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Autor/inn/en | Swist, Teresa; Kuswara, Andreas |
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Titel | Place-Making in Higher Education: Co-Creating Engagement and Knowledge Practices in the Networked Age |
Quelle | In: Higher Education Research and Development, 35 (2016) 1, S.100-114 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0729-4360 |
DOI | 10.1080/07294360.2015.1128887 |
Schlagwörter | Higher Education; Learner Engagement; Knowledge Level; Pedagogical Content Knowledge; Influence of Technology; Technology Uses in Education; Educational Technology; Web 2.0 Technologies; Online Courses; Academic Achievement; Electronic Learning; Blended Learning; Technology Integration |
Abstract | The pedagogical locations, functions and possibilities of higher education continuously unfold as mobile technologies, digital content and social practices intersect at a rapid pace. There is an urgent need to understand better how student learning is situated within this complex system and interrelates with broader sociotechnical knowledge practices. A geo-phenomenology optic frames this paper, exploring how activity system and affordance theories assist in highlighting the interconnections between online, offline and blended learning environments. Introduced is a theoretical notion of "place-making" which frames how different depths, patterns and modes of learning engagement emerge from the activity system of personal, material and social affordances. It is argued that fostering engagement and co-creating knowledge practices hinge upon increasing awareness of how these nested affordances interrelate with one another. The proposed "place-making framework" has implications for how activity systems of learning, teaching, assessment and research can be integrated meaningfully within pedagogy for the networked age. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |