Dm, it & læring
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This document discusses how new media and technology can impact learning. It covers sociocultural learning theory, characteristics of new media use such as personalization and social software. It explores informal learning opportunities enabled by "hanging out", "messing around", and "geeking out" online activities. It addresses challenges this poses to established education systems, such as a widening gap between school and students' everyday digital lives. It proposes alternatives to simply replicating formal education online, such as leveraging the unique aspects of networks, open resources and social contexts to support self-directed learning.
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Dm, it & læring
- 1. NYE MEDIER OG LÆRING
- 2. DETTE OPLÆG:
- 3. DETTE OPLÆG: 1. Sociokulturel læring
- 4. DETTE OPLÆG: 1. Sociokulturel læring 2. Hvad karakteriserer ny mediebrug?
- 5. DETTE OPLÆG: 1. Sociokulturel læring 2. Hvad karakteriserer ny mediebrug? 3. Hvilke læringspotentialer rummer den ny mediebrug?
- 6. DETTE OPLÆG: 1. Sociokulturel læring 2. Hvad karakteriserer ny mediebrug? 3. Hvilke læringspotentialer rummer den ny mediebrug? 4. Hvordan udfordres det etablerede uddannelsessystem af disse potentialer
- 7. DETTE OPLÆG: 1. Sociokulturel læring 2. Hvad karakteriserer ny mediebrug? 3. Hvilke læringspotentialer rummer den ny mediebrug? 4. Hvordan udfordres det etablerede uddannelsessystem af disse potentialer 5. Gruppearbejde, uformel mediebrug i undervisningen, Google Presentation
- 9. 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
- 10. SOCIOKULTUREL LÆRINGSFORSTÅELSE 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
- 11. SOCIOKULTUREL LÆRINGSFORSTÅELSE Dvs. vi lærer gennem selvstyrede læringsaktiviteter, som eksisterer i en social og kulturel kontekst
- 13. HVAD KARAKTERISERER NY MEDIEBRUG?
- 14. MEDIA ECOLOGY
- 15. MEDIA ECOLOGY
- 16. Ito et al: Three genres of participation
- 17. Ito et al: Three genres of participation Hanging out
- 18. Ito et al: Three genres of participation Messing around
- 19. Ito et al: Three genres of participation Geeking out
- 20. Brugen af internettet er karakteriseret ved at være både: Individuel (personalisering) og Social (social software)
- 24. Hanging out
- 25. Messing around
- 26. Messing around Geeking out
- 27. UDFORDRINGER TIL DET ETABLEREDE UDDANNELSESSYSTEM
- 28. 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”
- 29. "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."
- 38. 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 • Sæt faste læringsmål, men 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.
- 39. GRUPPEOPGAVE Find et eksempel på hvordan man kunne udnytte én af de tre participation genres i formel undervisning. Lav en mini- Google Presentation og embed det på bloggen – brug kategorien ‘Digitale Medier’ og tag med relevante nøgleord.