06 SES 04, Formal and Informal Learning of Young People in Mediatised Environments
Today, to the traditional dimensions (the real and the imaginary) of the world and the educative (or miseducative) experiences of children and young people, we should add the virtual one (Ito, Baumer, Bittanti et al., 2010 ; Leander, Phillips & Headrick, 2010; Sharpe, Beetham& De Freitas, 2010; Potter, 2012; Morrell, Dueñas, García & López, 2013). This raises a set of questions that educational researchers cannot possible miss.
- What, how, where and with what and whom contemporary children and youth learn?
- To which extend learning and experiences gained in the virtual spaces outside formal education help or interfere in what it should be learnt to pass formal education exams?
- Are learnings, ‘knowledges’, skills and experiences gained inside and outside educational institutions complementary, supplementary, contradictory, restrictive….?
- Are children and young people learning outside what it should be consider inside?
The continuous waves of digital developments, more natural for younger people as they are part of their surroundings, estranger for the older (Prensky, 2004), has led to study younger people and characterize them from increasingly smart to progressively stupid (Howe and Strauss, 2000; Oblinger & Oblinger, 2005; Boschma & Groe, 2006; Carr, 2011).
In our research project “Living and learning with new literacies inside and outside the secondary school: contributions to reduce truancy, exclusion and disaffection of young students” (MICINN- EDU2011-24122) we explore if there is a gap or otherwise between what the school believes that learning is (in general, listening to the teacher, making exercises and accounting for a reproductive test or exam) and how young people learn outside school when they build digital trading communities with colleagues and use new literacies.
Boschma, J. & Groe, I.(2006). Generación Einstein: más listos, más rápidos y más sociales. Comunicarse con los jóvenes del siglo XXI. Resumen disponible en: http://www.anele.org/jornadas_tecnicas/generatie_einsteinspaans_jeroen.pdf Carr, N. (2011). The Shallows: What the Internet Is Doing to Our Brains. New York/London: W. W. Norton & Company. Carstens, A. y Beck, J.(2005).Get Ready for the Gamer Generation. TechTrends, 49(3), 22-25. Fisherkeller, J. (Ed.). (2011). International perspectives on youth media: cultures of production and education. New York: Peter Lang. Flanagin, A. J., Metzger, M., Hartsell, E., Markoc, A., Medders, R., Purem R. & Choi, E. (2010). Kids and credibility: an empirical examination of youth, digital media use, and information credibility. Cambridge, Mass.: MIT Press. Hernández, F. (Ed.) (2011). Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas. Barcelona: Dipòsit digital de la Universitat de Barcelona. http://hdl.handle.net/2445/17362 Hernández, F. (Ed.) (2011). Investigar con los jóvenes: cuestiones temáticas, metodológicas, éticas y educativas. Barcelona: Dipòsit digital de la Universitat de Barcelona. http://hdl.handle.net/2445/17362 Howe, N. y Strauss, W. (2000). Millennials Rising: The Next Great Generation. New York: Vintage Original. Ito, M., Baumer, S., Bittanti, M., boyd, d., Cody, R., Herr-Stephenson, B., Horst, H.A., Lange, P.G., Mahendran, D., Martínez, K.Z., Pascoe, C. J., Perkel, D., Robinson, L., Sims, C., & Tripp, L. (2010). Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge: MIT Press Kincheloe, J.L. y Berry K.S. (2004). Rigour and Complexity in Educational Research. Conceptualizing the bricolage. Maindenhead, UK: Open University Press. Kincheloe, J.L. y Berry K.S. (2004). Rigour and Complexity in Educational Research. Conceptualizing the bricolage. Maindenhead, UK: Open University Press. KPMG InternatIonal (2014). KPMG’s Global Automotive Executive Survey 2014. Strategies for a fast-evolving market. Available at: http://www.kpmg.com/ES/es/ActualidadyNovedades/ArticulosyPublicaciones/Documents/2014-Global-Automotive-Executive-Survey.pdf (21/01/2014). Leander, K.M., Phillips, N.C. & Headrick Taylor, K. (2010). The Changing Social Spaces of Learning: Mapping New Mobilities. Review of Research in Education, 34, 329-394. Morrell, E., Dueñas, R., García, V. Lopez, J. (2013). Critical media pedagogy: teaching for achievement in city schools. New York: Teachers College Press. Oblinger, D. y Oblinger, J. L. (Eds.). (2005). Educating the Net Generation. Washington, DC: Educause. Prensky, M. (2004).The Emerging Online Life of the Digital Native: What they do differently because of technology, and how they do it. http://www.marcprensky.com/writing/Prensky-The_Emerging_Online_Life_of_the_Digital_Native-03.pdf. Recuperado el 15 de septiembre de 2010].
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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