Kirsten Drotner is a professor and chair of media studies at the Institute for the Study of Culture at the University of Southern Denmark and founding director of Danish Centre for Museum Research and of DREAM: Danish Research Centre on Education and Advanced Media Materials. She is a leading scientist and director of research in media studies, user-led ICT studies and digital museum studies and has a longstanding experience of pan-European research. Recent books include Museum Communication and Social Media: The Connected Museum (Routledge 2013, co-editor K.C. Schrøder), Digital Content Creation: Creativity, Competence, Critique (Peter Lang 2010, co-editor K.C. Schrøder), The International Handbook on Children, Media and Culture (Sage 2008, co-editor S. Livingstone) and Informal Learning and Digital Media (Cambridge Scholars’ Publishing 2008, co-editors H.S. Jensen & K.C. Schrøder). Kirsten Drotner serves as chair of the Scientific Committee for the Humanities at Science Europe.
TALK ABSTRACT
Digital creativities and semi-formal learning: beyond easy oppositions
Over the years, claims have repeatedly been made that spaces beyond formal education offer more creative, more engaged and more people-led means of learning (Dede 2010, Falk & Dierking 2000, Ludvigsen et al. 2011). The rapid uptake of digital media in general and social media in particular serves to radicalise these claims. Digital media hold a promise to transform how we learn because they may facilitate the shaping and sharing of knowledge across virtual, and increasingly mobile, networks of collaboration (Ito et al. 2010); and social media hold a promise to transform what we learn because they may support virtual affinity spaces of engagement (Gee 2005). This presentation addresses how these promises hold up in practice with examples drawn from young Danes’ digital learning processes in museums and science centres and with particular focus on the realization of creative potentials through communities of practice (Lave & Wenger 1991, Sales & Fournier 2007).
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Dede, C. (2010). Technological Supports for Acquiring 21st Century Skills, pp. 51-76 in E. Baker, B. McGaw & P. Peterson (Eds.), International Encyclopedia of Education. Oxford: Elsevier.
Falk, L., & Dierking, J. (2000). Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press.
Gee, J.P. (2005) Semiotic Social Spaces and Affinity Spaces: From The Age of Mythology to Today's Schools, pp. 214-32 in D. Barton & K. Tusting (Eds.), Beyond Communities of Practice: Language, Power and Social Context. Cambridge: Cambridge University Press.
Ito, M. et al. (2010) Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge, MA: MIT Press.
Lave, J., & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R. (Eds.). (2011). Learning Across Sites: New Tools, Infrastructures and Practices. Abingdon, Oxon: Routledge.
Sales, A., & Fournier, M. (Eds.). (2007). Knowledge, Communication and Creativity. London: Sage.
TALK ABSTRACT
Digital creativities and semi-formal learning: beyond easy oppositions
Over the years, claims have repeatedly been made that spaces beyond formal education offer more creative, more engaged and more people-led means of learning (Dede 2010, Falk & Dierking 2000, Ludvigsen et al. 2011). The rapid uptake of digital media in general and social media in particular serves to radicalise these claims. Digital media hold a promise to transform how we learn because they may facilitate the shaping and sharing of knowledge across virtual, and increasingly mobile, networks of collaboration (Ito et al. 2010); and social media hold a promise to transform what we learn because they may support virtual affinity spaces of engagement (Gee 2005). This presentation addresses how these promises hold up in practice with examples drawn from young Danes’ digital learning processes in museums and science centres and with particular focus on the realization of creative potentials through communities of practice (Lave & Wenger 1991, Sales & Fournier 2007).
* * *
Dede, C. (2010). Technological Supports for Acquiring 21st Century Skills, pp. 51-76 in E. Baker, B. McGaw & P. Peterson (Eds.), International Encyclopedia of Education. Oxford: Elsevier.
Falk, L., & Dierking, J. (2000). Learning from Museums: Visitor Experiences and the Making of Meaning. Walnut Creek, CA: AltaMira Press.
Gee, J.P. (2005) Semiotic Social Spaces and Affinity Spaces: From The Age of Mythology to Today's Schools, pp. 214-32 in D. Barton & K. Tusting (Eds.), Beyond Communities of Practice: Language, Power and Social Context. Cambridge: Cambridge University Press.
Ito, M. et al. (2010) Hanging Out, Messing Around, and Geeking Out: Kids Living and Learning with New Media. Cambridge, MA: MIT Press.
Lave, J., & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: Cambridge University Press.
Ludvigsen, S., Lund, A., Rasmussen, I., & Säljö, R. (Eds.). (2011). Learning Across Sites: New Tools, Infrastructures and Practices. Abingdon, Oxon: Routledge.
Sales, A., & Fournier, M. (Eds.). (2007). Knowledge, Communication and Creativity. London: Sage.