![]() This paper examines considerations for designing and developing urban digital citizen activities in a context of learning opportunities afforded by participating in them, and how pedagogical considerations may contribute to improved participant experience overall. 3), as opposed to in “predefined ways” that tend to rely on seeing “learning as the achievement of specified learning goals” (p. This paper seeks to provide a “means to learn from the learners” (p. This may highlight the “complex conversational process that can and usually does lead to much that is of value beyond what is planned” (Dron, 2018, p. Learning is not therefore always the aim, however learning might still be present in more general terms of advancing the communication, agency and digital skills of participant learners. Indie Hastings & St Leonards, UK Footnote 3). Culture, art and local heritage discovery are well suited as topic and scope of smart learning activities around a local area (Lister, 2020, 2021b), and might even be applied to mapping independent retail and maker premises at hyperlocal scale to support and contribute to discovery of local economies (e.g. Horn, 2018 Wood Street Walls Footnote 2). Taylor, 2017 The Ambient Literature Project Footnote 1), or taking photographs and mapping them into digital map platforms (e.g. Smart learning activities can be particularly suited to creative participation, such as digital ‘writing the city’ (e.g. Participants take part voluntarily, choosing what they might find of interest, and often using their own devices to digitally interact with aspects of the activity. ![]() Many activities are community orientated such as focused around gathering feedback about a local area, community arts participatory experiences or adventures of discovery about a group of locations. For example, learning about a topic or aspect of locations might be a specified aim of an activity, however for many activities this might not be the case. Urban citizen smart activities may have explicit learning aims or learning may be taking place implicitly, or learning might perhaps be a covert aim (Lister, 2020). For the purposes of discussion, activities are generally conceptualised as journeys in real world urbanised digitally connected spaces, formed from several hyperlocal (Carroll et al., 2017) locations related by topic of activity, with digitally mediated participant interactions using ‘smart enough’ technologies (Green, 2019). Taking inspiration from digital artefact user centred design (UCD) (Gibbons, 2016), and user experience considerations such as those described in key UCD texts (Garrett, 2010 Saffer, 2010), the Pedagogy of Experience Complexity for Smart Learning (PECSL) adopts a position of flexible layers of considerations that impact stages in learning design for complex smart learning activities. This paper discusses the concepts of a pedagogical model based in participant experience complexity to support smart learning activities. This paper seeks to provide a means for learners to learn from each other as much as any specified learning goals or assessment. Acknowledging significance of the context, process and content of learning in these activities, considerations expand to enable pragmatic support for much of value towards effective learning. Categories of learner experience variation derived from a phenomenographic study of smart learning journeys inform the foundation of the PECSL, providing concepts of experience relevance structures leading to related pedagogies, further pedagogical relevance considerations and deeper epistemological reflections. Each tier being interrelated to the others, these iteratively adapting as a result of decisions being made throughout the design and development process. Taking inspiration from digital artefact user centred design, the PECSL adopts a position of flexible layers of considerations that impact stages of design for complex smart learning activities. ![]() Learning is considered as any potential object of vital interest for the learner, and may include making connections with others, dialogic space expansion between learners and wider relevance of topic or location as much as any intended learning outcome. A wider awareness of types of learning may enhance potential for gaining value for learners and offer more flexibility for instructors or others. Learner experience is placed at the centre of learning design, focusing on the complex interrelated experiences that may be possible. The Pedagogy of Experience Complexity for Smart Learning (PECSL) is a four-tier model of considerations for the design and development of learning activities situated in real world hyperlocal locations, mediated by smart enough technologies.
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