Designing Disruptions for Productive Hybridity: The Case of Walking Scale Geometry
Designing Disruptions for Productive Hybridity: The Case of Walking Scale Geometry
复制标题
为生产混合性设计颠覆：步行尺度几何的案例
DOI：
10.1080/10508406.2016.1180297
复制
发表时间：
2016
影响因子：
3.8
通讯作者：
Jasmine Y. Ma
中科院分区：
文献类型：
--
作者：
Jasmine Y. Ma
本文探讨了设计混合教学环境的另一种策略。而不是桥接家庭或社区基金的知识与学校的学习，我建议设计中断典型的学校做法，邀请学生招募校外资源有意义的和明智的，他们为了抓住学校价值的概念。我首先从概念上研究这种设计策略，然后通过一个名为“行走尺度几何”的案例，旨在破坏典型教室几何的尺度。这种重大的破坏有4个相互关联的后果，学生必须发明新的工具和策略来构建几何图形，活动空间和学习转变，学生定位于新的视觉视角，劳动分工被重新分配。我分析了这4个后果如何发挥在步行规模几何的一集，在学生招募的资源和概念代理的部署，然后评论设计中断和混合学习设置的一些影响。
This article explores an alternative strategy for designing hybrid instructional environments. Rather than bridging home or community funds of knowledge with school learning, I propose designing disruptions to typical school practices to invite students to recruit out-of-school resources meaningful and sensible to them in order to grapple with school-valued concepts. I examine this design strategy first conceptually, then through a case called walking scale geometry, designed to disrupt the scale of typical classroom geometry. This major disruption has 4 interrelated consequences in that students must invent new tools and strategies for constructing geometry figures, spaces of activity and learning shift, students are positioned with new visual perspectives, and the division of labor is redistributed. I analyze how these 4 consequences played out in an episode of walking scale geometry, in relation to the deployment of student-recruited resources and conceptual agency, then comment on some implications for designing disruptions and hybrid learning settings.