Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization
In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula...
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| Vydané v: | Studies in philosophy and education Ročník 27; číslo 4; s. 267 - 281 |
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| Hlavný autor: | |
| Médium: | Journal Article |
| Jazyk: | English |
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Dordrecht
Springer Netherlands
01.07.2008
Springer Springer Nature B.V |
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| ISSN: | 0039-3746, 1573-191X, 1573-191X |
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| Abstract | In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making. |
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| AbstractList | In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here “designed information and teaching” vs. “designs for learning”. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. “Learning Design Sequences” (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making. In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here 'designed information and teaching' vs. 'designs for learning'. It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. 'Learning Design Sequences' (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making. Reprinted by permission of Springer In this article, the formation and transformation of knowledge and the role of designs for learning will be elaborated and discussed in relation to the introduction of national curricula and school textbooks during the beginning of the industrialized era vs. the introduction of individual curricula and new digital learning resources in the post-industrialized era of globalization and multiculturalism. Quite different teaching and learning strategies have been emphasized, which I will call here "designed information and teaching" vs. "designs for learning". It seems obvious that our current society is in a stage of change that requires a new understanding of knowledge, learning and identity formation. The new position and role of the learner underlines the productive and constructive aspect of learning. Pupils not only read texts, they also produce texts, pictures, film and music and they compile and edit virtual texts. Multimodal texts, as well as the information flow of the Internet, are the consequences of, and at the same time a vehicle for, new social patterns. "Learning Design Sequences" (LDS) is introduced as a theoretical map for the purpose of analyzing critical incidents in (a creative) learning process, using different genres, modes and media in a process of meaning-making. (PUBLICATION ABSTRACT) |
| Author | Selander, Staffan |
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| Cites_doi | 10.1080/0958517032000055965 10.7551/mitpress/6352.001.0001 10.1080/0022027950270503 10.4324/9780203164754 10.7551/mitpress/6814.001.0001 10.1007/s10639-006-9005-5 10.1177/026327694011003001 |
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| Keywords | Meaning making Formation and transformation of knowledge Text and media genres Global learning Interpretative space Designs for learning Contextual framing |
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Kress (9068_CR18) 2003 G. A. Valverde (9068_CR41) 2002 T. Leeuwen van (9068_CR42) 1995; 27 9068_CR2 9068_CR3 S. Selander (9068_CR35) 2008 G. C. Bowker (9068_CR6) 2000 J. Lövgren (9068_CR24) 2004 9068_CR19 A. Loveless (9068_CR23) 2003; 14 9068_CR16 S. Stewart (9068_CR39) 2001 9068_CR15 9068_CR37 9068_CR14 K. D. Knorr Cetina (9068_CR17) 1994; 11 9068_CR36 9068_CR13 S. Selander (9068_CR38) 2003 9068_CR11 9068_CR33 9068_CR10 9068_CR31 J. Linderoth (9068_CR21) 2004 9068_CR30 G. R. Kress (9068_CR20) 2001 J. Fiske (9068_CR12) 1990 I. Berlin (9068_CR4) 2000 J. Rosen (9068_CR32) 2001 R. Säljö (9068_CR34) 2005 M. Douglas (9068_CR9) 1996 9068_CR29 9068_CR28 9068_CR5 F. Lindstrand (9068_CR22) 2006 9068_CR27 9068_CR7 9068_CR25 Y. Masuda (9068_CR26) 1982 M. Douglas (9068_CR8) 1986 9068_CR43 |
| References_xml | – reference: BerlinI.The roots of romanticism2000LondonPimlico – reference: Knorr CetinaK. D.Primitive classification and postmodernity: Towards a sociological notion of fictionTheory, Culture & Society199411312310.1177/026327694011003001 – reference: Otnes, H. (2001). Hvor interactive er de interactive tekstene? In S. Selander & D. Skjelbred (Eds.), Fokus på pedagogiske tekster. Artikler fra prosjektet Valg, vurdering og kvalitetsutvikling av lærebøker og andre læremidler. Notat No 5. Skrifter fra Høgskolen i Vestfold, Tønsberg. – reference: Holm Sörensen, B., Danielsen, O., Nielsen, J. (2006). Children’s informal learning in the context of schools of the knowledge society. Springer Science + Business Media, LLC. – reference: BowkerG. C.StarS. L.Sorting things out. Classification and its consequences2000Cambridge, MassMIT Press Ltd – reference: Selander, S., Åkerfeldt, A., & Engström, S. (2007). Resurser för lärande i en digital miljö––om “Learning Design Sequences” I. In S. Knudsen, D. Skjelbred & B. Aamotsbakken (Eds.), Tekst i vekst. Oslo: Novus Forlag. – reference: DouglasM.Thought styles1996LondonSAGE Publications – reference: SäljöR.Lärande och kulturella redskap: om lärprocesser och det kollektiva minnet2005StockholmNorstedts akademiska förlag – reference: Cleverlearning’s press release 2006-09-19. http://www.cleverlearning.se/Pressrelease_e-learning_i_skolan.pdf – reference: LovelessA.Creating spaces in the primary curriculum: ICT in creative subjectsThe Curriculum Journal200314Spring521 – reference: Orwell, G. (2005/1949). 1984. UK: Ediciones Notes. – reference: SelanderS.RostvallA.-L.SelanderS.Tecken för lärande – tecken på lärande. Ett designteoretiskt perspektivDesign för lärande2008StockholmNorstedts Akademiska Förlag – reference: Kress, G. R., Jewitt, C., Ogborn, J., & Tsatsarelis, C. (2001). Multimodal teaching and learning. The rhetorics of the science classroom. London, New York: Continuum. – reference: Orwell, G. (2004/1945). Animal farm. London: Nick Hern Books. – reference: MasudaY.Information society as post-industrial society1982Somerset, UKTransaction Publishers – reference: Selander, S. & van Leeuwen, T. (1999). Vad gör en text? I. In C.-A. Säfström & L. Östman (Eds.), Textanalys. Lund: Studentlitteratur. – reference: RosenJ.The talmud & the internet2001LondonContinuum Books – reference: Bäckström, Å. (2005). Spår––om brädsportskultur, informella lärprocesser och identitet. Stockholm: HLS Förlag. – reference: Vattimo, G. (1997). Utöver tolkningen. Hermeneutikens betydelse. Göteborg: Daidalos. (These texts are translated from various sources like Oltre l’interpretazione och Etica dell’interpretazione; 1988–1994). – reference: LinderothJ.Datorspelandets mening. Bortom idén om den interaktiva illusionen2004GöteborgActa Universitatis Gothoburgensis – reference: KressG. 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