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Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences

Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time

Historia Social y de la Educación, 2017, vol. 6, núm. 1, p.1-25

Hipatia Press

Author: Esteban Guitart, Moisès
Serra Bonet, Josep Maria
Vila, Ignasi
Date: 2017
Abstract: Recent work on education, based on sociocultural principles, suggest an expansion of the traditional boundaries of learning research that takes into account the multiple spaces and life trajectories that make up experience across our life-worlds. This article focuses specifically on young people’s significant learning experiences in order to illustrate empirically what learning means - i.e. where, with whom and how - in the ‘new ecology of learning’ based on the informalization and informationalization of learning in XXI century. 43 significant learning experiences were identified from four young students who recorded their specific learning experiences during a week by means of a significant learning experiences journal and photographs they took themselves. The results show the presence of informal, everyday, spontaneous activities among the significant learning experiences detected and the use of digital technologies as learning resources; they also reveal the assistance of friends and family in the learning process. In conclusion, this study illustrates how young people in XXI century are involved in a whole range of different activities across different sites and over time
Format: application/pdf
ISSN: 2014-3567
Document access: http://hdl.handle.net/10256/14484
Language: eng
Publisher: Hipatia Press
Collection: Reproducció digital del document publicat a: http://dx.doi.org/10.17583/hse.2017.2111
Articles publicats (D-PS)
Is part of: Historia Social y de la Educación, 2017, vol. 6, núm. 1, p.1-25
Rights: Attribution 3.0 Spain
Rights URI: http://creativecommons.org/licenses/by/3.0/es/
Subject: Investigació qualitativa
Qualitative research
Societat de la informació
Information society
Aprenentatge actiu
Active learning
Title: Informationalism and informalization of learnings in 21st century. A qualitative study on meaningful learning experiences
Type: info:eu-repo/semantics/article
Repository: DUGiDocs

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