Digital Production and Students as Learning Designers

Birgitte Holm Sørensen, Karin Levinsen

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    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.
    Translated title of the contributionDigital Produktion og Elever som Didaktiske Designere
    Original languageEnglish
    JournalDesigns for Learning
    Volume7
    Issue number1
    Pages (from-to)54-73
    Number of pages20
    ISSN1654-7608
    DOIs
    Publication statusPublished - 2014

    Keywords

    • design for learning
    • four designs for learning levels
    • digital production
    • students as learning designers
    • multimodality

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