Ambient learning

Retrieved from the TEL opinion blog, January the 4th, 2007

"Ambient learning", in the TEL context, comes in general as part of expressions like "Ambient learning environment" (eg Gomez and al. 2004) or "Ambient learning technologies" (e.g. Lonsdale and Vavoula 2004). It refers to "devices and systems that enable active, responsive environments that play a part in the learning process". The expression is reminiscent of "ambient intelligence", an ICT conceptual construct referring to "devices [which] work in concert to support people in carrying out their everyday life activities, tasks and rituals in easy, natural way using information and intelligence that is hidden in the network connecting these devices" (Wikipedia ). Moreover, "As these devices grow smaller, more connected and more integrated into our environment, the technology disappears into our surroundings until only the user interface remains perceivable by users." (ibid.).  Richard Noss in the late 80s coined the expression "ambient learning culture", but the connotation seems to be different. The quotation and its textual context is:

It should be clear that the computer is being cast in a rather special relationship to the learning process, not simply as another concrete embodiment of an abstract mathematical concept. As Dörfler (1986) argues, the distinction between concrete and abstract is artificial in any case, since it presupposes that there exists an a priori union of actions and operations which is fractured in the course of learning. The key idea is that of focusing attention on the important relationships involved, a role in which [...] the computer is rather well cast; but not without the conscious intervention of educators, and the careful development of an ambient learning culture." (Noss 1988 p.263).

By "ambient learning culture" Noss means that one, in such a culture, would engage in learning in any occasion, everywhere, at any time; while in "ambient learning environment", it is the environment which is supposed to stimulate and support learning; an environment which might be naturally tutoring... Again, for the non-native English speaker, there may be some teaching in this meaning of learning. Then, how to translate that correctly in other languages than English? and, more important, what is the conceptual rational of this expression?

  Dorfler, W.: 1986, 'The cognitive distance between material actions and mathematical operations', in Proceedings of the Tenth International Conference for the Psychology of Mathematics Education (pp.141-146). London Gomes A., Mendes A.-J., Marcelino M.J. (2004)  Avaliação e evolução de um ambiente de suporte à aprendizagem de programação. Actas do VII Congresso Ibero-Americano de Informática Educativa, Monterrey, México, Outubro de 2004   Lonsdale P., Vavoula G. (2004) Research into current technology that could be applied to the design of learning spaces. Report prepared for JISC project eSpaces   Noss R. (1988) The computer has a cultural influence in mathematical learning (pp. 251-268) in Bishop A. (ed.) Mathematics education and culture. Dordrecht: Kluwer pub.