NYE MEDIER OG LÆRING

MEDIE-REVOLUTION!

ALMINDELIG INSTITUTIONEL OPFATTELSE AF LÆRING

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SOCIOKULTUREL LÆRINGSFORSTÅELSE

For det første:“According to Dewey (1916) knowledge is constructed in relation to goal-directed actions, which have an aim or purpose. It means that knowledge acquisition is a matter of knowledge construction, which requires the individual to be engaged in actions with an aim or purpose. Since knowledge is related to an understanding of the goal of the action, actions must be directed and governed by the individual.” - Dalsgaard 2009

SOCIOKULTUREL LÆRINGSFORSTÅELSE

SELVSTYREDE LÆRINGSAKTIVITETER

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For det andet:“Socio-cultural theory places actions of the individual within a social practice with other individuals and other goals (...). This does not only mean that individuals are related to other individuals within a practice, but also that the meaning of individual actions depends on a collective practice.” - Dalsgaard 2009

SOCIOKULTUREL LÆRINGSFORSTÅELSE

SOCIOKULTUREL LÆRINGSFORSTÅELSE

Læringspotentialer

DIMENSIONER AF IT I UNDERVISNING

Mathiasen, H., Dalsgaard, C., Bech, C. W., Degn, H. P., & Gregersen, C. (2012). Undervisningsorganisering, -former og -medier – på langs og tværs af fag og gymnasiale uddannelser (Forskningsrapport). Aarhus Universitet.

HVAD KARAKTERISERER NY MEDIEBRUG?

uformelle læringsaktiviteter

MEDIA ECOLOGY

MEDIA ECOLOGY

Ito et al: Three genres of participation

Brugen af internettet er karakteriseret ved at være både:

Individuel (personalisering)

og Social (social software)

Ito et al: Three genres of participation

Hanging out

Ito et al: Three genres of participation

Messing around

Ito et al: Three genres of participation

Geeking out

Hanging out

Messing around

Messing aroundGeeking out

UDFORDRINGER TIL DET ETABLEREDE UDDANNELSESSYSTEM

UDFORDRINGER TIL DET ETABLEREDE UDDANNELSESSYSTEM

Buckingham, David. 2007. Beyond Technology: Children’s Learning in the Age of Digital Culture. Malden, MA: Polity.

“...a widening gap between children’s everyday ‘life worlds’ outside of school and the emphases of many educational systems”

"Sociocultural approaches to learning have recognized that kids gain most of their knowledge and competencies in contexts that do not involve formal instruction. A growing body of ethnographic work documents how learning happens in informal settings, as a side effect of everyday life and social activity, rather than in an explicit instructional agenda. For example, in describing learning in relation to simulation games, James Paul Gee (2008, 19) suggests that kids pick up academic content and skills as part of their play. “These things, which are in the foreground at school, come for free, that is, develop naturally as the learner solves problems and achieves goals.” In School’s Out!, an edited collection of essays documenting learning in home, after-school, and community settings, Glynda Hull and Katherine Schultz (2002a, 2) ask, “Why, we have wanted to know, does literacy so often flourish out of school?” They describe the accumulating evidence documenting how people pick up literacy in the contexts of informal, everyday contexts, and it is often difficult to reproduce those same literacies in the more formalized contexts of schooling and testing. (...) Our interest (...) is in documenting instances of learning that are centered on youth peer-based interaction, in which the agenda is not defined by parents and teachers."

REMEDIERINGREPRODUKTION AF FORELÆSNINGER

REMEDIERINGREPRODUKTION AF BØGER

REMEDIERINGREPRODUKTION AF KLASSELOKALER

REMEDIERINGREPRODUKTION AF KLASSELOKALER

REMEDIERINGREPRODUKTION AF FYSISKE MØDER

REMEDIERINGREPRODUKTION AF FYSISKE UDSTILLINGER

REMEDIERINGREPRODUKTION AF TRYKTE AVISER

ALTERNATIV TIL REMEDIERING

• Udnyt nettets unikke karakteristika og de tre participation genres til at understøtte de lærendes selvstyrede læringsaktiviteter og den sociale kontekst.- sociale netværkssites, produktionsværktøjer, åbne læringsressourcer

• Lad de lærende få indflydelse på læringsmålene, og lad de lærende selv bestemme, hvordan de når derhen- Lad den lærende inddrage sin egen media ecology, tillad integration mellem institutionens it-systemer og det åbne internet

• Skab større synlighed og sammenhæng mellem institution og omverden, for derved at skabe større motivation og ejerskab over de opgaver der skal løses- Anvend åbne, synlige kommunikationsplatforme, som kan skabe forbindelse til samfundet uden for institutionen. Lad de lærende søge uden for institutionens rammer efter ressourcer og materialer, der kan støtte op om undervisningen.

GRUPPEOPGAVE

Find tre eksempler på hvordan man kunne udnytte én af de tre participation genres i en undervisningssammenhæng. Smid det ind i den Prezi, jeg har lavet på Bloggen.