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Learning across Contexts in the Knowledge Society 🔍
Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt, Thuridur Jóhannsdóttir (eds.) SensePublishers : Imprint : SensePublishers, The Knowledge Economy and Education, 1, 2016
英语 [en] · PDF · 7.0MB · 2016 · 📘 非小说类图书 · 🚀/lgli/lgrs/nexusstc/scihub/zlib · Save
描述
Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the “learning communities” of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century.
备用文件名
lgrsnf/K:\springer\10.1007%2F978-94-6300-414-5.pdf
备用文件名
nexusstc/Learning across Contexts in the Knowledge Society/7e56f5f2596ff773e4af0a74a59b2ba9.pdf
备用文件名
scihub/10.1007/978-94-6300-414-5.pdf
备用文件名
zlib/Education Studies & Teaching/School Education & Teaching/Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt, Thuridur Jóhannsdóttir (eds.)/Learning across Contexts in the Knowledge Society_2679556.pdf
备选作者
Erstad, Ola; Kumpulainen, Kristiina; Mäkitalo, Åsa; Schrøder, Kim Christian; Pruulmann-Vengerfeldt, Pille; Jóhannsdóttir, Thuridur
备选作者
Ola Erstad; Kristiina Kumpulainen; Åsa Mäkitalo; Kim Christian Schrøder; Pilla Pruulman-Vengerfeldt; Thuridur Jóhannsdóttir
备用出版商
Springer Nature
备用出版商
Brill
备用版本
Knowledge economy and education, volume 9, Rotterdam, 2016
备用版本
The knowledge economy and education, Rotterdam, 2016
备用版本
Brill Academic Publishers, Rotterdam, 2016
备用版本
Netherlands, Netherlands
备用版本
1, 20160210
元数据中的注释
sm49898137
元数据中的注释
{"edition":"1","isbns":["9463004122","9463004130","9463004149","9789463004121","9789463004138","9789463004145"],"last_page":225,"publisher":"SensePublishers","series":"The Knowledge Economy and Education"}
备用描述
Developments within the zknowledge society, y especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the zlearning communitiesy of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century
备用描述
Front Matter....Pages i-vii
Tracing Learning Experiences Within and Across Contexts....Pages 1-13
Connecting Learning across School and Out-of-School Contexts....Pages 15-35
Front Matter....Pages 37-37
Deciphering the Anatomy of Scientific Argumentation....Pages 39-60
The Performative Relation Between Storyteller, Story, and Children....Pages 61-84
The Dangers of having Fun – Doing Production Work in School....Pages 85-108
Front Matter....Pages 109-109
The Meaning of Context....Pages 111-130
Primary Schools Crossing Boundaries....Pages 131-144
Exploring Funds of Knowledge During Educational Transitions....Pages 145-159
Front Matter....Pages 161-161
Learning as a Hybrid....Pages 163-177
The Carbon Footprint as a Mediating Tool in Students’ Online Reasoning about Climate Change....Pages 179-201
Interacting with the World....Pages 203-223
Pedagogy of Connection....Pages 225-240
Front Matter....Pages 241-241
Can Studying Learning across Contexts Change Educational Research or Will it Lead to the Pedagocization of Everyday Life?....Pages 243-251
开源日期
2016-03-14
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