## 3 Experience, Technology and Learning  
In this article, technology-mediated experiences and shared felt experiences will be used as the building blocks of learning environments and extensions to [PERSON]'s concept of experiential learning. In addition, learning experiences augmented with collective sensor data will be defined. An experience can be characterized by two principles, which are continuity and interaction [17]. Continuity describes our experiences as a continuum in which each experience will influence our future experiences. It can be said that the continuum of experiences defines a mental context. Interaction refers to the current situation (physical or virtual contexts) and its influence on one's experience. In [PERSON]'s terminology, interaction can also modify the context. Each experience affects the human mind and, as such, a continuum of related experiences can lead to learning. Thinking of technological environments, it can be said that technologies can mediate and enrich our experiences. Expanding the meaning of [PERSON]'s concept of continuum, technology-mediated experiences also contribute to the continuum of the experiences and to learning. An important characteristic of technology-mediated experiences is sharing in our social media rich Internet. According to [PERSON], sharing an experience with a family, friends or communities using technology is called a _shared felt experience_[18]. In general, a _felt experience_ is one's interpretation of the experience [19]. Sharing the felt experience means that the experience is described by telling a story or showing a picture or a video from the event where the experience happened. If the sharing involves technology, it can also be described as a technology-mediated experience (Figure 1). In addition, while technology mediates our experiences, the use of the technology is an experience in itself. In this sense, the technology-mediated experience depends on both the experience and the technology used to mediate it to others. The data produced by a sensor can add meaning to the experience. For example, if a person is running, she may realize her heart rate goes up and down, depending on her pace. However, when she is using a heart rate monitor, she can immediately check that she is running at the pace that best supports her training. This kind of experience is defined as a _sensor data augmented experience_ (Figure 2). In some cases, the sensor data may be much more meaningful when it is based on several sensors. For example, the sensors of a mobile device could be collecting data from the shaking of the device. It might be evidence of an earthquake if several hundreds or thousands of mobile devices in the same area suddenly start sending high shaking data. This kind of an experience is defined as _a collective sensor data augmented experience_ (Figure 3). The experience is collective, because several people are  
Figure 1: Technology mediated experience, shared felt experience, SFE (H = human, E = experience, T = technology). Figure 2: Sensor data augmented experience, SDAE (C = context, S = sensor, SD = sensor data, H = human). experiencing it at the same time. The experience is augmented in the sense that the users having an earthquake warning service active on their mobile devices could see the summary of the sensor data (earthquake magnitude and the area) on their phones, for example, on a map. From the point of view of learning, an important role of the technology is to mediate learning experience in a learning community [18]. Based on [PERSON] [20], the experiential learning theory defines learning as \"the process whereby knowledge is created through the transformation of experience. Knowledge results from the combination of grasping and transforming experience\". The Experiential Learning Theory presents the learning process as a circle. The process can be divided into four stages: concrete experience (CE), reflective observation (RO), abstract conceptualization (AC) and active experimentation (AE).