Designs in learning and rhizomatic webs
| العنوان: | Designs in learning and rhizomatic webs |
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| المؤلفون: | Lindstrand, Fredrik, 1973, Selander, Staffan |
| المصدر: | Designs for Research, Teaching and Learning. :23-32 |
| مصطلحات موضوعية: | Design, learning, filmmaking, multimodality, rhizome, designs for learning, designs in learning, transformation, transduction, Visuella kulturer och lärande |
| الوصف: | This chapter introduces the notion of designs in learning, which focuses on aspects regarding how learners (either individually or collectively) negotiate, make choices, and design their learning and representation of a phenomenon and of a knowledge area. Designs in learning can thus be seen as a way to approach issues regarding learners’ agency and performativity in learning contexts of various kinds. The chapter further contextualizes this aspect of learning by introducing the idea of rhizomatic webs as a metaphor for learning. A condition for being able to grasp learning as a performative act and the rhizomatic character of meaning-making is an openness in terms of what is recognized as valid representations of knowledge. We argue for the importance of recognizing a multitude of meaningful expressions in learning, introduced here as a capacity to embrace multimodal knowledge representations. The ideas presented in the chapter are exemplified with some glimpses of a collaborative process of filmmaking in a school context. In order to show how meaning-making evolves in the work to make representations in film, the chapter also introduces the notions of epistemological commitments of modes, transformation, and transduction. |
| وصف الملف: | |
| URL الوصول: | https://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-8254 https://doi.org/10.4324/9781003096498-2 https://www.taylorfrancis.com/chapters/oa-edit/10.4324/9781003096498-2/designs-learning-rhizomatic-webs-fredrik-lindstrand-staffan-selander?context=ubx&refId=2a8c7c1f-e508-45af-9e7d-3e7f3b634785 |
| قاعدة البيانات: | SwePub |
| DOI: | 10.4324/9781003096498-2 |
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