Teachers Insights Into Connected Learning Networks: Emerging Activities and Forms of Participation
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CitationVartiainen, Henriikka. Nissinen, Saara. Pöllänen, Sinikka. Vanninen, Petteri. (2018). Teachers Insights Into Connected Learning Networks: Emerging Activities and Forms of Participation. AERA open, 4 (3) , 1-17. 10.1177/2332858418799694.
The aim of this socioculturally informed study is to explore teachers’ insights into connected-learning activities and networks. An instructional approach based on design-oriented pedagogy (DOP) was employed for a teachers’ in-service project in Finland. An open-ended design task for the participating teachers and educators from kindergartens (N = 27) and primary schools (N = 2) involved designing and implementing a forest-related learning project with their own students or kindergarten children. A deductive content analysis of openly published project portfolios revealed that the teachers and educators harnessed learner interest as a basis for connecting with peers, family, external experts, and extended environments through diverse physical and digital information resources, tool-mediated activities, and the externalization of the learners’ evolving object-oriented ideas. Conclusions are drawn about extended learning networks and activities that afforded inquiry activities to emerge.
Subjectsconnected learning participatory learning design-oriented pedagogy extended learning networks teacher collaboration
Link to the original itemhttp://dx.doi.org/10.1177/2332858418799694
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