Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process.
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| Title: | Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process. |
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| 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] |
| Copyright of Cultural Studies of Science Education is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 36420866 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11422-008-9136-7 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 67 Subjects: – SubjectFull: Learning goals Type: general – SubjectFull: Digital media Type: general – SubjectFull: Instructional systems design Type: general – SubjectFull: Digital divide Type: general – SubjectFull: Classroom environment Type: general – SubjectFull: Group identity Type: general – SubjectFull: Educational websites Type: general – SubjectFull: Youth development Type: general – SubjectFull: Participatory media Type: general Titles: – TitleFull: Shifting learning goals: from competent tool use to participatory media spaces in the emergent design process. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Halverson, Erica Rosenfeld IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2009 Type: published Y: 2009 Identifiers: – Type: issn-print Value: 18711502 Numbering: – Type: volume Value: 4 – Type: issue Value: 1 Titles: – TitleFull: Cultural Studies of Science Education Type: main |
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