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Title: The educational landscape of the digital age: communication practices pushing (us) forward
Other Titles: El panorama educativo de la era digital: prácticas comunicativas que (nos) impulsan hacia adelante
Author: Oliveira, Janaina Minelli de
Henriksen, Danah
Castañeda Quintero, Linda
Marimon Martí, Marta
Barbera, Elena  
Monereo Font, Carles
Coll Salvador, César
Mahiri, Jabari
Mishra, Punya
Others: Universitat Rovira i Virgili
Michigan State University
Universidad de Murcia
Universitat de Vic - Universitat Central de Catalunya
Universitat Autònoma de Barcelona
University of California
Universitat Oberta de Catalunya (UOC)
Keywords: knowledge production
learner identity
social practices
bottom-up pedagogies
Issue Date: 29-Apr-2015
Publisher: Revista de Universidad y Sociedad del Conocimiento
Citation: de Oliveira, J.M., Henriksen, D., Castañeda, L., Marimon, M., Barberà, E., Monereo, C., Coll, C., Mahiri, J. & Mishra, P. (2015). The educational landscape of the digital age: communication practices pushing (us) forward. Revista de Universidad y Sociedad del Conocimiento, 2(12), 14-29. doi: 10.7238/rusc.v12i2.2440
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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.
Language: English
ISSN: 1698-580XMIAR
Appears in Collections:2015, vol. 12, n. 1
Articles cientÍfics

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