New alignments for the digital age: insights into connected learning

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dc.contributor.authorPrestridge, S.
dc.contributor.authorJacobsen, Michele
dc.contributor.authorMulla, S.
dc.contributor.authorParede,s S.G.
dc.contributor.authorCharania, A.
dc.date.accessioned2021-04-16T03:01:28Z
dc.date.embargolift2022-02-09
dc.date.issued2021-02-09
dc.descriptionThis is a post-peer-review, pre-copyedit version of an article published in 'Educational Technology Research and Development'. The final authenticated version is available online at: https://doi.org/10.1007/s11423-021-09968-5. The following terms of use ap
dc.description.abstractIn an age of ready access to people, online spaces and information, canonized formal knowledge acquisition is being disrupted. The emergence of socially constructed knowledge based on connected learning is democratising education and re-framing how formal and informal learning is considered. What we currently understand connected learning to be is limited to a combination of individual interests, networked and interdependent relationships with interconnected experiences that transcend temporal, spatial and cultural boundaries. Connected learning does not reduce learning to a phenomenon that takes place exclusively in the restricted spaces of formal education, neither does it focus exclusively on the online learning phenomenon. As such our conceptualisation of connected learning needs to deepen to effectively be able to rationalise how people learn in a digital age. This paper begins to unlock concepts and ideas associated with connected learning using current examples, setting out to build a theoretical model which begins to frame the complexities of conceptualized self-driven global learning interactions. © 2021, Crown.
dc.identifier.citationPrestridge, S., Jacobsen, M., Mulla, S., Paredes, S. G., & Charania, A. (2021). New alignments for the digital age: insights into connected learning. Educational Technology Research and Development. doi:10.1007/s11423-021-09968-5
dc.identifier.doi10.1007/s11423-021-09968-5
dc.identifier.issn1042-1629
dc.identifier.urihttp://hdl.handle.net/1880/113254
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/38745
dc.languageeng
dc.language.isoenen
dc.publisherSpringer Science and Business Media LLC
dc.publisher.facultyWerklund School of Educationen
dc.publisher.hasversionpostprint
dc.publisher.institutionUniversity of Calgaryen
dc.publisher.policyhttps://www.springer.com/gp/open-access/authors-rights/self-archiving-policy/2124
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en
dc.rights© Crown 2021
dc.subjectConnected learning
dc.subjectDigital age
dc.subjectNetworked learning
dc.subjectSocial media
dc.titleNew alignments for the digital age: insights into connected learning
dc.title.alternativeEducational Technology Research and Development
dc.typejournal article
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