Mapping Playgrids for Learning Across Space, Time, and Scale
- 320 Downloads
In this article, we analyze the production of learner-generated playgrids. Playgrids are produced when learners knit together social media tools to participate across settings and scales, accomplish their goals, pursue interests, and make their learning more enjoyable and personally meaningful. Through case study methodology we examine how two platforms - Slack and Hypothesis - enabled learners to curate and participate among their own digital resources and pathways for learning. We contend that both theoretical and pedagogical development is necessary to support adult learners as they curate tools and pathways based upon their contingent needs and goals, and that the concept of playgrids does so by usefully connecting less formal social media practice with more formal professional learning across various settings and scales. In the end, we demonstrate the importance of honoring learners’ desire to connect their completion of formal course activities with their less formal social media practices; both sets of practices need not be in conflict and may be complementary.
KeywordsOnline learning Play Web annotation Slack Hypothesis Digital media Social media
- Author, A.Google Scholar
- Author, B.Google Scholar
- Campbell, G. (2016). Networked learning as experiential learning. EDUCAUSE Review, 51(1), 70–71.Google Scholar
- Cochran-Smith, M., & Lytle, S. L. (1999). Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education, 24, 249–305.Google Scholar
- Deleuze, G., & Guattari, F. (1988). A thousand plateaus: Capitalism and schizophrenia. Bloomsbury Publishing.Google Scholar
- Gee, J. (2004). Situated language and learning: A critique of traditional schooling. New York: Routledge.Google Scholar
- Knobel, M., & Lankshear, C. (2010). DIY media: Creating, sharing and learning with new technologies. New York: Peter Lang.Google Scholar
- Lankshear, C., & Knobel, M. (2011). New literacies. New York: McGraw-Hill Education.Google Scholar
- Morris, S. M., & Stommel, J. (2014). If Freire made a MOOC: Open education as resistance. Hybrid Pedagogy: A Digital Journal of Learning, Teaching, and Technology. Retrieved from http://www.digitalpedagogylab.com/hybridped/freire-made-mooc-open-education-resistance/.
- Salen, K. (Ed.). (2008). The ecology of games: connecting youth, games, and learning. Cambridge: The MIT Press.Google Scholar
- Salen, K., & Zimmerman, E. (2004). Rules of play: Game design fundamentals. Cambridge: MIT Press.Google Scholar
- Slack (2016). Slack. Retrieved from www.slack.com.
- Turner, A. J. (2006). Introduction to neogeography. Cabastopol: O’Reilly Media Inc.Google Scholar
- Watters, A. (2016). The ideology of the blockchain (for education). Retrieved from http://hackeducation.com/2016/04/14/blockchain-ideology
- Yin, R. K. (2013). Case study research: Design and methods. London: Sage.Google Scholar