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ERIC Number: EJ1235580
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2001-7480
EISSN: N/A
Digital Production and Students as Learning Designers
Sorensen, Birgitte Holm; Levinsen, Karin Tweddell
Designs for Learning, v7 n1 p54-75 2014
Today's digitalization allows users to interact, collaborate, communicate and create user-generated content. The technology is intuitive and easy to use even for young children, and new learning opportunities emerge. Particularly, students' production as a learning form benefits from digitalization as the new opportunities enable young students to integrate their playing competencies and skills into the formal school learning. This paper presents and discusses a theory regarding students' digital production from a learning and design-for-learning perspective, which is generated based on the project Netbook 1:1 (2009-2012), where information and communication technology (ICT) was readily accessible for each child at school and at home in grades 1-3 at two Danish public schools. The paper presents a Four Levels Design for Learning Model, which can be used for both design for learning and analyses of learning processes. The discussion is supported by empirical examples from the project, which explored emerging relations amongst ICT, production and subject matter-specific practice (Danish, mathematics and interdisciplinary activities). We understand design for learning as related to both process and agency, and in the study, we have examined and found that students are capable of operating as learning designers.
Stockholm University Press. Stockholm University Library, SE-106 91, Stockholm, Sweden. Web site: https://www.designsforlearning.nu
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Denmark
Grant or Contract Numbers: N/A