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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Bibliographic Details
Published in:Studies in philosophy and education Vol. 27; no. 4; pp. 267 - 281
Main Author: Selander, Staffan
Format: Journal Article
Language:English
Published: Dordrecht Springer Netherlands 01.07.2008
Springer
Springer Nature B.V
Subjects:
Communication
contextual framing
Critical incidents
Cultural Pluralism
Curricula
designs for learning
Education
Educational Philosophy
Educational Resources
formation and transformation of knowledge
Global Approach
global learning
Globalization
Identity formation
Information sharing
Information Transfer
Internet
Knowledge
Learning
Learning Processes
Learning resources
Learning Strategies
Mass media effects
Meaning
meaning making
Media
Multiculturalism & pluralism
Music
National Curriculum
Philosophy of Education
Role of Education
Sequences
Sociocultural Patterns
Students
Studies
Teaching
Teaching Methods
text and media genres
Textbooks
Texts
Transformation
Meaning making
Formation and transformation of knowledge
Text and media genres
Global learning
Interpretative space
Designs for learning
Contextual framing
ISSN:0039-3746, 1573-191X, 1573-191X
Online Access:Get full text
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Summary: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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ISSN:0039-3746
1573-191X
1573-191X
DOI:10.1007/s11217-007-9068-9