From Designed to Spontaneous Technologically Enhanced Learning Communities: An Introduction

Lynn Schofield Clark, Oren Golan

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

With the advent of new media, knowledge has been made accessible on an unprecedented global scale. Given information’s ubiquity, questions arise regarding not only how we understand what knowledge is, but also what the responsibilities are for the society that participates in its production. Charting recent educational and social scientific efforts to scaffold learning, the chapter discusses connected learning, an emergent umbrella term that refers to how learners traverse between formal and informal settings. Through this framework, the chapter sets out to address learners’ knowledge practices as they navigate between designed and spontaneous or “situated” learning. Accordingly, we identify challenges as educators seek to become agents of positive transformation in the digital age. Online information outlets are, on the one hand, agents for social reproduction and, on the other hand, agents for socioeducational change and individual advancement.
Original languageEnglish
Title of host publicationLearning In a Networked Society
Subtitle of host publicationSpontaneous and Designed Technology Enhanced Learning Communities
EditorsYael Kali, Ayelet Baram-Tsabari, Amit M. Schejter
Place of PublicationCham
PublisherSpringer International Publishing AG
Pages139-144
Number of pages6
ISBN (Print)978-3-030-14610-8
DOIs
StatePublished - 2019

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