Seamless blended learning using the Cognitive Learning Companion: A systemic view


We tend to gift the motivation, style, and preliminary study of a mobile-enabled, blended learning technology called the Cognitive Learning Companion (CLC). The CLC concept emerged from field studies with academics and students in Africa. These studies led to two key high-level needs that shaped the planning philosophy of CLC: 1) seamless support for different modes of learning and teaching during a blended state of affairs (where a student learns in part through face-to-face interactions with an educator in a very classroom, and in part through a mixture of teacher and system supervision/direction outside of class) and 2) support for tracking student engagement and sentiment during this blended learning journey, and therefore the interplay of those affective processes with concept and talent-building processes as part of learning. In this paper, we have a tendency to discuss findings from the sphere studies and outline our approach to address the necessities. We gift the overall architecture and design of CLC. The first version supporting a core set of capabilities for blended learning has been implemented as mobile applications for lecturers and students. We have a tendency to conducted a limited pilot to test the technology in an actual classroom setting. We have a tendency to conjointly report on a usability study of CLC that demonstrates user awareness and support for information-driven cognitive decision-making in education.

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