Interests-in-motion in an informal, media-rich learning setting
Interests-in-motion in an informal, media-rich learning setting
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在非正式的、媒体丰富的学习环境中激发兴趣
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发表时间：
2016
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影响因子：
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通讯作者：
Ty Hollett
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文献类型：
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作者：
Ty Hollett
许多关于互联学习方法的文献都是针对特定学科或活动(如STEM、音乐制作或游戏设计)确定的青少年兴趣。因此，导师设计以年轻人为重点的项目来服务于这些兴趣。通过对公共图书馆中两个年轻人以《我的世界》为中心的游戏的微观民族志分析，本文对在非正式的、富媒体的环境中学习的研究和设计做出了两个主要贡献。首先，本文不是将青少年的兴趣固定在特定的学科或活动(如STEM、音乐制作或视频游戏)上，而是追踪青少年的兴趣，因为他们在个人和群体中激发和出现了兴趣。然后，它跟随这些利益，因为它们随后随着时间的推移而扩散，成为运动中的利益。其次，对这些动态兴趣的认识可以引导导师开发程序设计，使学习者能够使用人工制品(数字和物理)，学习者可以随着时间的推移逐步配置和重新配置这些人工制品。然后，导师及时进行设计，因为他们利用围绕这些新兴兴趣的能量，创造更多的学习机会作为回应。
Much of the literature related to connected learning approaches youth interests as fixed on specific disciplines or activities (e.g. STEM, music production, or game design). As such, mentors design youth-focused programs to serve those interests. Through a micro-ethnographic analysis of two youth’s Minecraft-centered gameplay in a public library, this article makes two primary contributions to research on learning within, and the design of, informal, media-rich settings. First, rather than approach youth interests as fixed on specific disciplines or activities (e.g. STEM, music production, or video games), this article traces youth interests as they spark and emerge among individuals and groups. Then, it follows those interests as they subsequently spread over time, becoming interests-in-motion. Second, recognition of these interests-in-motion can lead mentors to develop program designs that enable learners to work with artifacts (digital and physical) that learners can progressively configure and re-configure over time. Mentors, then, design-in-time as they harness the energy surrounding those emergent interests, creating extending learning opportunities in response.