Title of Oral/Poster Presentation

Learning Frameworks, Nobel Prizes, and World Peace

Class

Article

College

Emma Eccles Jones College of Education and Human Services

Presentation Type

Oral Presentation

Abstract

In this presentation, I apply a working definition of new literacies, which are comprised of "new technical stuff" and "new ethos stuff," to conduct an analysis of three academic papers that each describe a framework for learning. The papers of interest include one on personalized learning (Halverson et al., 2015), one on participatory culture (Jenkins et al., 2006), and one on connected learning (Ito et al., 2013). Concept coding was used to identify instances of new technical stuff and new ethos stuff, as well as other themes across these three papers. Multiple examples were found within the papers to support the framing of a new literacy that can describe learners’ activity in what may be called a “New Classroom.” Discussion focuses on comparing the three frameworks in terms of similarities, differences, goals, and potential value for defining the new literacy of the New Classroom. A new hybrid framework is briefly introduced and labeled “personalized and participatory learning."

Start Date

4-8-2020 10:00 AM

End Date

4-8-2020 11:00 AM

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Apr 8th, 10:00 AM Apr 8th, 11:00 AM

Learning Frameworks, Nobel Prizes, and World Peace

In this presentation, I apply a working definition of new literacies, which are comprised of "new technical stuff" and "new ethos stuff," to conduct an analysis of three academic papers that each describe a framework for learning. The papers of interest include one on personalized learning (Halverson et al., 2015), one on participatory culture (Jenkins et al., 2006), and one on connected learning (Ito et al., 2013). Concept coding was used to identify instances of new technical stuff and new ethos stuff, as well as other themes across these three papers. Multiple examples were found within the papers to support the framing of a new literacy that can describe learners’ activity in what may be called a “New Classroom.” Discussion focuses on comparing the three frameworks in terms of similarities, differences, goals, and potential value for defining the new literacy of the New Classroom. A new hybrid framework is briefly introduced and labeled “personalized and participatory learning."