What are we supposed to be learning? Motivation and autonomy in smart learning environments

This paper responds to participant interview comments made in the author’s research into experiencing smart learning from pedagogical analysis perspectives. Interviewees remarked on what was supposed to be learned as oppose to what they might have actually been interested in, motivated by or simply doing in the smart learning journey activities being investigated. Through analysis of data, it appeared that structures of relevance formed strong reasoning in the minds of learners that subsequently substantially affected their depth and type of experience, beginning before they participated in an activity. This paper explores and develops thinking around pedagogical approaches to enhance and support some significant motivating factors for autonomous participation in smart learning activities.