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ERIC Number: EJ910547
Record Type: Journal
Publication Date: 2010
Pages: 20
Abstractor: As Provided
Reference Count: 24
ISBN: N/A
ISSN: ISSN-1365-893X
Longitudinal, Educational Design Research Investigation of the Temporal Nature of Learning: Taking a Vygotskian Approach
Cook, John
Journal of Interactive Media in Education, 2010
The nature of learning is being augmented by new digital tools, particularly by mobile devices and the networks and structures to which they connect people. In this paper I examine some longitudinal research "threads" that have pervaded my work over the last two decades: (i) the powerful perspectives on learning and development put forward by Vygotsky, (ii) an evolutionary educational design research approach, and (iii) notions surrounding the temporal nature of learning. Specifically, this paper explores these threads through narrative "snap shots" of my research, from the past and present, in order to propose some preliminary thoughts on the nature of what I am calling Augmented Contexts for Development; an extension of Vygotsky's Zone of Proximal Development that takes into account the characteristics of 21st Century mass media structures, agency and practices. There appears to be a generality uncovered by my proposed visualisation/augmentation oriented approach; learners are supported as they co-create temporal contexts where the time field of attention becomes detached from the perceptual field and unfolds itself in time, thus augmenting development and learning. Future work into Augmented Contexts for Development will have as a goal the desire to investigate the means by which digital technology and media can be used to mediate formal and informal learners meaning making as they independently navigate or unfold their attention in relation to temporal dimensions. (Contains 1 table, 4 footnotes and 4 figures.)
Institute of Educational Technology, The Open University. Walton Hall, Milton Keynes, MK7 6AA, UK. e-mail: jime@open.ac.uk; Web site: http://jime.open.ac.uk
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom