Networked lives for learning: digital media and young people across formal and informal contexts

Roth, Solveig; Erstad, Ola

doi:10.1016/b978-1-84334-699-9.50005-7

Cited by 5 publications

(5 citation statements)

References 17 publications

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“…For example, notions of synchronous and asynchronous communications have been blurred, for instance, in the instantaneous access to emails provided by mobile data connectivity, (Dalgarno, 2014) and the term 'polychronous' learning has been promoted as an alternative to this binary position (Oztok et al, 2014). Similarly, Roth and Erstad (2013) emphasise that mobile practices, especially networking between learners, are 'polycontextual' in the sense that they are not bounded by one context and "have the potential to be realised in a range of strata and situations based on participation in multiple settings" (p.125). Nortvig (2014) introduces the similar concept of 'multi-locality' to help describe the range of ways that teachers and students can be present (synchronously and asynchronously) in physical and virtual spaces.…”

Section: Using the Third Space To Extend Notions Of 21st Century Learningmentioning

confidence: 99%

“…Learning takes place in a range of contexts with a multitude of time and place configurations (Nortvig, 2014;Roth & Erstad, 2013). Learning may take place 'polysynchronously' (Oztok et al, 2014), across these spaces, possibly causing challenges for educators who are not used to thinking about this flexible use of time.…”

Section: Re-thinking Contexts For Learningmentioning

confidence: 99%

“…There is a need to frequently review the knowledge, skills and understandings needed to become an effective and functional citizen in this fast-changing, contemporary creative society. Educators need to question prescribed discipline 'content' imposed and legitimised by policy makers and curriculum designers and to re-imagine more flexible curricula, inclusive of "informal funds of knowledge" (Roth & Erstad, 2013) and supportive of new roles of mobile technologies in supporting knowledge creation across broader, contextualised learning frontiers.…”

Section: Curriculum Changementioning

confidence: 99%

See 2 more Smart Citations

Exploring mobile learning in the Third Space

Schuck

Kearney

Burden

2016

Technology, Pedagogy and Education

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Mobile learning is enabling educators and students to learn in ways not previously possible. The ways that portable, multi-functional mobile devices can untether the learner from formal institutional learning give scope for learning to be conceptualised in an expanded variety of places, times and ways. In this conceptual paper we articulate this notion by using the metaphor of the Third Space to envision what can be achieved with mobile learning. We outline our use of the metaphor, consider how it extends notions of 21 st century learning, and use a mobile pedagogical framework previously established, to provide a context for the discussion. We conclude with implications of learning in the Third Space for teachers and students. These implications suggest that roles of teachers and students and structure of the curriculum need to change to ensure we leverage the potential of mobile learning.

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Section: Using the Third Space To Extend Notions Of 21st Century Learningmentioning

confidence: 99%

Section: Re-thinking Contexts For Learningmentioning

confidence: 99%

Section: Curriculum Changementioning

confidence: 99%

See 1 more Smart Citation

Exploring mobile learning in the Third Space

Schuck

Kearney

Burden

2016

Technology, Pedagogy and Education

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“…Begitu pentingnya media pembelajaran se hingga media pembelajaran menjadi topik perbin cangan dunia karena media pembelajaran bisa membantu siswa dalam memahami suatu konsep materi sehingga siswa bisa meningkatkan poten si dalam dirinya (Haryana et al, 2022;Hikman dayani et al, 2021;Hidayatno et al, 2019;Roth & Erstad, 2013;Zhang et al, 2013) bahkan media pembelajaran juga bisa meningkatkan mi nat semangat belajar pemahaman anak istimewa. (Sari et al, 2019;Husni & Budianingsih, 2013)…”

Section: Pembahasanunclassified

Pengembangan Media Pembelajaran Berbasis Android Menggunakan Ispring Suite 10 Pada Materi Turunan Fungsi Aljabar

Samudro¹,

Shodikin

Aini

2022

jep

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Mathematics is the basis for other sciences and students in schools from elementary school to college must learn and master it. But in reality, many students get the results of daily math tests under the minimum achievement criteria, especially on the derivative material of algebraic functions. This study has the aim of producing and developing appropriate learning media products which will then be tested for validity and practicality based on expert validation and student response questionnaires. This research is a research and development on 30 students of class XII PH 2 SMK Negeri 1 Lamongan. This research method uses the ADDIE model. results obtained in this study are as follows: 1) The results of the validity of the media obtained from the validation of media and learning materials, get an average rating of 87.5% in the "Very Valid" category, 2) The results of the student response questionnaire to determine the practicality of the media show a rating of 90.5% in the "Very Practical" category.

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“…Tuttavia, queste stesse tecnologie, laddove il loro impiego è discontinuo e frammentario, soprattutto se l'uso personale si discosta eccessivamente con l'uso che se ne fa a scuola, rischiano di diventare un elemento di discontinuità e di ulteriore divario, anziché di connessione. Le ricerche condotte sull'uso dei social media da parte dei giovani al di fuori dalla scuola mostrano, infatti, come le pratiche di utilizzo siano differenti da quelle scolastiche in termini di modalità, intenti e contenuti (Gee, 2003;Ito et al, 2009;Roth & Erstad, 2013). Una delle sfide attuali che docenti ed educatori dovrebbero porsi, anche alla luce degli ulteriori divari che si sono generati durante il lockdown dovuti alla mancanza di tecnologie o di connessione adeguata che hanno impedito a molti studenti di partecipare alle attività di didattica a distanza (Livari et al, 2020), consiste proprio nel cercare di comprendere e di attuare delle interconnessioni che le tecnologie possono attivare fra le pratiche scolastiche formali e quelle informali.…”

Section: Tecnologie E Media Educativi Come Connettoriunclassified

La scuola come polo educativo e socio-culturale nell’era pandemica del COVID-19

Repetto

2020

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The school and the institutions of the local community play a complementary role on how the educational system currently works, as well as on its desired transformation. In light of the changes that the pandemic imposes on a structural and regulatory level, it is necessary to reorient reflection and research also on pedagogical models that can facilitate a transformation process already underway before the pandemic and that the current situation brings to the fore. One way could be to favor the contamination between formal knowledge and the repertoire of knowledge and educational practices spread throughout the territory. In this mutual contamination, the role of digital technologies and educational media appears crucial, which will be explored in this contribution by defining, through a taxonomic model, some scenarios on the possible educational initiatives that arise from the alliance between school and territory. These scenarios, in addition to offering solutions to address the risks posed by the pandemic situation, represent an opportunity to innovate the educational system.

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Networked lives for learning: digital media and young people across formal and informal contexts

Cited by 5 publications

References 17 publications

Exploring mobile learning in the Third Space

Exploring mobile learning in the Third Space

Pengembangan Media Pembelajaran Berbasis Android Menggunakan Ispring Suite 10 Pada Materi Turunan Fungsi Aljabar

La scuola come polo educativo e socio-culturale nell’era pandemica del COVID-19

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