Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process.

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Bibliographic Details
Title:	Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process.
Authors:	Halverson, Erica Rosenfeld¹ erhalverson@education.wisc.edu
Source:	Cultural Studies of Science Education. Apr2009, Vol. 4 Issue 1, p67-76. 10p.
Subject Terms:	Learning goals, Digital media, Instructional systems design, Digital divide, Classroom environment, Group identity, *Educational websites, Youth development, Participatory media
Abstract:	Recently, the relationship between identity and learning has come front and center in discussions about how to design successful learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on the importance of identity development for learning, I stretch the relationship between these two constructs in several ways: First, I will argue that how we define “technology” and what that means for marginalized youth, particularly those who are assumed to be victims of the “digital divide” is a crucial aspect of the design of successful digital learning environments. Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown’s notion of “emergent design,” as a positive contribution to design research, and propose the idea of incorporating youths’ already existing competencies into the emergent design process. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Recently, the relationship between identity and learning has come front and center in discussions about how to design successful learning environments for youth who struggle in mainstream institutions. In this essay, I explore the role identity development plays in constructing learning environments for traditionally marginalized youth. While I agree with DeGennaro and Brown on the importance of identity development for learning, I stretch the relationship between these two constructs in several ways: First, I will argue that how we define “technology” and what that means for marginalized youth, particularly those who are assumed to be victims of the “digital divide” is a crucial aspect of the design of successful digital learning environments. Second, I discuss how identity is represented in these digital learning spaces, and analyze how meaning is constructed in multimodal spaces such as websites. Finally, I reflect on DeGennaro and Brown’s notion of “emergent design,” as a positive contribution to design research, and propose the idea of incorporating youths’ already existing competencies into the emergent design process. [ABSTRACT FROM AUTHOR]
ISSN:	18711502
DOI:	10.1007/s11422-008-9136-7