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

Part of the Education Innovation Series book series (EDIN)


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.


Boundary Object Informal Setting Classroom Community Informal Context Dialogic Interaction 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.


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Copyright information

© Springer Science+Business Media Singapore 2014

Authors and Affiliations

  1. 1.CICERO LearningUniversity of HelsinkiHelsinkiFinland

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