Learner-generated designs in participatory culture: what they are and how they are shaping learning

Adolescents' Agentic Work on Developing Personal Pedagogies on Social Media

“…Selwyn and Stirling () have found that “[s]ocial media continues to be a topic where education researchers want to remain hopeful that this technology might provide the ‘Killer App' capable of initiating significant shifts in how people learn and engage with education” (p. 3) while acknowledging the complexity of the endeavour. While current research points out that young people are developing emerging cultures of learning in informal spaces, less is known about such digital literacy practices in the Asian contexts where the notion of literacy tends to refer to school literacy (Kim et al, ; Tan and Guo, ).…”

Examining pre-service teachers’ design capacities for web-based 21st century new culture of learning

“…While we focus on teachers' beliefs about the new culture of learning, we emphasise the equal importance of understanding learners' beliefs about the new culture of learning as well. Ethnographic studies have provided rich accounts of how young people are appropriating a range of technologies to shift the way they learn and engage with technologies (e.g., Kim et al, 2015;Tan, 2013). Nevertheless, without large-scale surveys conducted with methodologically sound instrument, it is difficult to ascertain how widespread the new culture of learning is.…”

“…The learning resources tend to be online and digital and they are assembled by the learners themselves, usually involving collaborations with others who share similar interests. In the new culture of learning, Kim et al (2015) argue that learners are driven by the need to create meaningful digital artefacts; learning is predominantly participatory in nature. Evaluation of learning is in essence formative with ongoing online public feedback for constant improvements (Gee & Hayes, 2011;Jenkins, Clinton, Purushotma, Robison, & Weigel, 2006;Thomas & Brown, 2011).…”

“…Nonetheless, the results provide empirical support that the pre-service teachers' beliefs about learning and their design thinking did change along with their TPACK. The contributing factors for the change in the teachers' BNCL could be due to the fact that they experienced meaningful learning themselves in the course, which advocated similar forms of learning as the new culture of learning (Gee & Hayes, 2011;Kim et al, 2015). For example, in the last 8 sessions of the course, the pre-service teachers chose the technology they wished to explore, formed interest groups to study the affordances, designed lesson activities and engaged in online and face-to-face peer critique.…”

“…Learning is a matter of acquiring knowledge along a pre-determined trajectory, targeted towards a summative evaluation where most questions tend to have one correct answer Voogt, 2010). Kim et al (2015) explain that the new culture of learning is largely learner-directed without prescribed syllabi or learning trajectories. The learning resources tend to be online and digital and they are assembled by the learners themselves, usually involving collaborations with others who share similar interests.…”