Exploring Learning Ecologies among People Experiencing Homelessness

Strohmayer, Angelika; Comber, Rob; Balaam, Madeline

doi:10.1145/2702123.2702157

Cited by 21 publications

(15 citation statements)

References 17 publications

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“…The learning ecologies approach is used to examine how various groups learn: doctoral students (Esposito, Sangrà, & Maina, 2015), teachers (González-Sanmamed, Santos, & Muñoz-Carril, 2016;Hernández-Sellés, González-Sanmamed, & Muñoz-Carril, 2015;Van den Beemt & Diepstraten, 2016), homeless people (Strohmayer, Comber, & Balaam, 2015) and Canadian entrepreneurial mothers (Christen, Sangrà, & González-Sanmamed, 2016).…”

Section: Practitioner Notesmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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The educational landscape has changed in recent years, requiring reflection about new pedagogical methods and theories. There are three important perspectives as drivers of pedagogical reflection: lifelong and life‐wide learning, the idea of learning as a social construct in which internal elements and changing external factors converge, and the recognition of technology as a resource that can promote ubiquitous and expanded learning. Learning ecology has been proposed as a conceptual and empirical framework, but its still emergent nature along with its multidimensionality and complexity require further exploration. The Delphi study we present as part of a broader research project aims to identify the components of learning ecologies. Three panel rounds with international experts were carried out, after which two important dimensions emerged in the structure of learning ecologies. The first is related to intrinsic “learning dispositions,” which is made up of three categories: the subject's ideas about learning, their motivations and expectations. The second dimension, called “learning processes,” comprises four components: relationships, resources, actions and context. The identification of the components of learning ecologies and their influence on formal, non‐formal and informal training processes will provide guidance for educational policies and help to better organize training programmes.

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Section: Practitioner Notesmentioning

confidence: 99%

Key components of learning ecologies: A Delphi assessment

Sanmamed¹,

Carril²,

Caamaño³

2019

Brit J Educational Tech

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“…Within HCI there has been a shift towards more socially complex topics [14,17,51,52,59] and a subsequent adoption of methodologies [8,21,29,58] that begin to take this complexity into consideration. This move has been shown through innovations in building technologies that address social justice issues, but also in thinking more theoretically around topics such as postcolonial computing [28,29], feminist HCI [7,47], social justice-oriented interaction design [21], the move towards seeing participants as citizens and agents within the research [43] and the importance of including various stakeholders in studies [18].…”

Section: Introductionmentioning

confidence: 99%

Technologies and Social Justice Outcomes in Sex Work Charities

Strohmayer

Laing

Comber

2017

Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems

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Sex workers' rights are human rights, and as such are an issue inherently based in social, criminal, and political justice debates. As HCI continues to move towards feminist and social justice oriented research and design approaches, we argue that we need to take into consideration the difficulties faced by sex workers; and explore how technology can and does mediate social justice outcomes for them. We contribute directly to this challenge by providing an empirical account of a charity whose work is built on the underlying move towards social and criminal justice for sex workers in the UK. Through ethnographic fieldwork, meetings, interviews, surveys, and creative workshops we describe the different points of view associated with the charity from a variety of stakeholders. We discuss their service provision and the ways in which HCI is uniquely positioned to be able respond to the needs of and to support sex work support services.

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“…While learning ecologies have mostly described combinations of formal, non‐formal and informal learning (Wilkinson, Kemmis, Hardy, & Edwards‐Groves, ) some studies have applied the term only to formal learning (Richardson, ). Moreover, the term has been used in several areas of study in education, including technologies and gender (Barron, ), ICT skills development (Barron, ), collaborative learning (Hodgson & Spours, ), designs for learning with technologies (Luckin, ), resources to learn for people who are homeless (Strohmayer, Comber, & Balaam, ), teachers’ professional development (Sangrà, Gonzalez‐Sanmamed, & Guitert, ; van den Beemt & Diepstraten, ), personalized learning and lifelong learning (Maina & García, ), youth civic engagement (Adedayo Ige, ) and ubiquitous learning in higher education (Díez‐Gutiérrez & Díaz‐Nafría, ).…”

mentioning

confidence: 99%