Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences

IF 0.3 Q4 HISTORY OF SOCIAL SCIENCES
M. Esteban-Guitart, J. M. Serra, I. Vila
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引用次数: 15

Abstract

Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time.
21世纪的信息主义与学习的信息化。有意义学习经验的质性研究
最近基于社会文化原则的教育工作表明,学习研究的传统边界得到了扩展,考虑到了构成我们生活世界经验的多个空间和生活轨迹。本文特别关注年轻人的重要学习经历,以实证说明在21世纪基于学习信息化和信息化的“新学习生态”中,学习意味着什么,即在哪里,与谁一起,以及如何学习。从四名年轻学生中确定了43次重要的学习经历,他们通过重要的学习经验日记和自己拍摄的照片记录了自己在一周内的具体学习经历。研究结果表明,在检测到的重要学习体验中,存在非正式的、日常的、自发的活动,并将数字技术用作学习资源;它们还揭示了朋友和家人在学习过程中的帮助。总之,这项研究说明了21世纪的年轻人是如何在不同的地点和时间内参与一系列不同的活动的。
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来源期刊
HSE-Social and Education History
HSE-Social and Education History HISTORY OF SOCIAL SCIENCES-
CiteScore
0.90
自引率
0.00%
发文量
13
审稿时长
12 weeks
期刊介绍: The journal Social and Education History, aims to closely connect these two fields of study, by publishing relevant articles focused on both the analysis of societies and, the socialization processes and cultural and educational transmission. It focuses on the study of social change and transformation periods. It includes the analysis of social and pedagogical thought, as well as the teaching of history. It is open to all historical periods. The journal comprises the analysis of all learning, cultural transmission and socialization processes, together with social analysis. It brings together education and society, and enhances the role of education in the learning processes and development of societies. Furthermore, it includes the study of social and pedagogical thought and the teaching of history, and as there is no limitation of time period, this journal achieves an integrating dimension regarding the study of history that a vast majority of publications do not have. Social and Education History is a digital and free publication, which aims at disseminating scientific knowledge and generating debate in order to promote an active history addressed to reflect on the past, the present and the future, and at the same time to be useful in deepening in the values of democracy and social justice. The journal publishes research articles, reviews, monographs, and articles on doctoral dissertations, about social and educational history. It is a four-monthly publication and multilingual. HSE publishes articles in English and Spanish. This journal has two sections, one for articles and another for book reviews. This journal includes articles about ended or in progress scientific inquiries. The journal publishes reviews of books that have been recently published in the field of education or other disciplines and of international interest.
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