Connected Learning: An Agenda for Research and Design
Connected Learning: An Agenda for Research and Design
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发表时间：
2013-01
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通讯作者：
Mizuko Ito;Kris D. Gutiérrez;S. Livingstone;B. Penuel;J. Rhodes;Katie Salen;J. Schor;Julian Sefton-Green;S. Watkins
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作者：
Mizuko Ito;Kris D. Gutiérrez;S. Livingstone;B. Penuel;J. Rhodes;Katie Salen;J. Schor;Julian Sefton-Green;S. Watkins
本报告综合了一种名为“互联学习”的教育方法的持续研究、设计和实施。它主张扩大学习的机会，这种学习是植根于社会、以兴趣为导向、以教育、经济或政治机会为导向的。当年轻人能够在朋友和有爱心的成年人的支持下追求个人兴趣或热情，并反过来能够将这种学习和兴趣与学业成就、职业成功或公民参与联系起来时，互联学习就实现了。该模型基于的证据表明，最具弹性、适应性和有效的学习涉及个人兴趣以及克服逆境和提供认可的社会支持。本报告探讨了我们如何利用新媒体来促进环境的发展和维持，以广泛和公平的方式支持互联学习。该报告还提供了一个设计和改革议程，以对儿童发展和学习的丰富理解为基础，以促进和测试互联学习理论。
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.