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Learning across Contexts in the Knowledge Society

  • Book
  • © 2016

Overview

Editors:
  1. Ola Erstad

    1. Department of Education, University of Oslo, Norway

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  2. Kristiina Kumpulainen

    1. Department of Teacher Education, University of Helsinki, Finland

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  3. Åsa Mäkitalo

    1. Department of Education, Communication and Learning, University of Gothenburg, Sweden

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  4. Kim Christian Schrøder

    1. Department of Communication, Business and Information Technologies, Roskilde University, Denmark

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  5. Pille Pruulmann-Vengerfeldt

    1. Institute of Social Studies, University of Tartu, Estonia

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  6. Thuridur Jóhannsdóttir

    1. School of Education, University of Iceland, Iceland

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  • This book explores new conceptions of learning that are better suited to the needs and challenges of the knowledge society
  • This book traces experiences of students across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different learning practices
  • From a specific Nordic perspective, this book asks whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing which underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century

Part of the book series: The Knowledge Economy and Education (KNOW)

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Table of contents (13 chapters)

  1. Front Matter

    Pages i-vii
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    1. Tracing Learning Experiences Within and Across Contexts

      • Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt, Thuridur Jóhannsdóttir
      Pages 1-13

    2. Connecting Learning across School and Out-of-School Contexts

      • Antti Rajala, Kristiina Kumpulainen, Jaakko Hilppö, Maiju Paananen, Lasse Lipponen
      Pages 15-35

  3. Practices and Experiences of Meaning-Making

    1. Front Matter

      Pages 37-37
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    2. Deciphering the Anatomy of Scientific Argumentation

      • Emma Edstrand, Annika Lantz-Andersson, Roger Säljö, Åsa Mäkitalo
      Pages 39-60

    3. The Performative Relation Between Storyteller, Story, and Children

      • Kristin Aadland
      Pages 61-84

    4. The Dangers of having Fun – Doing Production Work in School

      • Synnøve H. Amdam
      Pages 85-108

  4. Boundaries and Bridges of Learning

    1. Front Matter

      Pages 109-109
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    2. The Meaning of Context

      • Sanne Raith
      Pages 111-130

    3. Primary Schools Crossing Boundaries

      • Reetta Hyvärinen, Marjaana Kangas, Leena Krokfors
      Pages 131-144

    4. Exploring Funds of Knowledge During Educational Transitions

      • Solveig Roth
      Pages 145-159

  5. Agency and Engagement Using Digital Tools

    1. Front Matter

      Pages 161-161
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    2. Learning as a Hybrid

      • Anna Mikkola, Kristiina Kumpulainen
      Pages 163-177

    3. The Carbon Footprint as a Mediating Tool in Students’ Online Reasoning about Climate Change

      • Géraldine Fauville, Annika Lantz-Andersson, Åsa Mäkitalo, Sam Dupont, Roger Säljö
      Pages 179-201

    4. Interacting with the World

      • Skúlína Hlíf Kjartansdóttir, Sólveig Jakobsdóttir
      Pages 203-223

    5. Pedagogy of Connection

      • Agnese Karaseva
      Pages 225-240
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Keywords

About this book

Developments within the “knowledge society,” especially those resulting from technological innovation, have intensified an interest in the relationship between different contexts and multiple sites of learning across what is often termed as formal, non-formal and informal learning environments. The aim of this book is to trace learning and experience across multiple sites and contexts as a means to generate new knowledge about the borders and edges of different practices and the boundary crossings these entail in the learning lives of young people in times of dynamic societal, environmental, economic, and technological change. The empirical research discussed in this book has grown out of a Nordic network of researchers. The research initiatives in the Nordic countries tend to avoid the more spectacular debates over the future of the educational institutions that tend to dominate and obscure discussions on education in the knowledge society, and which look to models of informal learning, whether in the “learning communities” of workplaces and families or in the new socio-technical spaces of the Internet, as a source of alternative educational strategies. Rather, Nordic researchers more modestly ask whether it is possible to envisage new models of teaching and learning which take seriously both the responsibility to social justice and social wellbeing, which, at least rhetorically, underpinned a commitment to mass education of the 20th century, as well as to the radical challenges to traditional educational models offered by the new socio-technical spaces and practices of the 21st century.
      

Editors and Affiliations

  • Department of Education, University of Oslo, Norway

    Ola Erstad

  • Department of Teacher Education, University of Helsinki, Finland

    Kristiina Kumpulainen

  • Department of Education, Communication and Learning, University of Gothenburg, Sweden

    Åsa Mäkitalo

  • Department of Communication, Business and Information Technologies, Roskilde University, Denmark

    Kim Christian Schrøder

  • Institute of Social Studies, University of Tartu, Estonia

    Pille Pruulmann-Vengerfeldt

  • School of Education, University of Iceland, Iceland

    Thuridur Jóhannsdóttir

Bibliographic Information

  • Book Title: Learning across Contexts in the Knowledge Society

  • Editors: Ola Erstad, Kristiina Kumpulainen, Åsa Mäkitalo, Kim Christian Schrøder, Pille Pruulmann-Vengerfeldt, Thuridur Jóhannsdóttir

  • Series Title: The Knowledge Economy and Education

  • DOI: https://doi.org/10.1007/978-94-6300-414-5

  • Publisher: SensePublishers Rotterdam

  • eBook Packages: Education, Education (R0)

  • Copyright Information: SensePublishers-Rotterdam, The Netherlands 2016

  • eBook ISBN: 978-94-6300-414-5Published: 10 February 2016

  • Edition Number: 1

  • Number of Pages: VIII, 225

  • Topics: Education, general

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