Digital Production and Students as Learning Designers

Bidragets oversatte titel: Digital Produktion og Elever som Didaktiske Designere

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Resumé

Today’s digitalisation allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children and new learning opportunities emerge. Especially students’ production as a learning form benefits from digitization as the new opportunities enable young students to integrate their playing competencies and skills in the formal school learning. This paper presents and discusses theory regarding students’ digital production in a learning and a design-for- learning perspective, that is generated based on project Netbook 1:1 (2009-2012), where ICT was readily accessible for each child at school and at home in grade 1-3 at two Danish public schools. The paper presents a Four Levels Design for Learning Model. This model can be used for both design for learning and analyses of learning processes. The discussion is supported by empirical examples from the project, that explored emerging relations between ICT, production and subject matter -specific practice (Danish, Math, and interdisciplinary). We understand design for learning as both related to process and agency and in the study we have examined and found that students are capable of operating as learning designers.
OriginalsprogEngelsk
TidsskriftDesigns for Learning
Vol/bind7
Udgave nummer1
Sider (fra-til)54-73
Antal sider20
ISSN1654-7608
StatusUdgivet - 2014

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learning
student
digitalization
communication technology
information technology
school
learning process
school grade
mathematics

Emneord

  • design for learning
  • digital production
  • students as learning designers
  • four design for learning levels
  • didaktisk design
  • digital produktion
  • elever som didaktiske designere
  • didaktisk design model

Citer dette

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title = "Digital Production and Students as Learning Designers",
abstract = "Today’s digitalization allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children, and new learning opportunities emerge. Particularly, students’ production as a learning form benefits from digitalization as the new opportunities enable young students to integrate their playing competencies and skills into the formal school learning. This paper presents and discusses a theory regarding students’ digital production from a learning and design-for-learning perspective, which is generated based on the project Netbook 1:1 (2009–2012), where information and communication technology (ICT) was readily accessible for each child at school and at home in grades 1–3 at two Danish public schools. The paper presents a Four Levels Design for Learning Model, which can be used for both design for learning and analyses of learning processes. The discussion is supported by empirical examples from the project, which explored emerging relations amongst ICT, production and subject matter-specific practice (Danish, mathematics and interdisciplinary activities). We understand design for learning as related to both process and agency, and in the study, we have examined and found that students are capable of operating as learning designers.",
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Digital Production and Students as Learning Designers. / Sørensen, Birgitte Holm; Levinsen, Karin.

I: Designs for Learning, Bind 7, Nr. 1, 2014, s. 54-73.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

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