为什么在移动中学习:流动、学习和教学的交叉研究途径

IF 2.3 1区 心理学 Q2 PSYCHOLOGY, EDUCATIONAL
A. Marin, K. Taylor, B. Shapiro, R. Hall
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引用次数: 16

摘要

流动性提供了日常生活的结构,但很少被认为是学习的一部分,几乎从未在教学中被用作相关的经验内容。本期特刊将不同领域的想法和努力整合到一个更统一的框架中,以研究和设计我们所谓的“移动学习”。这些研究中使用的方法反映了不同的本体论和认识论立场,特别是关于移动的身体、地点和土地/水在学习、教学和发展中的作用。本期特刊中方法的异质性潜在地帮助我们看到跨越时间的人类、超人类和技术关系的复杂性。每个项目的特殊性必然会突出活动和历史的某些方面,同时为其他方面提供背景。我们不认为这是一个问题,而是把这种异质性看作是一个机会,在权力、历史性、相关性、尊重、互惠和责任等框架的指导下,在研究项目之间产生对话。我们也以此为契机,提出关于历史、现代和未来与土地/水域、地点、社会生态系统和社会技术安排之间关系的问题。在实践层面上,这意味着在学习或设计“移动学习”时,要讨论时间、空间、地点和土地/水域的本体论和认识论概念之间的异同。我们预计并承认,有时我们对移动学习的概念可能是一致的,而在其他时候可能是不可比较的。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Why Learning on the Move: Intersecting Research Pathways for Mobility, Learning and Teaching
Abstract Mobility provides the fabric of everyday life but is rarely considered part of learning and is almost never used as relevant, experiential content in teaching. This special issue integrates ideas and efforts across different fields into a more unified framework to study and design for what we call Learning on the Move. Approaches used in these studies reflect various ontological and epistemological standpoints, especially with regard to the role of moving bodies, place, and lands/waters in learning, teaching, and development. The heterogeneity of approaches in this special issue potentially helps us to see the complexity of human, more-than-human, and technological relations across time. The specificity of each project necessarily foregrounds certain aspects of activity and history, while backgrounding others. Rather than casting this as problematic, we see this heterogeneity as an opportunity to generate dialogue across research programs that are guided by frameworks of power, historicity, relationality, respect, reciprocity, and accountability. We also take this as an opportunity to raise questions about historical, present-day, and future relationships to lands/waters, place, socio-ecological systems, and socio-technical arrangements. At a practical level, this means having conversations about the differences and similarities between ontological and epistemological conceptions of time, space, place, and lands/waters when studying or designing for Learning on the Move. We anticipate and acknowledge that at times our conceptions of Learning on the Move may align and at other times may be incommensurable.
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来源期刊
CiteScore
7.90
自引率
12.10%
发文量
22
期刊介绍: Among education journals, Cognition and Instruction"s distinctive niche is rigorous study of foundational issues concerning the mental, socio-cultural, and mediational processes and conditions of learning and intellectual competence. For these purposes, both “cognition” and “instruction” must be interpreted broadly. The journal preferentially attends to the “how” of learning and intellectual practices. A balance of well-reasoned theory and careful and reflective empirical technique is typical.
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