Formalized Informal Learning: ICT and Learning for the 21st Century

Karin Tweddell Levinsen; Birgitte Holm Sorensen

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Formalized Informal Learning: ICT and Learning for the 21st Century

机译：正式的非正式学习：ICT与面向21世纪的学习

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Longitudinal research projects into social practices are both subject to and capture changes in society, meaning that research is conducted in a fluid context and that new research questions appear during the project's life cycle. In the present study emerging new performances and uses of ICT are examined and the relation between network society competences, learners' informal learning strategies and ICT in formalized school settings over time is studied. The authors find that aspects of ICT like multimodality, intuitive interaction design and instant feedback invites an informal bricoleur approach. When integrated into certain designs for teaching and learning, this allows for Formalized Informal Learning and support is found for network society competences building.

机译：关于社会实践的纵向研究项目既受制于社会，也捕捉到了社会的变化，这意味着研究是在不固定的背景下进行的，并且在项目的生命周期中出现了新的研究问题。在本研究中，研究了新兴的信息通信技术的新性能和用途，并研究了随着时间的推移，正规学校环境中网络社会能力，学习者的非正式学习策略与信息通信技术之间的关系。作者发现，诸如多模式，直观的交互设计和即时反馈之类的ICT方面，都采用了非正式的Bricoleur方法。将其集成到某些教学设计中后，便可以进行形式化的非正式学习，并为网络社会能力建设提供支持。

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来源
《International Journal of Digital Literacy and Digital Competence》 |2011年第1期|7-26|共20页
作者
Karin Tweddell Levinsen; Birgitte Holm Sorensen;
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作者单位

Aarhus University, Denmark;

Aarhus University, Denmark;

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原文格式 PDF
正文语种 eng
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关键词
Digital Literacy; E-Learning; ICT; Key Competences; Learning; Network Society; Self-Programming;

机译：数字素养;电子学习;ICT;关键能力;学习;网络协会;自编程;

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Formalized Informal Learning: ICT and Learning for the 21st Century

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