yes

关键词

互联式学习,角色扮演,学习轨迹,终身学习,参与性文化,案例研究,定性式分析,文化研究

摘要

互联式学习解释了人们如何建立学习途径以连接他们的兴趣、关系、和正式学习,以导向诸如个人职业生涯的未来机遇。然而,大多数学习系统并未很好地为互联式学习设置起来;例如,大多数学校仍然将学科作为分离的单元来教,这些分离单元与学生“校外兴趣”并不相关联。我们对与青少年学习相连的互联学习生态的自然发生结构依然了解得不够,这种学习跨越了多种内容,并帮助他们跟随通向事业生涯或其他理想出路的途径。更多地去了解这些途径中到底什么奏效将使我们可以设计互联式学习环境,来帮助更多的年轻人获得这些理想的机会。本文对两个角色扮演研究案例进行了分析,这些业余爱好者按媒体角色制作自己的服装并穿去参加粉丝大会,他们得益于良好发育的互联式学习生态环境。我们的案例获自一个较大规模的访谈研究,并作为互联学习的令人信服的样板来研究的。新兴的重要主题还包括他人的关系和关照他人时的保证人身份、独特的途径始于困难带来的挑战、经济方面的机会与角色扮演相关、以及与正式的学校学习经验的对比。这就涉及到我们如何设计互联式学习生态,为在朝着实现未来的独特途径上前进的所有学习者提供支持。

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参考资料

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技术信息

收到: 31-05-2018

修订: 27-06-2018

公认: 01-08-2018

OnlineFirst: 15-11-2018

发布日期: 01-01-2019

文章修改时间: 27 天 | 期刊编号的平均时间修订 58: 41 天

文章接受时间: 62 天 | 期刊编号的平均接受时间 58: 74 天

预印本编辑时间: 170 天 | 期刊编号的平均编辑时间预印 58: 182 天

文章编辑时间: 215 天 | 期刊编号的平均编辑时间 58: 227 天

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被引用

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Bender, S., & Peppler, K. (2019). Connected learning ecologies as an emerging opportunity through Cosplay. [Los entornos de aprendizaje conectado como oportunidad emergente mediante el Cosplay]. Comunicar, 58, 31-40. https://doi.org/10.3916/C58-2019-03

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