Learning lives across educational boundaries. Continuity and discontinuity in learning trajectories

In this article, I discuss educational boundaries as experienced by the learner across different contexts, activities and interests. Learning is understood as a trajectory beyond situated contexts. The analytical focus is how learning trajectories are experienced as continuity or discontinuity by students across in-school and out-of-school settings. The analysis draws on findings from a longitudinal project in one multicultural community of Oslo, using mainly observational and interview methodologies. The findings show that educational boundaries are often blurred and represent different learning trajectories beyond simple dichotomies of continuation or discontinuation in learning. (DIPF/Orig.

(Re)Searching learning across contexts: Conceptual, methodological and empirical explorations : [Editorial]

Peer reviewe

Researching “learning lives” – a new agenda for learning, media and technology

In this article, we revisit the history of our interest in the term, ‘learning lives’ in order to explicate the meaning(s) of the phrase and to set up a series of challenges for research into young people’s learning. We suggest that a learning lives perspective depends on three areas for investigation. First of all is the challenge of how to capture, theorise and describe the travel and trajectories if researchers are truly to ‘follow’ learners through, around and in their learning across everyday life. Secondly, it means refusing what seems to be the most apparent levers of change, namely media and technology. And thirdly, learning lives approaches need to address the pedagogicization of everyday life and the schooled society. Learning lives approaches help us see the changing place of the meaning of education and institutional pedagogies across all the nooks and crannies of everyday life

Learning lives connected : digital youth across school and community spaces

Aunque la mayoría de los estudios sobre el aprendizaje hablan de las experiencias intra-institucionales, nuestro interés se centra en el seguimiento de las trayectorias de aprendizaje individuales a través de distintos dominios. Las investigaciones sobre el uso de los diferentes medios por los jóvenes en el entorno extraescolar muestran cómo las prácticas aplicadas en el uso de medios digitales difieren de las prácticas en el entorno escolar, tanto en forma como en contenido. El reto principal actualmente consiste en encontrar formas de entender las interconexiones y la creación de redes entre estos dos mundos de la vida, tal y como las experimentan los jóvenes. Aquí los elementos importantes son los conceptos adaptados como contexto, trayectorias e identidad, relacionados con las redes de actividades. Presentamos datos del «proyecto sobre vidas de aprendizaje» actualmente en curso en una comunidad multicultural de Oslo. Nos centraremos especialmente en los alumnos de educación secundaria post obligatoria que cursan estudios de Medios y Comunicación. Con un enfoque etnográfico, nos centraremos en la forma en que se construyen y se negocian las identidades del alumno en distintos tipos de relaciones de aprendizaje. Los datos incluyen datos generados por los investigadores (entrevistas, observaciones a través de vídeos, anotaciones de campo) y datos generados por los participantes (fotografías, diarios, mapas).Whereas most studies of learning explore intra-institutional experiences, our interest is to track individual learning trajectories across domains. Research on young people’s use of different media outside schools shows how practices of using digital media are different from practices in schools in both form and content. The major challenge today, however, is to find ways of understanding the interconnections and networking between these two lifeworlds as experienced by young people. Important elements here are adapted concepts like context, trajectories and identity related to activity networks. We will present data from the ongoing «learning lives project» in a multicultural community in Oslo. We will especially focus on students of Media and Communication studies at upper secondary school level. Using an ethnographic approach we will focus on how learners’ identities are constructed and negotiated across different kinds of learning relationships. The data will consist of both researcher-generated data (interviews, video-observations, field notes) and informant-generated data (photos, diaries, maps)

O método Kumon de ensino e a influência sobre alunos que passaram no vestibular

Orientador: não constaMonografia (Especialização) - Universidade Federal do Paraná, Setor de Ciências Sociais Aplicadas, Curso de Especialização em Estratégia e Gestão Empresarial.Inclui referências.Resumo: Verificou-se a influência do processo de ensino Kumon de Matemática na formação de alunos que conseguiram aprovação nos principais vestibulares do país. Por meio da discussão de cada característica formada, como autoconfiança, autodidatismo, autonomia, hábito de estudos, concentração e raciocínio lógico, foram sendo apresentados os recursos disponibilizados para desenvolver cada um

Conclusions

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Educational practices to transform and connect schools and communities

The current social and educational challenges force us to rethink the role of educational institutions and digital technologies in the 21st century, which requires a deeper understanding of learning activities in schools. In this article we analyze bottom-up initiatives for educational transformation implemented in public lower secondary schools from Norway, Chile and Spain that involved 230 students and 14 teachers. Three ethnographic case studies were carried out, using individual interviews, focus groups, participant observations and document analysis in six schools. The main goal was to deeply understand how bottom-up school initiatives, with a comprehensive use of digital technologies, are contributing to generate connected practices and to involve teachers, learners and communities in the discussion about what kind of society they want in their future. The results of the analysis indicate that fostering a transformative agency in secondary schools has the potential of engaging students in the exploration of contemporary social issues and that digital connectedness can contribute to connect schools with youth life trajectories and communities. This study on transformative agency and digital connectedness reveals a new path for educational transformation that may interest everybody who, in one way or another, are involved in education systems all around the world

Ideation, playful learning, and making in a Minecraft Virtual Learning Makerspace

This chapter discusses a study on Minecraft Virtual Learning Makerspace (MVLM), a virtual playground in an Icelandic rural school. The aim was to understand the pedagogy of using MVLM, focusing on learners’ ability to ideate and build in a playful learning context. The teacher’s learning design and the affordances of Minecraft also framed the learning activities, whereas making provided conditions for experimentation. The chapter shows how multimodal communication supported collaboration, and enhanced design activities and social skills of students. The study contributes to research on playful learning in the context of virtual learning environments and the role of ideation in making.Peer reviewe

Learners as Learning Leaders: How Does Leadership for Learning Emerge Beyond the Traditional Teaching Models?

This E-book is a collection of outcome reports by thematic working groups (TWGs) of EDUsummIT2019 held from September 29 – October 2, 2019 in Quebec City, Canada. The theme of EDUsummIT2019, “Learners and learning contexts: new alignments for the digital age” was chosen to consider misalignments due to the consequences of changing knowledge representations, human computer interactions, blurring of formal and informal learning, changes in leadership patterns and many more emerging influences from IT. Thirteen TWGs discussed aspects of the overall them