Connected learning

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Connected learning is a type of learning in which a young person pursues a personal interest with friends and adults. This learning method is linked to academic achievement, career success, or civic engagement. [1] The approach leverages new media to broaden access to opportunities and meaningful learning experiences. [1] [2] The connected learning model suggests that youth learn best when they are interested in what they are learning, have peers and mentors who share these interests, and their learnings are directed toward opportunity and recognition. [1] [2] According to the proponents of connected learning, social support for interest-driven learning and connections drive individual learning outcomes. [1] [2] Platforms that support connected learning are generally characterized as having a sense of shared purpose, a focus on production, and openly networked infrastructures.[ citation needed ]

Contents

History

Connected learning has been a term used in research since the early 1990s. [3] [4] The original usages piggybacked on the concept of connected knowing, [5] which emphasized the importance of context in the development of knowledge for women. The term was cited in a large number of articles around this time, in connection with hands-on education such as fieldwork [4] or internships, which are tied to the concept of learning in context. Early research that used the term "connected learning" also shared the common theme of the importance of mentoring for learning outcomes. [6] In 2000, the term "connected learning" began to be used in research publications to refer to various project-based, networked, social, and information-age learning. [7] [8] [9] [10] Cronwell and Cronwell created the first "framework and organizing set of principles to guide educational research and development (p.17). [2] This research was supported by the Center for Internet Research. This connected learning framework is based on the following set of principles:

This idea of connected learning is supposed to be an alternative to traditional in-school instruction. They label this connected learning framework as a work in progress that needs more research to support it. However, no further research has been completed on this framework.

Examples

Examples of learning environments that integrate peer, interest, and academic pursuits include athletics programs that are tied to in-school recognition, certain arts and civic learning programs, and interest-driven academic programs such as math, chess, or robotics competitions. These connected learning environments embody values of equity, social belonging, and participation. Connected learning environments include a sense of shared purpose, a focus on production, and openly networked infrastructures. [1] Learning platforms that embody principles of connected learning include:

Reception

Connected learning, since its recent ramp-up, has been well received from the global education community. [12] [13] [14] [15] [16] [17] Educators and policymakers have raised concerns regarding the new model of learning laid out by research and practitioner groups, which included:

Connected Learning Research Network chair Mimi Ito responded to the criticism by pointing out that, "the connected learning principles were developed with a very diverse range of practitioners in K–12 and other learning institutions like museums and libraries, as well as people working in popular culture/media, technology, and university researchers. So, while the research network hopes to provide a research component to feed the broader connected learning effort, we are by no means the driving force behind it.” [17]

Related Research Articles

Instructional design (ID), also known as instructional systems design and originally known as instructional systems development (ISD), is the practice of systematically designing, developing and delivering instructional materials and experiences, both digital and physical, in a consistent and reliable fashion toward an efficient, effective, appealing, engaging and inspiring acquisition of knowledge. The process consists broadly of determining the state and needs of the learner, defining the end goal of instruction, and creating some "intervention" to assist in the transition. The outcome of this instruction may be directly observable and scientifically measured or completely hidden and assumed. There are many instructional design models but many are based on the ADDIE model with the five phases: analysis, design, development, implementation, and evaluation.

Science education is the teaching and learning of science to school children, college students, or adults within the general public. The field of science education includes work in science content, science process, some social science, and some teaching pedagogy. The standards for science education provide expectations for the development of understanding for students through the entire course of their K-12 education and beyond. The traditional subjects included in the standards are physical, life, earth, space, and human sciences.

The National Science Education Standards (NSES) represent guidelines for the science education in primary and secondary schools in the United States, as established by the National Research Council in 1996. These provide a set of goals for teachers to set for their students and for administrators to provide professional development. The NSES influence various states' own science learning standards, and statewide standardized testing.

<span class="mw-page-title-main">Andragogy</span> Methods and principles in adult education

Andragogy refers to methods and principles used in adult education. The word comes from the Greek ἀνδρ- (andr-), meaning "adult male", and ἀγωγός (agogos), meaning "leader of". Therefore, andragogy literally means "leading men ", whereas "pedagogy" literally means "leading children".

<span class="mw-page-title-main">Constructivism (philosophy of education)</span> Philosophical viewpoint about the nature of knowledge; theory of knowledge

Constructivism is a theory in education which posits that individuals or learners do not acquire knowledge and understanding by passively perceiving it within a direct process of knowledge transmission, rather they construct new understandings and knowledge through experience and social discourse, integrating new information with what they already know. For children, this includes knowledge gained prior to entering school. It is associated with various philosophical positions, particularly in epistemology as well as ontology, politics, and ethics. The origin of the theory is also linked to Swiss developmental psychologist Jean Piaget's theory of cognitive development.

Information and communications technology (ICT) is an extensional term for information technology (IT) that stresses the role of unified communications and the integration of telecommunications and computers, as well as necessary enterprise software, middleware, storage and audiovisual, that enable users to access, store, transmit, understand and manipulate information.

<span class="mw-page-title-main">Project-based learning</span> Learner centric pedagogy

Project-based learning (PBL) is a student-centered pedagogy that involves a dynamic classroom approach in which it is believed that students acquire a deeper knowledge through active exploration of real-world challenges and problems. Students learn about a subject by working for an extended period of time to investigate and respond to a complex question, challenge, or problem. It is a style of active learning and inquiry-based learning. PBL contrasts with paper-based, rote memorization, or teacher-led instruction that presents established facts or portrays a smooth path to knowledge by instead posing questions, problems, or scenarios.

Educational technology is the combined use of computer hardware, software, and educational theory and practice to facilitate learning. When referred to with its abbreviation, "EdTech," it often refers to the industry of companies that create educational technology. In EdTech Inc.: Selling, Automating and Globalizing Higher Education in the Digital Age, Tanner Mirrlees and Shahid Alvi (2019) argue "EdTech is no exception to industry ownership and market rules" and "define the EdTech industries as all the privately owned companies currently involved in the financing, production and distribution of commercial hardware, software, cultural goods, services and platforms for the educational market with the goal of turning a profit. Many of these companies are US-based and rapidly expanding into educational markets across North America, and increasingly growing all over the world."

Culturally relevant teaching or responsive teaching is a pedagogy grounded in teachers' practice of cultural competence, or skill at teaching in a cross-cultural or multicultural setting. Teachers using this method encourage each student to relate course content to their cultural context.

Computer-supported collaborative learning (CSCL) is a pedagogical approach wherein learning takes place via social interaction using a computer or through the Internet. This kind of learning is characterized by the sharing and construction of knowledge among participants using technology as their primary means of communication or as a common resource. CSCL can be implemented in online and classroom learning environments and can take place synchronously or asynchronously.

Education reform in the United States since the 1980s has been largely driven by the setting of academic standards for what students should know and be able to do. These standards can then be used to guide all other system components. The SBE reform movement calls for clear, measurable standards for all school students. Rather than norm-referenced rankings, a standards-based system measures each student against the concrete standard. Curriculum, assessments, and professional development are aligned to the standards.

Arts integration differs from traditional education by its inclusion of both the arts discipline and a traditional subject as part of learning The goal of arts integration is to increase knowledge of a general subject area while concurrently fostering a greater understanding and appreciation of the fine and performing arts. The John F. Kennedy Center for the Performing Arts defines arts integration as "an approach to teaching in which students construct and demonstrate understanding through an art form. Students engage in a creative process which connects an art form and another subject and meets evolving objectives in both."

Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject. Inquiry-based learning is often assisted by a facilitator rather than a lecturer. Inquirers will identify and research issues and questions to develop knowledge or solutions. Inquiry-based learning includes problem-based learning, and is generally used in small-scale investigations and projects, as well as research. The inquiry-based instruction is principally very closely related to the development and practice of thinking and problem-solving skills.

E-learning theory describes the cognitive science principles of effective multimedia learning using electronic educational technology.

<span class="mw-page-title-main">Open education</span> Educational movement

Open education is an educational movement founded on openness, with connections to other educational movements such as critical pedagogy, and with an educational stance which favours widening participation and inclusiveness in society. Open education broadens access to the learning and training traditionally offered through formal education systems and is typically offered through online and distance education. The qualifier "open" refers to the elimination of barriers that can preclude both opportunities and recognition for participation in institution-based learning. One aspect of openness or "opening up" education is the development and adoption of open educational resources in support of open educational practices.

Connectivism is a theoretical framework for understanding learning in a digital age. It emphasizes how internet technologies such as web browsers, search engines, wikis, online discussion forums, and social networks contributed to new avenues of learning. Technologies have enabled people to learn and share information across the World Wide Web and among themselves in ways that were not possible before the digital age. Learning does not simply happen within an individual, but within and across the networks.

Competency-based learning or competency-based education is a framework for teaching and assessment of learning. It is also described as a type of education based on predetermined "competencies," which focuses on outcomes and real-world performance. Competency-based learning is sometimes presented as an alternative to traditional methods of assessment in education.

Online communication between home and school is the use of digital telecommunication to convey information and ideas between teachers, students, parents, and school administrators. As the use of e-mail and the internet becomes even more widespread, these tools become more valuable and useful in education for the purposes of increasing learning for students, and facilitating conversations between students, parents, and schools.

In education, authentic learning is an instructional approach that allows students to explore, discuss, and meaningfully construct concepts and relationships in contexts that involve real-world problems and projects that are relevant to the learner. It refers to a "wide variety of educational and instructional techniques focused on connecting what students are taught in school to real-world issues, problems, and applications. The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts, equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."

Data-driven instruction is an educational approach that relies on information to inform teaching and learning. The idea refers to a method teachers use to improve instruction by looking at the information they have about their students. It takes place within the classroom, compared to data-driven decision making. Data-driven instruction works on two levels. One, it provides teachers the ability to be more responsive to students’ needs, and two, it allows students to be in charge of their own learning. Data-driven instruction can be understood through examination of its history, how it is used in the classroom, its attributes, and examples from teachers using this process.

References

  1. 1 2 3 4 5 Ito, M.; Gutiérrez, K.; Livingstone, S.; Penuel, B.; Rhodes, J.; Salen, K.; Schor, J.; Sefton-Green, J.; Watkins, S.G. (2013). Connected learning: An agenda for research and design (PDF). Irvine, CA: Digital Media and Learning Research Hub. Archived from the original (PDF) on 2013-08-26. Retrieved 2014-02-19.
  2. 1 2 3 4 5 Cornwell, W. R.; Cornwell, J. R. (2006). "Connected learning: A framework of observation, research and development to guide the reform of education" (PDF). Breckenridge, CO: The Center for Internet Research.
  3. ↑ Schwartz, K. B. (1991). "Clinical reasoning and new ideas on intelligence: Implications for teaching and learning". American Journal of Occupational Therapy. Vol. 45, no. 11. Archived from the original on 2014-05-28. Retrieved 2014-02-19.
  4. 1 2 Lundeberg, M. A.; Moch, S. D. (1995). "Influence of social interaction of cognition: Connected learning in Science". The Journal of Higher Education. Vol. 66, no. 3. JSTOR   2943894.
  5. ↑ Belenky, M. F.; Clinchy, B. M.; Goldberger, N. R.; Tarule, J. M. (1986). Women's Ways of Knowing . New York: Basic Books.
  6. ↑ Tinto, V. (1998). "Colleges as communities: Taking research on student persistence seriously". The Review of Higher Education. Vol. 21, no. 2.
  7. ↑ Vaz, R. F. (2000). "Connected learning: Interdisciplinary projects in international settings". Liberal Education. Vol. 86, no. 1.
  8. ↑ Downes, T.; Zammit, K. (2001). "New literacies for connected learning in global classrooms". Information and Communication Technologies. IFIP Advances in Information and Communication Technology. Vol. 86, no. 1. pp. 113–128. doi:10.1007/978-0-387-35403-3_10. ISBN   978-1-4757-5471-1.
  9. ↑ Kearns, P. (2002). Towards the connected learning society: An international overview of trends in policy for information and communication technology in education. Kambah, Australian Capital Territory: Global Learning Services.
  10. ↑ Cazden, C. B. "Connected learning: "Weaving" in classroom lessons" (PDF). Keynote address for Pedagogy in Practice 2006 conference.
  11. ↑ "Safe Space and Shared Interests: YOUmedia Chicago as a Laboratory for Connected Learning". Connected Learning Alliance. Retrieved 2018-09-05.
  12. ↑ "YALSA 2014 President's Program on Connected Learning". 2013-09-18.
  13. ↑ "Connectedlearning.tv/infographic twitter results".
  14. ↑ "Connectedlearning.tv/what-is-connected-learning twitter results".
  15. ↑ Gerstein, J. (2012-03-02). "Connected learning: A new research-driven initiative".
  16. ↑ Heick, T. (2014-07-13). "Connected learning: The power of social learning models".
  17. 1 2 "Teachers guide to 21st century learning: Connected learning". 15 August 2023.
  18. ↑ "Can connected learning work at the college level?". Archived from the original on 2014-07-25. Retrieved 2014-02-19.
  19. ↑ "The Threat to Connected Learning".
  20. ↑ "Connected Learning: What have they done with Alec, Will, Vicki?". Archived from the original on 2014-04-04. Retrieved 2014-02-19.
  21. ↑ "7 Things you should know about connected learning".
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