Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Standard

Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms. / Pischetola, Magda; Dirckinck-Holmfeld, Lone.

Conceptualizing and Innovating Education and Work with Networked Learning. red. / Nina B. Dohn; Jens J. Hansen; Stig B. Hansen; Thomas Ryberg; Maarten de Laat. Germany : Springer VS, 2021. (Research in Networked Learning).

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › fagfællebedømt

Harvard

Pischetola, M & Dirckinck-Holmfeld, L 2021, Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms. i NB Dohn, JJ Hansen, SB Hansen, T Ryberg & M de Laat (red), Conceptualizing and Innovating Education and Work with Networked Learning. Springer VS, Germany, Research in Networked Learning. https://doi.org/10.1007/978-3-030-85241-2_11

APA

Pischetola, M., & Dirckinck-Holmfeld, L. (2021). Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms. I N. B. Dohn, J. J. Hansen, S. B. Hansen, T. Ryberg, & M. de Laat (red.), Conceptualizing and Innovating Education and Work with Networked Learning Springer VS. Research in Networked Learning https://doi.org/10.1007/978-3-030-85241-2_11

Vancouver

Pischetola M, Dirckinck-Holmfeld L. Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms. I Dohn NB, Hansen JJ, Hansen SB, Ryberg T, de Laat M, red., Conceptualizing and Innovating Education and Work with Networked Learning. Germany: Springer VS. 2021. (Research in Networked Learning). https://doi.org/10.1007/978-3-030-85241-2_11

Author

Pischetola, Magda ; Dirckinck-Holmfeld, Lone. / Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms. Conceptualizing and Innovating Education and Work with Networked Learning. red. / Nina B. Dohn ; Jens J. Hansen ; Stig B. Hansen ; Thomas Ryberg ; Maarten de Laat. Germany : Springer VS, 2021. (Research in Networked Learning).

Bibtex

@inbook{252b9e03bf8c496cb38ed72b971886ce,
title = "Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms",
abstract = "This paper takes a step towards a complex understanding of technologies in education and explores enactivism, a cognitive science and philosophy of mind related to the networked learning paradigm. Rooted in biology and phenomenology, with resonances in recent feminist poststructuralism, enactivism contrasts dualistic approaches and focuses on the intertwined multiple interactions between mind, body, and the environment. By considering cognition as situated and embodied, enactivism understands learning as the process of knowing, where experience can generate change. The paper explores the pedagogical implications of this theoretical framework by drawing on empirical evidence from the implementation of a digital learning platform in Danish schools. Two participatory workshops with teachers were organized to understand enactive modelling, considering embodied and situated aspects of the relations between the participants and the digital learning environment. Findings show that the platform implementation takes place in an ecological networked learning system, where imagination and new possibilities arise from the meeting of humans, non-humans, things, and societal entities. In an enactive perspective, this is explained by the fact that different embodiments and sense-making processes give rise to unique worlds and multiple possibilities of becoming.",
keywords = "Enactivism, Digital learning platforms, Networked learning, Teachers, Future workshop",
author = "Magda Pischetola and Lone Dirckinck-Holmfeld",
year = "2021",
doi = "https://doi.org/10.1007/978-3-030-85241-2_11",
language = "English",
isbn = "978-3-030-85240-5",
series = "Research in Networked Learning",
editor = "Dohn, {Nina B.} and Hansen, {Jens J.} and Hansen, {Stig B.} and Thomas Ryberg and {de Laat}, Maarten",
booktitle = "Conceptualizing and Innovating Education and Work with Networked Learning",
publisher = "Springer VS",

}

RIS

TY - CHAP

T1 - Exploring Enactivism as a Networked Learning Paradigm for the Use of Digital Learning Platforms

AU - Pischetola, Magda

AU - Dirckinck-Holmfeld, Lone

PY - 2021

Y1 - 2021

N2 - This paper takes a step towards a complex understanding of technologies in education and explores enactivism, a cognitive science and philosophy of mind related to the networked learning paradigm. Rooted in biology and phenomenology, with resonances in recent feminist poststructuralism, enactivism contrasts dualistic approaches and focuses on the intertwined multiple interactions between mind, body, and the environment. By considering cognition as situated and embodied, enactivism understands learning as the process of knowing, where experience can generate change. The paper explores the pedagogical implications of this theoretical framework by drawing on empirical evidence from the implementation of a digital learning platform in Danish schools. Two participatory workshops with teachers were organized to understand enactive modelling, considering embodied and situated aspects of the relations between the participants and the digital learning environment. Findings show that the platform implementation takes place in an ecological networked learning system, where imagination and new possibilities arise from the meeting of humans, non-humans, things, and societal entities. In an enactive perspective, this is explained by the fact that different embodiments and sense-making processes give rise to unique worlds and multiple possibilities of becoming.

AB - This paper takes a step towards a complex understanding of technologies in education and explores enactivism, a cognitive science and philosophy of mind related to the networked learning paradigm. Rooted in biology and phenomenology, with resonances in recent feminist poststructuralism, enactivism contrasts dualistic approaches and focuses on the intertwined multiple interactions between mind, body, and the environment. By considering cognition as situated and embodied, enactivism understands learning as the process of knowing, where experience can generate change. The paper explores the pedagogical implications of this theoretical framework by drawing on empirical evidence from the implementation of a digital learning platform in Danish schools. Two participatory workshops with teachers were organized to understand enactive modelling, considering embodied and situated aspects of the relations between the participants and the digital learning environment. Findings show that the platform implementation takes place in an ecological networked learning system, where imagination and new possibilities arise from the meeting of humans, non-humans, things, and societal entities. In an enactive perspective, this is explained by the fact that different embodiments and sense-making processes give rise to unique worlds and multiple possibilities of becoming.

KW - Enactivism

KW - Digital learning platforms

KW - Networked learning

KW - Teachers

KW - Future workshop

U2 - https://doi.org/10.1007/978-3-030-85241-2_11

DO - https://doi.org/10.1007/978-3-030-85241-2_11

M3 - Book chapter

SN - 978-3-030-85240-5

T3 - Research in Networked Learning

BT - Conceptualizing and Innovating Education and Work with Networked Learning

A2 - Dohn, Nina B.

A2 - Hansen, Jens J.

A2 - Hansen, Stig B.

A2 - Ryberg, Thomas

A2 - de Laat, Maarten

PB - Springer VS

CY - Germany

ER -

ID: 318545903