Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences
Keywords:
Downloads
Abstract
Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time.Downloads
References
Ausubel, D. (1963). The Psychology of Meaningful Verbal Learning. New York: Grune & Stratton.
Google Scholar CrossrefBanks, J. A., Au, K. H., Ball, A. F., Bell, P., Gordon, E. W., Guti??rrez, K. D., Heath, S. B., Lee, C. D., Lee, Y., Mahiri, J., Nasir, N. S., Vald??s, G. & Zhou, M. (2007). Learning in and out of school in diverse environments. Life-long, life-wide, life-deep. Washington: LIFE Center.
Google Scholar CrossrefBarron, B. (2004). Learning ecologies for technological fluency: Gender and experience differences. Journal of Educational Computing Research, 31, 1-37. doi: 10.2190/1N20-VV12-4RB5-33VA
Google Scholar CrossrefCastells, M. (1996). The Information Age. Economy Society, and Culture. Volume 1: The rise of the network society. Oxford: Blackwell.
Google Scholar CrossrefColl, C. (2013). El curr??culo escolar en el marco de la nueva ecolog??a del aprendizaje. Aula de Innovaci??n Educativa, 219, 31-36.
Google Scholar CrossrefColl, C. (2009). Ense??ar y aprender en el siglo XXI: el sentido de los aprendizajes escolares. En A. Marchesi, J. C. Tedesco, & C. Coll (coords.), Calidad, equidad y reformas en la ense??anza (pp. 101-112). Madrid: OEI/Fundaci??n Santillana.
Google Scholar CrossrefColl, L., & Falsafi, L. (2010). Learner identity. An educational and analytical tool. Revista de Educaci??n, 353, 211-233.
Google Scholar CrossrefColl, L. & Falsafi, L. (2011). La construcci??n de la identidad de aprendiz. Coordenadas espacio-temporales. En C. Monereo y J. I. Pozo (Coords.), La identidad en psicolog??a de la educaci??n: necesidad, utilidad y l??mites (pp. 77-98). Barcelona: Narcea.
Google Scholar CrossrefErstad, O. & Sefton-Green, S. (Eds.) (2013). Identity, community, and learning lives in the Digital Age. New York: Cambridge University Press.
Google Scholar CrossrefErstad, O., Gilje, ??, & Arnseth, H. C. (2013). Vidas de aprendizaje conectadas: j??venes digitales en espacios escolares y comunitarios. Comunicar, 40, 89-98. doi: 10.3916/C40-2013-02-09
Google Scholar CrossrefEsteban-Guitart, M. (2014). Funds of identity. In T. Teo (ed.), Encyclopedia of Critical Psychology (pp. 752-757). New York: Springer.
Google Scholar CrossrefEsteban-Guitart, M. (2015). The medium is the message: online learning, communities and identities. Theory & Psychology,25(4), 546-548. doi: 10.1177/0959354315576021
Google Scholar CrossrefEsteban-Guitart, M. (2016). Funds of identity. Connecting meaningful learning experiences in and out of school. New York: Cambridge University Press.
Google Scholar CrossrefEsteban-Guitart, M. & Moll, L. (2014). Lived experience, funds of identity and education. Culture & Psychology, 20, 70-81. doi: 10.1177/1354067X13515940
Google Scholar CrossrefHerrenkhol, L. R. & Mertl, V. (2010). How students come to be, know, and do. A case for a broad view of learning. New York: Cambridge University Press.
Google Scholar CrossrefGee, J. P. (2000). Identity as an analytic lens for research in education. Review of Research in Education, 25, 99-125.
Google Scholar CrossrefGee, J. P. (2013). The Anti-Education Era. Creating smarter students through digital learning. New York: Palgrave Macmillan.
Google Scholar CrossrefGonz??lez-Pati??o, J. & Esteban-Guitart, M. (2014). Some of the challenges and experiences of formal education in a Mobile-Centric Society (MCS). Digital Education Review, 25, 64-86.
Google Scholar CrossrefGoogle (2012). The new multi-screen world: understanding cross-platform consumer behavior. Gathered from: http://think.withgoogle.com/databoard/media/pdfs/the-new-multi-screen-world-study_research-studies.pdf
Google Scholar CrossrefINE (2014). Encuesta sobre equipamiento y uso de tecnolog??as de informaci??n y comunicaci??n en los hogares. Madrid: Instituto Nacional de Estad??stica. Gathered from: http://www.ine.es/jaxi/menu.do?type=pcaxis&path=/t25/p450&file=inebase
Google Scholar CrossrefIto, M., Guti??rrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J. & Watkins, S. C. (2013). Connected Learning. An Agenda for Research and Design. Irvine, CA: Digital Media and Learning Research Hub.
Google Scholar CrossrefJenkins, H. (2006). Convergence culture: Where old and new media collide. New York: New York University Press.
Google Scholar CrossrefKrippendorf, K. (1980). Content analysis: An introduction to its methodology. Thousand Oaks, CA: Sage.
Google Scholar CrossrefLave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
Google Scholar CrossrefMortimer, K. S., Wortham, S. & Allard, E. (2010). Helping immigrants identify as ???university-bound students???: Unexpected difficulties in teaching the hidden curriculum. Revista de Educaci??n, 353, 107-128.
Google Scholar CrossrefReeves, J. (2009). Teacher investment in learner identity. Teaching and Teacher Education, 25, 34-41. doi: 10.1016/j.tate.2008.06.003
Google Scholar CrossrefSilseth, K. & Arnseth, H. C. (2011). Learning and identity construction across sites: A dialogical approach to analysing the construction of learning selves. Culture & Psychology, 17, 65-80. doi: 10.1177/1354067X10388842
Google Scholar CrossrefTedesco, J. C. (2011). Los desaf??os de la educaci??n b??sica en el siglo XXI. Revista Iberoamericana de Educaci??n, 55, 31-47.
Google Scholar CrossrefVagan, A. (2011). Towards a sociocultural perspective on identity formation in education. Mind, Culture and Activity, 18, 43-57. doi: 10.1080/10749031003605839
Google Scholar CrossrefWortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. New York: Cambridge University Press.
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
.
