Going through four complicated transformations: knowledge hierarchy, social activities, community organization and modern system science, the work-based vocational education develops based on pedagogy as an inter- and trans-disciplinary system science (Uskov et al, 2016), and by changing educational spaces and nature of learning (Brooks at al, 2012) 'in' and 'for' smartness (Gil-Garcia et al, 2016) of inclusive multidimensional ecological systems of societies (Zuzevičiūtė et al, 2014; Jeladze et al, 2017). Therefore, the consolidation of theory and practice, the relationship between the university and the workplace in practically-based education are challenging aspects to accomplish the complex transformations highlighted above. The objective of this paper is to discuss the evidence on the embedding of multidimensional smart merging learning transformations in work-based higher education practice. The research was conducted in 2015-2019 as the part of the longitudinal case study 2007 - 2019 of Master degree programme on educational treatment of diversity at the University of Latvia, selected as one of the 15 best European practice cases for preparing the teachers for diversity in initial education (European Commission, 2017). The patterns of complex transformations in work-based higher education (HE) were explored using learning analytics and student feed-back/self-evaluation. A research framework of smart education (Zhu, 2016) was chosen. By using temporal learning analytics (Chen, et al, 2018, p.7) and their potential for future computer-assisted qualitative analyses, class-based differentiated instructed smart merging learning collaborative activities have been observed over time and students’ statements in forums and self-evaluation rubrics tested on evidence of students' individual-based personalized work-based learning and mass-based generative learning pattern (Zhu, 2016). The evident patterns of transformation, which will be presented in this paper, show, that, the work-based HE practice merges science (subject contents), pedagogy (class-based differentiated instructed work-based smart collaborative activities) and digital technologies (organization of higher education studies in smart work-based e-learning communities) in holistic smart pedagogical design. Secondly, strengthening the collective capacity of HE organization at students' self-determined physical, virtual and spatial life as well as workspaces ensure the success in achievement of smart merging learning outcomes - transformational smartness of themselves as collaborative person specifying them in diverse social, cultural and economic contexts of multidimensional inclusive ecological environments. Thirdly, it integrates existing and emerging digital educational technologies to meet the demand on flexibility for personalisation of smart merging generative learning and demonstrates the breadth and depth of transformational changes.

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