Learning as Reflective Crossaction
The Example of Learning Expeditions
Zu finden in: Digital Didactical Designs, 2015
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In the earlier chapters, I proposed to see our digital networked world from the perspective of CrossActionSpaces where offline and online settings are smelting together. Such spaces are full of potential for communication; they are made through communication but also restricted and limited by roles that the actors play and the expectation patterns the actors have (Chapter 2). When human action is changing toward several cross-actions (Chapter 3), we can ask what learning is. Learning in such a world that is full of communication spaces is reflective doing and conducive of reflective cross-actions. In this chapter, I illustrate what this means, how it can be understood, how reflective multi-cross-actions can be characterized and what it requires to design for them. I use the example of learning expeditions to clarify reflective cross-actions, how it can be used in classrooms and how to design for learning expeditions. Since it is a highly dynamic set of cross-actions, the term ‘multi-cross-action’ refers to this phenomenon.Von Isa Jahnke im Buch Digital Didactical Designs (2015) im Text Learning as Reflective Crossaction
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|John Seely Brown, Jerome S. Bruner, Richard E. Clark, Allan Collins, Thomas M. Duffy, Richard Halverson, Jane Howland, Isa Jahnke, David H. Jonassen, Paul A. Kirschner, Timothy D. Koschmann, Bruno Latour, Jean Lave, Rose M. Marra, Joi Moore, Christian Pleul, Mike Sharples, George Siemens, Gerry Stahl, Dan Suthers, John Sweller, Josie Taylor, A. Erman Tekkaya, Claudius Terkowsky, Giasemi Vavoula, Etienne Wenger|