A Didactic Design Experiment: towards a Network Society Learning Paradigm

Karin Levinsen

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    Abstract

    The ongoing transition from industrial to network society challenges educational practices and the process is characterised by opposing forces. At the political level, New Public Management initiatives oppose the general consensus that it is necessary to consolidate network society competencies. At the level of everyday educational practice we see a mounting tension between the quality of educational outcomes, in terms of genuine learning, and students’ strategies for dealing with an increasing pressure of efficiency and time. This article presents a design for teaching and learning experiment that aims to navigate these turbulent waters, scaffold genuine learning, satisfy learning objectives and ease the strain on students. Due to the experiences and knowledge derived from the experiment, the paper argues that the model behind the experiment demonstrates qualities that may be developed and refined and contribute to the educational system’s adjustment to the network society.
    Original languageEnglish
    Article number4
    JournalDesign for Learning
    Volume2
    Issue number2
    Pages (from-to)34-55
    Number of pages21
    ISSN1654-7608
    Publication statusPublished - 1 Dec 2009

    Keywords

    • network society
    • educational practices
    • New Public Management initiatives
    • everyday educational practice
    • design for teaching and learning experiment
    • education
    • student

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