e In¸uence of Pervasive and Integrative Tools on Learners’ Experiences and Expectations of Study
Other policy documents echo this vision of the future that promotes a seamless interchange with ubiquitous and ambient technologies (e.g. Becta 2008; European Commission 2008). e overall picture is of a rich personalized learning environment mediated through a plethora of tools and integrated applications. e suggestion is that this provides unique opportunities for authentic, rich learning experiences and that learners are developing new digital literacy skills that will enable them to work eectively in a constantly, changing social context. Skills such as curiosity, play, inventiveness and imagination appear to be becoming more important than traditional competences such as knowledge recall, organization and domain expertise. Skills mediated by enriched experiences seem to be the order of the day, and a shi¡ away from more text-based approaches to more rich representationally-based social interchanges rings the changes. is chapter surveys the main trends with respect to social so¡ware and other innovative tools such as virtual worlds and games and considers new models and metaphors for bridging between pedagogies and tools, considering virtual worlds and digital spaces as new metaphors for exploration of learning concepts and user generated content.