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Meaningful Learning by Creating Technology-Mediated Knowledge Boundary Objects Between School and the Workplace

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Book cover Project and Design Literacy as Cornerstones of Smart Education

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 158))

Abstract

Technological innovation has changed the relationship between formal, non-formal, and informal learning leading to rethink the definition of learning context: Activity Theory can help create a model integrating formal and formal learning through collaborative knowledge building involving schools and professionals/employers. Interaction between these two “activity systems” generates “boundary objects” that can be useful in both the educational setting and the workplace. This process can provide students with meaningful situated learning experiences that boost their motivation and interest, just because they are based on real-world problems that students will face in their future jobs.

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Author information

Authors and Affiliations

  1. Department of Philosophy, Sociology, Education and Applied Psychology, Università di Padova, Piazza Capitaniato, 3, 35139, Padua, Italy

    Corrado Petrucco

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  1. Corrado Petrucco
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Correspondence to Corrado Petrucco .

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Editors and Affiliations

  1. Department of Architecture, Design and Media Technology, Aalborg University, Aalborg, Denmark

    Matthias Rehm

  2. imec-mict-UGent, Department of Industrial Systems Engineering and Product Design, Ghent University, Ghent, Belgium

    Jelle Saldien

  3. Institute of Educational Technology, National Research Council of Italy, Genoa, Italy

    Stefania Manca

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Petrucco, C. (2020). Meaningful Learning by Creating Technology-Mediated Knowledge Boundary Objects Between School and the Workplace. In: Rehm, M., Saldien, J., Manca, S. (eds) Project and Design Literacy as Cornerstones of Smart Education. Smart Innovation, Systems and Technologies, vol 158. Springer, Singapore. https://doi.org/10.1007/978-981-13-9652-6_17

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