Formalized informal learning

ICT and Learning for the 21st Century

Karin Levinsen, Birgitte Holm Sørensen

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

152 Downloads (Pure)

Resumé

Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project’s life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners’ informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.
OriginalsprogEngelsk
TidsskriftInternational Journal of Digital Literacy and Digital Competence
Vol/bind2
Udgave nummer1
Sider (fra-til)7-26
Antal sider19
ISSN1947-3494
StatusUdgivet - 2011
Udgivet eksterntJa

Fingerprint

informal learning
learning
interview
participant observation
Denmark
action research
life cycle
research planning
primary school
stakeholder
curriculum
classroom
participation
Teaching
teacher
school
Group
student

Citer dette

@article{97097703e9d74a53a14e659d3b23efef,
title = "Formalized informal learning: ICT and Learning for the 21st Century",
abstract = "This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & S{\o}rensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes in society, educational sector and technology.",
author = "Karin Levinsen and S{\o}rensen, {Birgitte Holm}",
year = "2011",
language = "English",
volume = "2",
pages = "7--26",
journal = "International Journal of Digital Literacy and Digital Competence",
issn = "1947-3494",
publisher = "I G I Global",
number = "1",

}

Formalized informal learning : ICT and Learning for the 21st Century. / Levinsen, Karin; Sørensen, Birgitte Holm.

I: International Journal of Digital Literacy and Digital Competence, Bind 2, Nr. 1, 2011, s. 7-26.

Publikation: Bidrag til tidsskriftTidsskriftartikelForskningpeer review

TY - JOUR

T1 - Formalized informal learning

T2 - ICT and Learning for the 21st Century

AU - Levinsen, Karin

AU - Sørensen, Birgitte Holm

PY - 2011

Y1 - 2011

N2 - This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes in society, educational sector and technology.

AB - This paper presents findings from a large-scale longitudinal, qualitative study - Project ICT and Learning (PIL) - that engaged the participation of eight primary schools in Denmark, and was conducted between 2006 and 2008. The research design was based on action research, involving teachers and other relevant stakeholders, as well as participant observations in the classroom documented by thick descriptions, formal and informal interviews and focus group interviews. The aim of the study was to explore and identify relations between designs for teaching and learning and the students' learning of school subjects within defined learning goals and curricula, along with various implementations of ICT in the pedagogical everyday practice (Levinsen & Sørensen 2008). However, another research strand - the topic of this paper - emerged during the project's life cycle as a consequence of ongoing changes in society, educational sector and technology.

M3 - Journal article

VL - 2

SP - 7

EP - 26

JO - International Journal of Digital Literacy and Digital Competence

JF - International Journal of Digital Literacy and Digital Competence

SN - 1947-3494

IS - 1

ER -