report

Beyond Learning-As-Usual, Connected Learning Among Open Learners

Mariana Largo2020-03-18T09:03:27+01:00March 18th, 2020|Tags: higher education, learning trajectories, non-school educational practices, report|

This is a report published by Lindsey “Luka” Carfagna. Is part of a series on connected learning that was made posible by grants from the John D. and Catherine T. MacArthur Foundation in connection with its grant making initiative on Digital Media and Learning. Open learning has emerged within the public imagination as a potentially disruptive force in higher education. It has attracted the attention of policy makers, venture capitalists and the technology sector, key functionaries in higher education, teachers, students, activists, progressives, futurists, and researchers. Despite the amount of attention it has received in popular media, there has been very little research on open [...]

The common sense census: inside the 21st-century classroom

Mariana Largo2021-02-08T22:28:43+01:00March 9th, 2020|Tags: learning trajectories, lifelong learning, report, technology|

Technology has become an integral part of classroom learning, and students of all ages have access to digital media and devices at school. The Common Sense Census: Inside the 21st-Century Classroom is a report that explores how K–12 educators have adapted to these critical shifts in schools and society. From the benefits of teaching lifelong digital citizenship skills to the challenges of preparing students to critically evaluate online information, educators across the country share their perspectives on what it's like to teach in today's fast-changing digital world. Reference Vega, V., & Robb, M. B. (2019). The Common Sense census: Inside the [...]

Learning across boundaries: how parents and teachers are bridging children’s interests

Mariana Largo2021-02-08T23:51:51+01:00March 2nd, 2020|Tags: connected learning, report, secondary education, technology|

This report presents findings from separate surveys of 1,550 U.S. parents and 600 pre-K–8 teachers on whether, to what extent, and how U.S. children ages 3–12 are linking their learning experiences across home, school, and community settings. The inquiry paid particular attention to the ways in which caregivers and teachers support and, in some cases, impede the development of young children’s interests and the learning associated with pursuing these interests. Focusing on differences across demographics, the developed environment, and socio-economic status while taking an equity perspective, findings highlight areas of weakness and strength in this ecosystem of connected learning, suggesting what [...]

Connected Learning: Reflections on a Decade of Engaged Scholarship

Mariana Largo2021-02-08T22:42:12+01:00February 28th, 2020|Tags: connected learning, equality, interest, learning ecology, report|

This report presents a vision for understanding and revitalizing the ways in which we support learning during these changing times. Responding to the interests and needs of young people, researchers, educational practitioners, and policy and technology makers, this report synthesizes a varied set of content and perspectives: empirical research on the changing landscape of new media and learning, design principles, evaluation approaches, learner and case studies oriented to identifying and spreading positive innovations. The authors were part of the Connected Learning Research Network (CLRN), an interdisciplinary group of scholars, designers, and educational practitioners, who collaborated between 2011 and 2019 to study [...]

In their own words: what bothers children online? with the EU Kids Online Network

Mariana Largo2021-02-08T23:53:32+01:00February 26th, 2020|Tags: learning trajectories, lifelong learning, report, technology|

Nearly 10,000 children told these authors in this report about what upsets them and their friends online. Their responses were diverse, revealing a long list of concerns. Pornography (named by 22% of children who told us of risks) and violent content (18%) top children’s online concerns. Overall, boys appear more bothered by violence than girls, while girls are more concerned with contact-related risks. Violence receives less public attention than sexual material, but many children are concerned about violent, aggressive or gory online content. As children told them, video-sharing websites are often associated with violent and pornographic content, along with a range [...]

GLOBAL KIDS ONLINE: CHILE / Chilean children’s internet use and online activities

Mariana Largo2021-02-08T22:54:18+01:00February 19th, 2020|Tags: connected learning, report, secondary education, technology|

The aims of this study were to: (a) adapt the Global Kids Online survey to be applied in the Chilean context; and (b) to gather data from a representative sample related to the access, uses, skills and risks of young internet users in Chile. About findings, first, in relation to access, results show that 84.5% of households with child internet (9 to 17 years-old) users have a connection at home, which is higher than the home access of all Chilean households (76%) (SUBTEL, 2016). However, there are differences by socioeconomic group (SEG) regarding the availability and type of connection. Second, regarding [...]

What (and where) is the ‘learning’ when we talk about learning in the home?

Mariana Largo2020-01-10T12:19:00+01:00January 8th, 2020|Tags: learning trajectories, lifelong learning, non-school educational practices, report|

In trying to address the vexed challenge of theorizing learning transfer to make sense of how we learn across social contexts and what learning might mean in more informal domestic circumstances, Stevens and his colleagues offer a series of detailed studies of gaming in the home (Stevens, Satwicz, & McCarthy, 2008). In this report Sefton-Green talk about this work. For him, they argue that we need to look at the “dispositions and purposes” that people bring with them to experiences and then consider “what people make of experiences in other times and places in their lives” (pp. 63–64). Learning, they suggest, [...]

Informe de devolución de PERSONAE al Colegio Montserrat-FUHEM (Curso 2018-2019)

Mariana Largo2022-05-14T08:00:53+01:00December 11th, 2019|Tags: interest, learner identity, learning personalization, primary education, reflection, report, research project, school educational practices|

En el marco de las actividades de investigación del último curso (2018-2019) del proyecto PERSONAE, nuestro equipo elaboró un informe en el que se detallan las principales observaciones de las prácticas innovadoras del Colegio Montserrat-FUHEM de Madrid. Concretamente, observamos aquellas actividades que se focalizan en el trabajo con una o varias dimensiones de personalización del aprendizaje escolar, como por ejemplo la reflexión sobre uno mismo como aprendiz y sobre el proceso de aprendizaje. El informe está organizado de la siguiente manera: en primer lugar, se comenta la historia y el proceso del seguimiento; en segundo lugar, se comentan las actuaciones que [...]

Informe de devolución de PERSONAE a la Escola Riera de Ribes (Curso 2018-2019)

Mariana Largo2022-05-14T07:59:05+01:00December 11th, 2019|Tags: interest, learner identity, learning personalization, primary education, reflection, report, research project, school educational practices|

En el marco de las actividades de investigación del último curso (2018-2019) del proyecto PERSONAE, nuestro equipo elaboró un informe en el que se detallan las principales observaciones de las prácticas innovadoras de la Escola Riera de Ribes de Sant Pere de Ribes (Barcelona). Concretamente, observamos aquellas actividades que se focalizan en el trabajo con una o varias dimensiones de personalización del aprendizaje escolar, como la reflexión sobre uno mismo como aprendiz y sobre el proceso de aprendizaje y la toma en consideración y el trabajo con los intereses y la capacidad de tomar decisiones del alumnado. El informe está organizado [...]

Informe de devolución de PERSONAE al INS Cardener (Curso 2018-2019)

Mariana Largo2022-05-14T07:57:33+01:00December 11th, 2019|Tags: interest, learning personalization, report, research project, school educational practices, secondary education|

En el marco de las actividades de investigación del último curso (2018-2019) del proyecto PERSONAE, nuestro equipo elaboró un informe en el que se detallan las principales observaciones de las prácticas innovadoras del INS Cardener de Sant Joan de Vilatorrada (Barcelona). Concretamente, observamos aquellas actividades que se focalizan en el trabajo con una o varias dimensiones de personalización del aprendizaje escolar, como la toma en consideración y el trabajo con los intereses, la capacidad de decisión de los aprendices, la coordinación del profesorado y el seguimiento del alumnado. El informe está organizado de la siguiente manera: en primer lugar, se comenta la [...]