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Formal and non-formal digital practices: institutionalizing transactional learning spaces in a media classroom

机译：正式和非正式的数字实践：将媒体教室中的交易性学习空间制度化

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摘要

This article examines how a classroom procedure known as PGE (Plan/Go-through/Evaluate) group work aims at integrating formal and non-formal media experiences and practices into classroom-based media learning. The study displays, on the one hand, how PGE group work emerged and was institutionally embedded in a media course. On the other hand, the study displays how students in this media course negotiated with their teachers by drawing on out-of-school media experiences and production practices in the process of planning classroom work. Empirically, the study draws on ethnographic observation of a vocational media studies course in the age range between 16 and 19 years at the upper secondary level in Norway. Video observations from several hours of PGE group work are analysed in order to document how students are involved in co-planning classroom work together with the course teachers. The analysis is based on cultural historical activity theory (CHAT). This theoretical position is applied in order to foreground tensions between formal institutional obligations and non-formal practices that surface in the classroom, and how an institutional measure such as PGE group work creates a transactional space for handling these differences.View full textDownload full textKeywordsmedia education, digital technology in classrooms, classroom scripts, activity theoryRelated var addthis_config = { ui_cobrand: "Taylor & Francis Online", services_compact: "citeulike,netvibes,twitter,technorati,delicious,linkedin,facebook,stumbleupon,digg,google,more", pubid: "ra-4dff56cd6bb1830b" }; Add to shortlist Link Permalink http://dx.doi.org/10.1080/17439884.2011.549827
机译：本文研究了称为PGE（计划/通过/评估）小组工作的课堂程序如何旨在将正式和非正式的媒体体验和实践整合到基于课堂的媒体学习中。一方面，该研究显示了PGE小组的工作方式，并从制度上将其纳入媒体课程。另一方面，该研究显示了该媒体课程中的学生如何通过在计划课堂工作的过程中利用校外媒体的经验和生产实践与老师进行谈判。根据经验，该研究借鉴了挪威高中年龄在16至19岁之间的职业媒体研究课程的人种学观察。分析了来自PGE小组工作几个小时的视频观察结果，以记录学生如何与课程老师一起参与共同计划课堂工作。该分析基于文化历史活动理论（CHAT）。运用此理论立场是为了凸显正式的制度义务与课堂上浮现的非正式行为之间的紧张关系，以及诸如PGE小组工作之类的制度措施如何为解决这些差异创造交易空间。查看全文下载全文关键字媒体教育，教室中的数字技术，教室脚本，活动理论相关的var addthis_config = {ui_cobrand：“泰勒和弗朗西斯在线”，service_compact：“ citeulike，netvibes，twitter，technorati，delicious，linkedin，facebook，stumbleupon，digg，google，更多”， pubid：“ ra-4dff56cd6bb1830b”};添加到候选列表链接永久链接http://dx.doi.org/10.1080/17439884.2011.549827

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