An Architecture for Smart Lifelong Learning Design

  • Konstantinos Karoudis
  • George D. Magoulas
Conference paper
Part of the Lecture Notes in Educational Technology book series (LNET)


Smart learning environments have emerged as powerful platforms that support learners in exploring, identifying and seizing not only formal but also non-formal and informal learning opportunities, enabling them to create rich learning experiences. This paper introduces a lifelong learning framework underpinned by the idea of a cumulative learning continuum from pedagogy through andragogy to heutagogy. Based on this framework, we propose a system architecture that aims to provide personalized lifelong learning pathways integrating formal, non-formal and informal training offerings. This could further motivate learners to engage in meaningful learning experiences throughout their lives.


personalized learning lifelong learning learning path design 


Unable to display preview. Download preview PDF.

Unable to display preview. Download preview PDF.


  1. 1.
    Ashton, J., Newman, L.: An unfinished symphony: 21st century teacher education using knowledge creating heutagogies. Br. J. Educ. Technol. 37, 6, 825–840 (2006).Google Scholar
  2. 2.
    Baajour, H. et al.: Towards Cross-System User Model Interoperability for Planning Lifelong Learning. In: 6th Intern. Workshop on Ubiquitous User Modeling with focus on User Model Intergration (UMI 2008) in conjuction with the 5th International Conference on Adaptive Hypermedia and Adaptive Web-based Systems. p. 5, Hannover (2008).Google Scholar
  3. 3.
    Blaschke, L.: Heutagogy and lifelong learning: A review of heutagogical practice and self-determined learning. Int. Rev. Res. Open Distrib. Learn. 13, 1, (2012).Google Scholar
  4. 4.
    Canning, N.: Playing with heutagogy: exploring strategies to empower mature learners in higher education. J. Furth. High. Educ. 34, 1, 59–71 (2010).Google Scholar
  5. 5.
    Dunlap, J.C., Grabinger, S.: Preparing Students for Lifelong Learning: A Review of Instructional Features and Teaching Methodologies. Perform. Improv. Q. 16, 2, 6–25 (2003).Google Scholar
  6. 6.
    Galanis, N. et al.: Designing an Informal Learning Support Framework. In: Proceedings of the 3rd International Conference on Technological Ecosystems for Enhancing Multiculturality. pp. 461–466 ACM, New York, NY, USA (2015).Google Scholar
  7. 7.
    Garnett, F., O’Beirne, R.: Putting heutagogy into learning. In: Hase, S. and Kenyon, C. (eds.) Self-Determined Learning: Heutagogy in Action. pp. 131–143 Bloomsbury Academic, London, UK (2013).Google Scholar
  8. 8.
    Hase, S.: Heutagogy and e-learning in the workplace: some challenges and opportunities. Impact J. Appl. Res. Work. E-learning. 1, 1, 43–52 (2009).Google Scholar
  9. 9.
    Hase, S., Kenyon, C.: From andragogy to heutagogy. Ultibase Artic. 5, 3, 9 (2000).Google Scholar
  10. 10.
    Hatzilygeroudis, I.: Preface to the Special Issue on “AI Techniques in Web-Based Educational Systems.” Int. J. Artif. Intell. Tools. 13, 02, 275–277 (2004).Google Scholar
  11. 11.
    Higher Education Academy: Lifelong learning,
  12. 12.
    Hwang, G.-J.: Definition, framework and research issues of smart learning environments - a context-aware ubiquitous learning perspective. Smart Learn. Environ. 1, 1, 1–14 (2014).Google Scholar
  13. 13.
  14. 14.
    Kerka, S.: Self-Directed Learning. Myths and Realities No. 3, (1999).Google Scholar
  15. 15.

Copyright information

© Springer Science+Business Media Singapore 2017

Authors and Affiliations

  1. 1.Knowledge Lab, BirkbeckUniversity of LondonLondonUK

Personalised recommendations