Co-creation of Learning: A Concept Analysis
Co-creation of Learning: A Concept Analysis
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共同创造学习：概念分析
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
T. Ponomarenko
中科院分区：
文献类型：
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作者：
Lina Kaminskienė;V. Žydžiūnaitė;Vaida Jurgilė;T. Ponomarenko
本文介绍了共同创造学习的概念分析的结果，并讨论了如何将这一概念应用于教育语境中。学习的共生概念是一个边缘概念，越来越多地被应用于各个领域，然而，现有的教育文献中缺乏关于这一主题的现有理论。概念分析的目的是将共同创造学习的概念分解成更简单的要素，以提高清晰度，同时通过赋予特定概念特定的含义，在教育中提供相互理解。概念分析反映了当代教育中的情况，即学习成为一种共同创造的实践，以伙伴关系和合作为基础，教师和学生的角色发生变化；它发生在课程实施的不同阶段。本文讨论了学习共创概念的基本属性，即协同过程、协同输出、变革性互动与教师地位、学习者中介、新的学习空间、自我创作、学习共同体与学习伙伴关系、元认知实践与价值共同创造。研究表明，共同创造学习可以被相关和创造性的教学策略成功地促进和支持。它们包括生成性对话、协商、协作工作、参与式设计模式等。无等级关系、灵活的课程和支架式做法、形成性评估被确定为共同创造学习的前提条件，而附加值、学习所有权的增加、更好地参与学习过程和赋予学习者权力等因素被确定为共同创造学习的结果。
This paper presents the results of the concept analysis of co-creation of learning and discusses how this concept is applied in the educational context. The concept co-creation of learning is a border concept, which is increasingly used in diverse areas, however, there is a lack of a current theory regarding the subject in the existing educational literature. The objective of the concept analysis was to make a dissection of the concept of co-creation of learning into simpler elements to promote clarity while providing mutual understanding within education by giving the particular concept a specific meaning. The concept analysis reflects the situation in contemporary education when learning becomes a co-creative practice and is based on partnership and collaboration, changing roles of teachers and students; it takes place at different stages of curriculum implementation. The article discussed the defined key attributes of the concept cocreation of learning, which are linked to collaborative process, collaborative output, transformative interaction and teacher position, learner’s agency, new space for learning, self-authorship, learning community and partnership in learning, metacognitive practices and value co-creation. The research revealed that co-creation of learning can be successfully enhanced and supported by relevant and creative pedagogical strategies. They include generative dialogue, negotiation, collaborative work, participatory design model and others. Non-hierarchical relationships, flexible curriculum and scaffolding practices, formative assessment were identified as the antecedents for co-creation of learning to emerge while such factors as added value, increased learning ownership, better engagement in the learning process and learners’ empowerment were identified as the consequences of co-creation of learning.