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This book offers a coherent theoretical and multimodal perspective
on research, teaching and learning in different non-formal,
semi-formal, and formal learning environments. Drawing on examples
across a range of different settings, the book provides a
conceptual framework for research on learning in different
environments. It provides conceptual models around learning design
which act as a framework for how to think about contemporary
learning, a guideline for how to do research on learning in
different sites, and a tool for innovative, collaborative design
with other professionals. The book highlights concepts like
multimodal knowledge representations; framing and setting;
transformation, transduction, and re-design; signs of learning and
cultures of recognition in different social contexts. The book
supports innovative thinking on how we understand learning, and
will appeal to academics, scholars and postgraduate students in the
fields of education research and theory, learning sciences, and
multimodal and social semiotics. It will also be of interest to
school leaders, university provosts and professionals working in
education. The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
This book offers a coherent theoretical and multimodal perspective
on research, teaching and learning in different non-formal,
semi-formal, and formal learning environments. Drawing on examples
across a range of different settings, the book provides a
conceptual framework for research on learning in different
environments. It provides conceptual models around learning design
which act as a framework for how to think about contemporary
learning, a guideline for how to do research on learning in
different sites, and a tool for innovative, collaborative design
with other professionals. The book highlights concepts like
multimodal knowledge representations; framing and setting;
transformation, transduction, and re-design; signs of learning and
cultures of recognition in different social contexts. The book
supports innovative thinking on how we understand learning, and
will appeal to academics, scholars and postgraduate students in the
fields of education research and theory, learning sciences, and
multimodal and social semiotics. It will also be of interest to
school leaders, university provosts and professionals working in
education. The Open Access version of this book, available at
www.taylorfrancis.com, has been made available under a Creative
Commons Attribution-Non Commercial-No Derivatives 4.0 license.
* Outlines a holistic, evidence-based mindset shift for designing
and implementing technology-rich learning experiences that are
attentive to social concerns such as equity, ethics, play,
diversity, and democratic participation. * Driven by a balance of
theoretical and methodological chapters with grounded empirical
bases. * Concludes with a future-focused discussion about upcoming
digital competencies and the implications of applying
design-oriented approaches to digital learning practices.
* Outlines a holistic, evidence-based mindset shift for designing
and implementing technology-rich learning experiences that are
attentive to social concerns such as equity, ethics, play,
diversity, and democratic participation. * Driven by a balance of
theoretical and methodological chapters with grounded empirical
bases. * Concludes with a future-focused discussion about upcoming
digital competencies and the implications of applying
design-oriented approaches to digital learning practices.
This book studies learning as a social enterprise, contextually
situated, organized and assessed. It gives a broad theoretic
grounding for an understanding of learning which goes beyond a
common reductionist approach. The book discusses four related
approaches to learning which share a social perspective: social
semiotics and multimodality; a design-theoretic approach to
learning; a socio-cultural perspective; and a perspective of
mimetic learning. Contributing authors consider the theoretical
question of how to understand educational systems, learning and
social communication as historically situated practices. The
chapters in this book analyze key working practices including:
analyzing what learning, remembering and cognitive work is like in
a practice involving different kinds of expertise; problem-solving
and engaging through collaboration; learning and teaching in
different formal, semi- and non-formal environments; a
design-theoretic approach to learning; social semiotic perspectives
on learning; the mimetic and ritual dimension of learning; how
social learning can be organized to support students; how learning
has been conceptualized in psychology and neighbouring research
areas. This book will be of great interest to students and
researchers interested in learning and meaning-making, multimodal
representations and communication, designs for learning, education
and teaching, and social achievement in different formal and
non-formal contexts.
This book presents a broad range of research related to how social
knowledge is shared, transmitted and transformed in the context of
education and professional formation. The chapters of this edited
collection reflect different theoretical and empirical approaches
to that form of common-sense knowledge called social
representations, the theory of which was developed almost a
half-century ago by Serge Moscovici. Scholars from various research
institutions in Brazil, France and Sweden, spanning a wide variety
of disciplines within the social sciences, have contributed
chapters that are grouped into three main categories related to
education, professionalization and transformation of knowledge.
Part I covers theoretical approaches to understanding the
transformation of social knowledge from the perspective of social
representations. Part II analyzes the impact of the theory of
social representations on the transformation of knowledge in the
field of education and professional formation. Finally, Part III
presents several empirical studies focused on the social and
cultural frames that condition the transformation of knowledge.
While the book is devoted to education and the emerging field of
research on professionalization, it will also appeal to anyone with
a general interest in how people acquire their worldviews and how
these views influence their actions.
This book presents a broad range of research related to how social
knowledge is shared, transmitted and transformed in the context of
education and professional formation. The chapters of this edited
collection reflect different theoretical and empirical approaches
to that form of common-sense knowledge called social
representations, the theory of which was developed almost a
half-century ago by Serge Moscovici. Scholars from various research
institutions in Brazil, France and Sweden, spanning a wide variety
of disciplines within the social sciences, have contributed
chapters that are grouped into three main categories related to
education, professionalization and transformation of knowledge.
Part I covers theoretical approaches to understanding the
transformation of social knowledge from the perspective of social
representations. Part II analyzes the impact of the theory of
social representations on the transformation of knowledge in the
field of education and professional formation. Finally, Part III
presents several empirical studies focused on the social and
cultural frames that condition the transformation of knowledge.
While the book is devoted to education and the emerging field of
research on professionalization, it will also appeal to anyone with
a general interest in how people acquire their worldviews and how
these views influence their actions.
This book studies learning as a social enterprise, contextually
situated, organized and assessed. It gives a broad theoretic
grounding for an understanding of learning which goes beyond a
common reductionist approach. The book discusses four related
approaches to learning which share a social perspective: social
semiotics and multimodality; a design-theoretic approach to
learning; a socio-cultural perspective; and a perspective of
mimetic learning. Contributing authors consider the theoretical
question of how to understand educational systems, learning and
social communication as historically situated practices. The
chapters in this book analyze key working practices including:
analyzing what learning, remembering and cognitive work is like in
a practice involving different kinds of expertise; problem-solving
and engaging through collaboration; learning and teaching in
different formal, semi- and non-formal environments; a
design-theoretic approach to learning; social semiotic perspectives
on learning; the mimetic and ritual dimension of learning; how
social learning can be organized to support students; how learning
has been conceptualized in psychology and neighbouring research
areas. This book will be of great interest to students and
researchers interested in learning and meaning-making, multimodal
representations and communication, designs for learning, education
and teaching, and social achievement in different formal and
non-formal contexts.
This open access book provides an introduction to multimodality and
the role of multimodal texts in today's education. Presenting a
comprehensive framework for analysing and working with multimodal
texts in disciplinary education, it serves as a tool for
researchers and teachers alike. The second part of the book focuses
on sample analyses of a variety of educational texts for different
age groups and from different disciplines, including games and
online resources. The authors also comment on the specific
challenges of each text, and how teachers can discuss such texts
with their students to enhance both their understanding of the
content and their multimodal literacy. The book is intended for
researchers in fields like education and multimodal studies, and
for teacher educators, regardless of school subject or age group.
With the combined perspectives on text analysis and implications
for education, the book addresses the needs of teachers who want to
work with multimodal aspects of texts in education in informed
ways, but lack the right tools for such work.
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