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This paper reports an attempt to rise above the past five years' expositions and studies on 1:1 mobile seamless learning by putting forward the notions of self-directed seamless learning and facilitated seamless learning to distinguish between self- and externally-initiated seamless learning activities. In order to nurture genuine self-directed and therefore life-long learners, seamless learning practitioners ought to develop and enact systematic and cyclic Facilitated Seamless Learning (FSL) processes to enculturate the students. A generic FSL process framework is proposed for both guiding new FSL designs and analyzing existing designs. Two case studies of long-term seamless learning interventions are presented, namely, "Move, Idioms!" and the MLE science curriculum, to illustrate the versatility of the framework. Through our post-study reflections on the underpinning concepts on seamless learning and our empirical findings, we distill additional guidelines for more effective applications of the framework for new seamless learning design.