akademik Bilişim Konferansı, Mersin Üniversitesi, 5-7 Şubat 2014.
  • Mutlu, M.E. (2014b). Design and Development of a Digital Life Logging System for Management of Lifelong Learning Experiences, Int-e 2014 International Conference on New Horizons in Education, June 25-27, 2014, Paris.
  • Mutlu, M.E., Kayabas, I., Kip Kayabas, B., Peri Mutlu, A. (2014). Implementation Of The Lifelong Learning Experiences Management Approach – Observations On The First Experiences, Int-e 2014 International Conference on New Horizons in Education, June 25-27, 2014, Paris.
  • Müller, L., Krogstie, B., & Schmidt, A. (2011). Towards capturing learning experiences. In ConTEL workshop: Theory, methodology and design, ECTEL.
  • Ogata, H., Li, M., Hou, B., Uosaki, N., Yano, Y. (2011). Learning by Logging: Supporting Ubiquitous Learning Using a Lifelogging Tool, 2011 International Conference on Internet of Things and 4th International Conference on Cyber, Physical and Social Computing, 552–557.
  • Patrick, W. (2010). Recognising Non-Formal and Informal Learning Outcomes, Policies and Practices: Outcomes, Policies and Practices (Vol. 2009, No. 35). OECD publishing.
  • Peñalvo, F. J. G., Zangrando, V., Holgado, A. G., Gonzalez, M. A. C., Pardo, A. S., Griffiths, D., ... & Minovic, M. (2012, October). TRAILER project overview: Tagging, recognition and acknowledgment of informal learning experiences. InComputers in Education (SIIE), 2012 International Symposium on (pp. 1-6). IEEE.
  • Schacter, Daniel L., Gilbert, Daniel T., and Wegner, Daniel M. (2011). Psychology; Second Edition. New York: Worth Publishers.
  • Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. NALL Working Paper #19-2000. Retrieved from http://www.nall.ca/res/19formsofinformal.htm
  • Skolverket (2000). Lifelong learning and lifewide learning. Stockholm: The National Agency for Education. http://www.skolverket.se/publikationer?id=638 (5.5.2010).
  • Toprak, M., & Erdoğan, A. (2012). Yaşamboyu öğrenme: Kavram, politika, araçlar ve uygulama. Yükseköğretim ve Bilim Dergisi (Journal of Higher Education and Science), 2(2), 69-91.
  • Boud, D., Keogh, R., & Walker, D. (Eds.). (1985). Promoting Reflection in Learning, (in) Reflection: Turning experience into learning. Routledge.

ÇOKLU CİHAZLI VE ÇOKLU ALGILAYICILI YAŞAM GÜNLÜĞÜ İLE ÖĞRENME DENEYİMLERİNİN YAKALANMASI İÇİN BİR ÇERÇEVE ÖNERİSİ

Year 2014, Volume: 2 Issue: 1(ÖZEL), 1 - 17, 21.09.2014

Mehmet Mutlu

Abstract

Öğrenme kavramı yaşam boyu öğrenme, yaşam genişliğinde öğrenme ve yaşam derinliğinde öğrenme olmak üzere üç boyutlu bir uzayda gerçekleşen bir süreç olarak ele alınabilmektedir.  Yaşam boyu öğrenme doğumda başlayıp ölüme kadar kesintisiz devam eden bir süreçtir. Yaşam genişliğinde öğrenme bireyin öğrenme deneyimlerini nerede yaşadığına bağlı olarak biçimsel öğrenme, yarı biçimsel öğrenme ve biçimsel olmayan öğrenme olarak gruplandırılmaktadır. Yaşam derinliğinde öğrenme ise neye inanılacağı, nasıl davranılacağı ve kendini/diğerlerini nasıl yargılayacağını belirleyen tüm dini, manevi, ahlaki ve sosyal değerleri öğrenmeyi içerir.

Bireylerin yaşam boyu öğrenme deneyimlerinin bir bölümü fiziksel ortamlarda yaşanırken, günümüzde sanal ortamlarda gerçekleşen öğrenme deneyimlerinin öneminin arttığı görülmektedir. Biçimsel ve yarı biçimsel öğrenme deneyimleri genellikle planlı ve bilinçli bir şekilde yaşanırken biçimsel olmayan öğrenme deneyimlerinin önemli bir bölümü planlanmadan ve/veya bilincinde olmadan gerçekleşir. Bu deneyimler bireyin yaşam deneyimlerinin içerisine serpilmişlerdir ve sonradan hatırlanmaları, fark edilmeleri ve yararlanılabilmeleri için yaşandıkları anda bu deneyimlere ait hatırlatıcı verilerin kaydedilmesi gerekmektedir. Bireylerin yaşam deneyimlerini sonradan hatırlamaları amacıyla bu deneyimlere ait görüntü, ses, video, konum vb. verilerin yakalanması ve kaydedilmesi işlemine yaşam günlüğü adı verilmektedir.

Bu çalışmada yaşam boyu öğrenme deneyimlerinin daha sonra hatırlamak amacıyla yaşandıkları anda yakalanması sürecini sistematik bir bakış açısıyla betimleyebilmek için öğrenme türlerinin özellikleri, öğrenme ortamları ve günlük kaydedici cihazlar ile algılayıcılar sınıflandırılarak bir çerçeve elde edilmeye çalışılmıştır. Ortaya çıkan çerçevenin öğrenme deneyimlerinin yakalanması amacıyla geliştirilecek sistemlerin tasarımında kullanılabileceği öngörülmektedir.

Anahtar Sözcükler: Yaşamboyu öğrenme, Yaşam genişliğinde öğrenme, Yaşam derinliğinde öğrenme, Yaşam günlüğü, Öğrenme deneyimlerinin yakalanması, Öğrenme ortamları

Keywords

Yaşam boyu öğrenme yaşam genişliğinde öğrenme yaşam derinliğinde öğrenme yaşam günlüğü öğrenme deneyimlerinin yakalanması

References

  • Aizawa, K. Tancharoen, D. Kawasaki, S. Yamasaki, T. (2004). Efficient Retrieval of Life Log Based on Context and Content, In the Proceeding of 1st ACM Workshop on Continuous Archival Retrieval of Personal Experiences, 22-31.
  • Banks, J., Ball, P., Gordon, E., Gjutierrez, K., Heath, S., Lee, C., Lee, Y., Mahiri, J., Nasir, N., Valdes, G., & Zhou, M. (2007). Learning in and out of school in diverse environments. Life-long, life-wide, life-deep. The LIFE Center, University of Washington, Stanford University and SRI International.
  • Barnett, R. (2010). Life-wide education: a new and transformative concept for higher education? In N. Jackson (Ed.), Lifewide learning conference E-proceedings, April 2010.
  • Bennett, Elisabeth E. (2012). A Four-Part Model of Informal Learning: Extending Schugurensky’s Conceptual Model. In the Proceedings of the Adult Education Research Conference. Saratoga Springs, NY: AERC.
  • Bush, V. (1945). As We May Think, Atlantic Monthly, July 1945.
  • Clark, T. (2005). Lifelong, life-wide or life sentence? Australian Journal of Adult Learning, 45(1), 47-62.
  • Eraut, M. (2000). Non-formal learning and tacit knowledge in professional work. The British journal of educational psychology, 70 (Pt 1), 113–36.
  • Eraut, M. (2004). Informal learning in the workplace. Studies in Continuing Education 26(2), 247-273.
  • Gemmell, J. Bell, G. Lueder, R. Drucker, S. Wong, C. (2002). MyLifeBits: Fulfilling the Memex Vision, Proceeding of the tenth ACM International Conference on Multimedia, 235-238.
  • Gemmell, J., Williams, L., Wood, K., Lueder, R., & Bell, G. (2004). Passive capture and ensuing issues for a personal lifetime store. InProceedings of the the 1st ACM workshop on Continuous archival and retrieval of personal experiences (pp. 48-55). ACM.
  • Hodges, S., Berry, E., Wood, K. (2011). SenseCam: A Wearable Camera That Stimulates and Rehabilitates Autobiographical Memory, Memory, 19(7), 685-696.
  • Hodges, S., Williams, L., Berry, E., Izadi, S., Srinivasan, J., Butler, A., et al. (2006). SenseCam: A Retrospective Memory Aid, In UbiComp 2006: Ubiquitous Computing, Springer Berlin Heidelberg, 177-193.
  • Karlsson, L. (2008). Turning the kaleidoscope – EFL research as auto/biography. In P. Kalaja, V. Menezes & A.M.F. Barcelos (Eds.), Narratives of learning and teaching EFL (pp. 83-97). Basingstoke: Palgrave Macmillan.
  • Karlsson, L., & Kjisik, F. (2009). Whose story is it anyway? Auto/biography in language learning encounters. In F. Kjisik, P. Voller, N. Aoki & Y. Nakata (Eds.), Mapping the terrain of learner autonomy. Learning environments, learning communities and identities (pp. 168-189). Tampere University Press: Tampere.
  • Laudon, Kenneth C., and Jane Price Laudon. Management Information Systems: A Contemporary Perspective. Macmillan, 1991.
  • Mann, S. (2004), Continuous lifelong capture of personal experience with EyeTap. In Proceedings of the the 1st ACM workshop on Continuous archival and retrieval of personal experiences (pp. 1-21). ACM.
  • Merriam, S. B., Caffarella, R., & Baumgartner, L. (2007). Learning in Adulthood: A Comprehensive Guide (3rd ed.) New York: Wiley.
  • Mutlu, M.E. (2014a). Kişisel Bilgi Yönetimi İçin Bütüncül Bir Yaklaşım – Kişisel Bilgi Çalışması Ortamlarındaki Deneyimlerin Yönetimi. AB'14 - XVI. Akademik Bilişim Konferansı, Mersin Üniversitesi, 5-7 Şubat 2014.
  • Mutlu, M.E. (2014b). Design and Development of a Digital Life Logging System for Management of Lifelong Learning Experiences, Int-e 2014 International Conference on New Horizons in Education, June 25-27, 2014, Paris.
  • Mutlu, M.E., Kayabas, I., Kip Kayabas, B., Peri Mutlu, A. (2014). Implementation Of The Lifelong Learning Experiences Management Approach – Observations On The First Experiences, Int-e 2014 International Conference on New Horizons in Education, June 25-27, 2014, Paris.
  • Müller, L., Krogstie, B., & Schmidt, A. (2011). Towards capturing learning experiences. In ConTEL workshop: Theory, methodology and design, ECTEL.
  • Ogata, H., Li, M., Hou, B., Uosaki, N., Yano, Y. (2011). Learning by Logging: Supporting Ubiquitous Learning Using a Lifelogging Tool, 2011 International Conference on Internet of Things and 4th International Conference on Cyber, Physical and Social Computing, 552–557.
  • Patrick, W. (2010). Recognising Non-Formal and Informal Learning Outcomes, Policies and Practices: Outcomes, Policies and Practices (Vol. 2009, No. 35). OECD publishing.
  • Peñalvo, F. J. G., Zangrando, V., Holgado, A. G., Gonzalez, M. A. C., Pardo, A. S., Griffiths, D., ... & Minovic, M. (2012, October). TRAILER project overview: Tagging, recognition and acknowledgment of informal learning experiences. InComputers in Education (SIIE), 2012 International Symposium on (pp. 1-6). IEEE.
  • Schacter, Daniel L., Gilbert, Daniel T., and Wegner, Daniel M. (2011). Psychology; Second Edition. New York: Worth Publishers.
  • Schugurensky, D. (2000). The forms of informal learning: Towards a conceptualization of the field. NALL Working Paper #19-2000. Retrieved from http://www.nall.ca/res/19formsofinformal.htm
  • Skolverket (2000). Lifelong learning and lifewide learning. Stockholm: The National Agency for Education. http://www.skolverket.se/publikationer?id=638 (5.5.2010).
  • Toprak, M., & Erdoğan, A. (2012). Yaşamboyu öğrenme: Kavram, politika, araçlar ve uygulama. Yükseköğretim ve Bilim Dergisi (Journal of Higher Education and Science), 2(2), 69-91.
  • Boud, D., Keogh, R., & Walker, D. (Eds.). (1985). Promoting Reflection in Learning, (in) Reflection: Turning experience into learning. Routledge.
There are 29 citations in total.

Details

Primary Language Turkish
Journal Section Makaleler
Authors

Mehmet Mutlu

Publication Date September 21, 2014
Published in Issue Year 2014 Volume: 2 Issue: 1(ÖZEL)

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APA Mutlu, M. (2014). ÇOKLU CİHAZLI VE ÇOKLU ALGILAYICILI YAŞAM GÜNLÜĞÜ İLE ÖĞRENME DENEYİMLERİNİN YAKALANMASI İÇİN BİR ÇERÇEVE ÖNERİSİ. Asian Journal of Instruction (E-AJI), 2(1(ÖZEL), 1-17.
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