Designing for Learning in a Networked World provides answers to the following questions: what skills are required for living in a networked world; how can educators design for learning these skills and what role can and should networked learning play in a networked world? It discusses central theoretical concepts and draws on current debates about competences necessary to thrive in contemporary society. The book presents detailed analyses of skills needed and investigates the question of how one can design for learning in specific empirical cases, ranging in academic level from preschool to university teaching.
The book clarifies the different conceptions of design within the educational field and offers a framework for thinking critically about instances of networked learning. It analyses digital and Computational Literacy and discusses participatory skills for learning in a networked world. Examples of specific empirical cases include teaching programming to students not necessarily intrinsically motivated to learn; facilitation of a participatory public in the library and designs for children’s transition from day-care to primary school, discussed as a matter of networked contexts.
Engaging thoughtfully with the question of ‘21st century skills’, this book will be vital reading to scholars, researchers and students within the fields of education, networked learning, learning technology and the learning sciences, digital literacy, design for learning, and library studies.
Table of Contents
Part 1. Common framework Chapter 1. Introduction: competence demands in today's networked world Chapter 2. Design in educational research – clarifying conceptions and presuppositions Chapter 3. Networked learning in a networked world Chapter 4. Assessing network technologies for learning Part 2. Skills for a networked world Chapter 5. Teaching in a networked world – skills, knowledge and beliefs Chapter 6. Participatory skills for learning in a networked world Chapter 7. Facilitating participation: Redefinition of library competence in a networked world Chapter 8. Digital literacy – cognitive strategies, genre skills and situated practice Chapter 9. Computational Literacy skill set – an incremental approach Part 3. Case studies: Designing for developing skills in a networked world Chapter 10. Guided tinkering as a design for learning programming Chapter 11. Designing for transition from day-care to school Chapter 12. Design principles for designing simulated social practices Chapter 13. Guidance practices for citizens’ interactions with e-government solutions Chapter 14. Intermediaries and intermediating tools as instruments for digital literacy in Bangladesh Chapter 15. Conclusion: designing for learning in a networked world
Nina Bonderup Dohn is Associate Professor in the Department of Design and Communication at the University of Southern Denmark.
"The networked world calls urgently for the kind of design that this volume systematically proposes. Globalization, overpopulation, climate change, economic inequality, political bubbles and religious fanaticism demand new forms of interpretation, comprehension and collective response. They require educated citizens who can critically analyze conflicting views, follow intricate lines of argumentation, understand complex models of evolving phenomena and organize effective democratic reactions. Networked learning with collaboration and computer support can only succeed in preparing students with the necessary social practices, participatory skills and transformed knowledge abilities through careful, innovative educational design such as clearly detailed in this book."
Gerry Stahl, Professor Emeritus, Drexel University.
"This is an impressively thoughtful and determinedly practical book: an illustration of what can be achieved when applied philosophy meshes with messy practices. The spaces where technology, education and design are co-evolving can be hard to picture, let alone describe. The contributors to this book have jointly succeeded in reframing and expanding our conceptions of some crucial aspects of learning and teaching in a networked world. Their example prompts and provides for greater self-scrutiny in the heady work of educational innovation."
Peter Goodyear, Professor of Education, The University of Sydney.