Please use this identifier to cite or link to this item: http://hdl.handle.net/2445/107862
Title: The educational landscape of the digital age: Communication practices pushing (us) forward.
Author: Oliveira, Janaina Minelli de
Henriksen, Danah
Castañeda, Linda
Marimon, Marta
Barberà, Elena
Monereo, Carles
Coll, César, 1950-
Mahiri, Jabari
Mishra, Punya
Keywords: Tecnologia
Pràctiques pedagògiques
Solidaritat
Comunicació
Technology
Student teaching
Solidarity
Communication
Issue Date: 2015
Publisher: Universitat Oberta de Catalunya
Abstract: This paper identifies trends in the emerging models of knowledge production available in our society. We suggest it is crucial not only to be aware of these emerging models but also to be open to opportunities and possibilities that may still develop. We consider how people may express different levels of solidarity and commitment to these trends and models in their information consumption and distribution processes. We discuss how educators are now engaging in profound pedagogical renewal by expressing deeper levels of solidarity and commitment to knowledge production and educational projects through professional and personal interactions. These interactions are producing pedagogical models that allow both teachers and learners to become knowledgeable while simultaneously breaking away from domain conventions. These bottom-up pedagogies foster creativity, collaboration and the use of new digital tools. They are driven by learner interests and, as such, have the potential to bring the joy back into the learning process. Finally, we argue that emerging models of knowledge construction mediated by ICT provide new cultural landscapes and ecologies of learning that disrupt traditional inscriptions of individual identities and racial-cultural affinities.
Note: Reproducció del document publicat a: https://doi.org/10.7238/rusc.v12i2.2440
It is part of: RUSC: Revista de Universidad y Sociedad del Conocimiento, 2015, vol. 12, num. 2, p. 14-29
Related resource: https://doi.org/10.7238/rusc.v12i2.2440
URI: http://hdl.handle.net/2445/107862
ISSN: 1698-580X
Appears in Collections:Articles publicats en revistes (Cognició, Desenvolupament i Psicologia de l'Educació)

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