Skip to main content
SpringerLink
Log in
Book cover

Adaptivity as a Transformative Disposition pp 31–41Cite as

Pedagogies of Connected Learning: Adapting Education into the Twenty-First Century

  • Chapter
  • First Online:

  • 984 Accesses

Part of the book series: Education Innovation Series ((EDIN))

Abstract

The development of connectedness between the school, community, and learners’ lives has occupied several educational reform efforts and progressive pedagogies at least since the early twentieth century (e.g., Dewey, 1998). It is, however, recently that the importance of connectedness has received a renewed interest accelerated by efforts to develop education that is adaptive to supporting every learner for life and work in the twenty-first century. The idea of connectedness or ‘connected learning’ implies the dynamic relationship that exists between home, school, and community, and between the curriculum and students’ learning lives situated within and across formal, semi-formal, and informal contexts (Erstad et al., 2009; Kumpulainen et al., 2011). In this paper, I shall elaborate on ongoing research and development efforts to promote connected learning in the Finnish education system. In specific, I shall discuss our emerging understanding of potential pedagogies of connected learning, namely dialogic pedagogy, and how it is socially constructed into being in situated interactions of classroom communities whose learning spaces have been extended to semi-formal and informal settings of learning. The paper makes visible the sociocultural practices of connected learning, and considers what possibilities for learner agency and engagement are created.

This is a preview of subscription content, log in via an institution.

Chapter
USD   29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD   84.99
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Hardcover Book
USD   109.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Learn about institutional subscriptions

References

  • Alexander, R. (2008). Towards dialogic teaching. Rethinking classroom talk. Cambridge, UK: Dialogos.

    Google Scholar 

  • Andersen, P. L., & Hansen, M. N. (2011). Class and cultural capital – The case of class inequality in educational performance. European Sociological Review, 29(1), 1–15.

    Google Scholar 

  • Boaler, J., & Greeno, J. (2000). Identity, agency and knowing in mathematics worlds. In J. Boaler (Ed.), Multiple perspectives on mathematics teaching and learning (pp. 171–200). Westport, CT: Alex.

    Google Scholar 

  • Bowers, J., Cobb, P., & McClain, K. (1999). The evolution of mathematical practices: A case study. Cognition and Instruction, 17(1), 25–64.

    Article  Google Scholar 

  • Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., et al. (2006). Learning theories and education: Toward a decade of synergy. In P. A. Alexander & P. H. Winne (Eds.), Handbook of educational psychology (pp. 209–244). Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Brown, A. L. (1994). The advancement of learning. Educational Researcher, 23(8), 4–12.

    Article  Google Scholar 

  • Brown, A. L. (1997). Transforming schools into communities of thinking and learning about serious matters. American Psychologist, 52(4), 399–413.

    Article  Google Scholar 

  • Brown, R., & Renshaw, P. (2000). Collective argumentation: A sociocultural approach to reframing classroom teaching and learning. In H. Cowie & G. van der Aalsvoort (Eds.), Social interaction in learning and instruction: The meaning of discourse for the construction of knowledge (pp. 52–66). Amsterdam: Pergamon Press.

    Google Scholar 

  • Brown, R., & Renshaw, P. (2006). Positioning students as actors and authors: A chronotopic analysis of collaborative learning activities. Mind, Culture and Activity, 13(3), 247–259.

    Article  Google Scholar 

  • Castanheira, M. L., Crawford, T., Dixon, C. N., & Green, J. L. (2001). Interactional ethnography: An approach to studying the social construction of literate practices. Linguistics and Education, 11(4), 353–400.

    Article  Google Scholar 

  • César, M. (2007). Dialogical identities in students from cultural minorities or students categorised as presenting SEN: How do they shape learning, namely in mathematics? In ScTIG Group (Eds.), 2nd socio-cultural theory in educational research & practice conference proceedings. Manchester, UK: University of Manchester. Retrieved from www.lta.education.manchester.ac.uk/ScTIG/index.htm

  • Cole, M. (1996). Culture in mind. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Cole, M., John-Steiner, V., Scribner, S., & Souberman, E. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Dawes, L., Mercer, N., & Wegerif, R. (2004). Thinking together: A programme of activities for developing speaking, listening and thinking skills for children aged 8–11 (2nd ed.). Birmingham, UK: Imaginative Minds.

    Google Scholar 

  • Dewey, J. (1998). Experience and education: The 60th anniversary. West Lafayette, IN: Kappa Delta Pi.

    Google Scholar 

  • Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182.

    Article  Google Scholar 

  • Edwards, A., & D’Arcy, C. (2004). Relational agency and disposition in sociocultural accounts of learning to teach. Educational Review, 56(2), 147–155.

    Article  Google Scholar 

  • Engeström, Y. (2008). From teams to knots: Activity-theoretical studies of collaboration and learning at work. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational Research Review, 5(1), 1–24.

    Article  Google Scholar 

  • Erstad, O., Gilje, O., Sefton-Green, J., & Vasbo, K. (2009). Exploring ‘learning lives’: Community, identity, literacy and meaning. Literacy, 43(2), 100–106.

    Article  Google Scholar 

  • Finnish National Board of Education. (2011). The school of opportunities – Towards every learner’s full potential. Helsinki, Finland: Kopiojyvä Oy.

    Google Scholar 

  • Ford, M. J., & Forman, E. (2006). Redefining disciplinary learning in classroom contexts. Review of Research in Education, 30(1), 1–32.

    Article  Google Scholar 

  • Gonzáles, N., Moll, L. C., & Amanti, C. (2005). Funds of knowledge: Theorizing practices in households, communities, and classroom. Mahwah, NJ: Lawrence Erlbaum Associates.

    Google Scholar 

  • Goos, M., Galbraith, P., & Renshaw, P. D. (1999). Establishing a community of practice in a secondary mathematics classroom. In L. Burton (Ed.), Learning mathematics from hierarchies to networks. London: Falmer Press.

    Google Scholar 

  • Greeno, J. G. (2006). Authoritative, accountable positioning and connected, general knowing: Progressive themes in understanding transfer. The Journal of the Learning Sciences, 15(4), 537–547.

    Article  Google Scholar 

  • Hakkarainen, K. (2010). Communities of learning in the classroom. In K. Littleton, C. Wood, & J. Kleine Staarman (Eds.), International handbook of psychology in education (pp. 177–225). Bingley, UK: Emerald.

    Google Scholar 

  • Holland, D., Lachicotte, W., Jr., Skinner, D., & Cain, C. (1998). Identity and agency in cultural worlds. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • Hubbard, L. A., Mehan, H., & Stein, M. K. (2006). Reform as learning: School reform, organizational culture, and community politics in San Diego. New York: Routledge.

    Google Scholar 

  • Kantor, R., Green, J., Bradley, M., & Lin, L. (1992). The construction of schooled discourse repertoires: An interactional sociolinguistic perspective on learning to talk in preschool. Linguistics and Education, 4, 131–172.

    Article  Google Scholar 

  • Kovalainen, M., & Kumpulainen, K. (2005). The discursive practice of participation in an elementary classroom community. Instructional Science, 33(3), 213–250.

    Article  Google Scholar 

  • Kovalainen, M., & Kumpulainen, K. (2007). The social construction of participation in elementary classroom community. International Journal of Educational Research, 46(3–4), 141–158.

    Article  Google Scholar 

  • Kovalainen, M., Kumpulainen, K., & Vasama, S. (2001). Orchestrating classroom interaction in a community of inquiry. Journal of Classroom Interaction, 36(2), 17–28.

    Google Scholar 

  • Kumpulainen, K., Krokfors, L., Lipponen, L., Tissari, V., Hilppö, J., & Rajala, A. (2011). Learning bridges – Toward participatory learning environments. Helsinki, Finland: CICERO Learning, University of Helsinki.

    Google Scholar 

  • Kumpulainen, K., & Lipponen, L. (2010). Productive interaction as agentic participation in dialogic enquiry. In K. Littleton & C. Howe (Eds.), Educational dialogues. Understanding and promoting productive interaction (pp. 48–63). London: Routledge.

    Google Scholar 

  • Kumpulainen, K., & Renshaw, P. (2007). Cultures of learning. An introduction to the special issue. International Journal of Educational Research, 46(3–4), 109–115.

    Article  Google Scholar 

  • Kumpulainen, K., Vasama, S., & Kangassalo, M. (2003). The intertextuality of children’s explanations in a technology-enriched early years science classroom. International Journal of Educational Research, 39(8), 793–805.

    Article  Google Scholar 

  • Kumpulainen, K., & Wray, D. (Eds.). (2002). Classroom interaction and social learning. London: RoutledgeFalmer.

    Google Scholar 

  • Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation (learning in doing: social, cognitive and computational perspectives). Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Lemke, J. (2004). Learning across multiple places and their chronotope. Retrieved April 27, 2010, from http://www-personal.umich.edu/~jaylemke/papers/aera_2004.htm

  • Lipponen, L., & Kumpulainen, K. (2011). Acting as accountable authors: Creating interactional spaces for agency work in teacher education. Teaching and Teacher Education, 27(5), 812–819.

    Article  Google Scholar 

  • Mercer, N., & Littleton, K. (2007). Dialogue and the development of children’s thinking: A sociocultural approach. London: Routledge.

    Google Scholar 

  • Nathan, M. J., & Knuth, E. J. (2003). A study of whole classroom mathematical discourse and teacher change. Cognition and Instruction, 22(4), 431–466.

    Google Scholar 

  • Pickering, A. (1995). The mangle of practice: Time, agency, and science. Chicago: University of Chicago Press.

    Book  Google Scholar 

  • Rajala, A., Hilppö, J., Lipponen, L., & Kumpulainen, K. (2013). Expanding the chronotopes of schooling for promotion of students’ agency. In J. Shefton-Green & O. Erstad (Eds.), Learning lives (pp. 107–125). Cambridge, UK: Cambridge University Press.

    Google Scholar 

  • Renshaw, P., & Brown, R. (1997). Learning partnerships: The role of teachers in a community of learners. In I. Logan & J. Sachs (Eds.), Meeting the challenges of primary schools (pp. 200–211). London: Routledge.

    Google Scholar 

  • Resnick, L. B. (1987). Learning in school and out. Educational Researcher, 16(9), 13–20.

    Google Scholar 

  • Star, S., & Griesemer, J. (1989). Institutional ecology, ‘translations’ and boundary objects: Amateurs and professionals in Berkeley’s museum of vertebrate zoology, 1907–39. Social Studies of Science, 19(3), 387–420.

    Article  Google Scholar 

  • Telhaug, A. O., Mediås, O. A., & Aasen, P. (2006). The Nordic model in education: Education as part of the political system in the last 50 years. Scandinavian Journal of Educational Research, 50(3), 245–283.

    Article  Google Scholar 

  • Trilling, B., & Fadel, C. (2009). 21st century skills. Learning for life in our times. San Francisco: Jossey Bass.

    Google Scholar 

  • Tyack, D., & Cuban, L. (1995). Tinkering toward utopia: A century of public school reform. Cambridge, MA: Harvard University Press.

    Google Scholar 

  • van der Linden, J., & Renshaw, P. (Eds.). (2004). Dialogic learning. Shifting perspectives to learning, instruction and teaching. Dordrecht, The Netherlands: Kluwer Academic.

    Google Scholar 

  • Walker, D., & Nocon, H. (2007). Boundary-crossing competence: Theoretical considerations and educational design. Mind, Culture, and Activity, 14(3), 178–195.

    Article  Google Scholar 

  • Wells, G. (1999). Dialogic inquiry. Towards a sociocultural practice and theory of education. Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Wenger, E. (1998). Communities of practice: Learning, meaning and identity (learning in doing: social, cognitive and computational perspectives). Cambridge, UK: Cambridge University Press.

    Book  Google Scholar 

  • Wenger, E., McDermott, R. A., & Snyder, W. (2002). Cultivating communities of practice: A guide to managing knowledge. Cambridge, MA: Harvard Business School Press.

    Google Scholar 

  • Wertsch, J. V. (1991). Voices of the mind: Sociocultural approach to mediated action. Cambridge, MA: Harvard University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. CICERO Learning, University of Helsinki, Helsinki, Finland

    Kristiina Kumpulainen

Authors
  1. Kristiina Kumpulainen
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Kristiina Kumpulainen .

Editor information

Editors and Affiliations

  1. National Insitute of Education Nanyang Technological University, Singapore, Singapore

    David Hung

  2. National Institute of Education Nanyang Technological University, Singapore, Singapore

    Kenneth Y. T. Lim

  3. National Insitute of Education Nanyang Technological University, Singapore, Singapore

    Shu-Shing Lee

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media Singapore

About this chapter

Cite this chapter

Kumpulainen, K. (2014). Pedagogies of Connected Learning: Adapting Education into the Twenty-First Century. In: Hung, D., Lim, K., Lee, SS. (eds) Adaptivity as a Transformative Disposition. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4560-17-7_3

Download citation

Publish with us

Policies and ethics

Search

Navigation