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Connected Learning: An Agenda for Research and Design

by Bill Penuel; Jean Rhodes; Julian Sefton-Green; Juliet Schor; Katie Salen; Kris Gutiérrez; Mizuko Ito; S. Craig Watkins; Sonia Livingstone

Jan 1, 2013
  • Computers and Technology
  • Education and Literacy

  • DESCRIPTION

  • KEY FINDINGS

This report is a synthesis of ongoing research, design, and implementation of an approach to education called "connected learning." It advocates for broadened access to learning that is socially embedded, interest-driven, and oriented toward educational, economic, or political opportunity. Connected learning is realized when a young person is able to pursue a personal interest or passion with the support of friends and caring adults, and is in turn able to link this learning and interest to academic achievement, career success or civic engagement. This model is based on evidence that the most resilient, adaptive, and effective learning involves individual interest as well as social support to overcome adversity and provide recognition. This report investigates how we can use new media to foster the growth and sustenance of environments that support connected learning in a broad-based and equitable way. This report also offers a design and reform agenda, grounded in a rich understanding of child development and learning, to promote and test connected learning theories. We begin with an analysis of current economic, social, and technical trends that frame the educational challenges faced by many countries, especially in the Global North -- including the contraction of economic opportunity, growing inequity in access to educational and economic opportunity, and the risks and opportunities of media engagement. Connected learning addresses the gap between in-school and out-of-school learning, intergenerational disconnects, and new equity gaps arising from the privatization of learning. In doing so, connected learning taps the opportunities provided by digital media to more easily link home, school, community and peer contexts of learning; support peer and intergenerational connections based on shared interests; and create more connections with non-dominant youth, drawing from capacities of diverse communities. We also offer an approach to learning, design and program building that can expand the opportunities afforded by a changing media environment while minimizing the risks. Our approach draws on sociocultural learning theory in valuing learning that is embedded within meaningful practices and supportive relationships, and that recognizes diverse pathways and forms of knowledge and expertise. Our design model builds on this approach by focusing on supports and mechanisms for building environments that connect learning across the spheres of interests, peer culture, and academic life. We propose a set of design features that help build shared purpose, opportunities for production, and openly networked resources and infrastructure.

More

  • Observation: Connected learning recognizes learning as an ongoing process that is socially embedded. It aims to enable young people to pursue personal interests with the support of peers and role models, and to propel this exploration into academic achievement, career success, or civic engagement. Tweet
  • Observation: Connected learning recognizes learning as an ongoing process that is socially embedded. It aims to enable young people to pursue personal interests with the support of peers and role models, and to propel this exploration into academic achievement, career success, or civic engagement. Tweet
  • Observation: Connected learning recognizes learning as an ongoing process that is socially embedded. It aims to enable young people to pursue personal interests with the support of peers and role models, and to propel this exploration into academic achievement, career success, or civic engagement. Tweet
  • Observation: Desired collective learning outcomes include individual "21st century skills" (systems thinking, information literacy, creativity, adaptability and more) as well as collective and societal goals. Achievement requires building social contexts where knowledge and skills are valued, civic virtues are embodied, and diverse participants are welcomed. Tweet
  • Observation: Desired collective learning outcomes include individual "21st century skills" (systems thinking, information literacy, creativity, adaptability and more) as well as collective and societal goals. Achievement requires building social contexts where knowledge and skills are valued, civic virtues are embodied, and diverse participants are welcomed. Tweet
  • Observation: Desired collective learning outcomes include individual "21st century skills" (systems thinking, information literacy, creativity, adaptability and more) as well as collective and societal goals. Achievement requires building social contexts where knowledge and skills are valued, civic virtues are embodied, and diverse participants are welcomed. Tweet
  • Observation: New media can amplify opportunity by fostering engagement and self-expression, making learning experiences more accessible, expanding social supports for common interests, and empowering marginalized and non-institutionalized groups. Tweet
  • Observation: New media can amplify opportunity by fostering engagement and self-expression, making learning experiences more accessible, expanding social supports for common interests, and empowering marginalized and non-institutionalized groups. Tweet
  • Observation: New media can amplify opportunity by fostering engagement and self-expression, making learning experiences more accessible, expanding social supports for common interests, and empowering marginalized and non-institutionalized groups. Tweet
Connected Learning: An Agenda for Research and Design

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WHAT TO READ NEXT

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  • Sizing the Opportunity: The Quality and Extent of Online Education in the United States, 2002 and 2003

Published By

  • Digital Media and Learning Research Hub

Funded By

  • John D. and Catherine T. MacArthur Foundation

Copyright

  • Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License

Document Type

  • CaseStudy
  • Report/Whitepaper

Language

  • English

Geography

  • North America / United States
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Title: Connected Learning: An Agenda for Research and Design
Publication date 2013-01-01
Publication Year 2013
Authors Bill Penuel , Jean Rhodes , Julian Sefton-Green , Juliet Schor , Katie Salen , Kris Gutiérrez , Mizuko Ito , S. Craig Watkins , Sonia Livingstone
Copyright holder(s) Digital Media and Learning Research Hub
Geographical Focus North America / United States
Keywords young people , HPA , CONNECTED , boss level , opportunities
Document type CaseStudy , Report/Whitepaper
Language English
URL: https://www.issuelab.org/resource/connected-learning-an-agenda-for-research-and-design.html
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