Connecting the Dots: Theorizing and Mapping Learning Entanglement through Archaeology and Design

Autor/inn/en	Carvalho, Lucila; Yeoman, Pippa
Titel	Connecting the Dots: Theorizing and Mapping Learning Entanglement through Archaeology and Design
Quelle	In: British Journal of Educational Technology, 50 (2019) 3, S.1104-1117 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-1013
DOI	10.1111/bjet.12761
Schlagwörter	Archaeology; Design; Technology Uses in Education; Educational Researchers; Learning Activities; Teaching Methods; Concept Mapping + Suchen Sie Ihr Suchwort? Archäologie; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Concept Map
Abstract	Designing for digitally enhanced learning has increased in complexity. In response, this paper calls for a reconceptualization of technology--as the reconfiguring of space, place, materials, time and social relations--enrolled and refashioned in emergent learning activity. Such reconceptualization requires analytical tools, methods and processes to map heterogeneous assemblages of people, tools and tasks. Educational researchers and designers are in need of approaches and theories that move beyond deterministic accounts about the utility of individual learning technologies, to connect theory, research and practice. Our research shows that in learning to distinguish between elements that are open to alteration through design and those that are not, educational designers gain deeper insights into the flows of matter, information and humans characteristic of productive networked learning environments. And this, in turn, gives rise to valued qualities of emergent learning activity in alignment with current theories about learning. In this paper, we present a series of methods adapted from archaeology and design, illustrating their power in tracing the complex webs of dependence characteristic of productive learning entanglement, with the aim of supporting future design for learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01