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Liminal Learning: A Theoretical Framework for Reconceptualizing the Digital Space
Abstract
Current educational systems have been built around the faulty metaphor of industry in which human learning is equated to machine learning or learning that is computational, linear, and void of meaning. This metaphor has been extended to how digital systems and spaces are utilized in the classroom. Recent research and conceptual frameworks built upon human learning from a metaphoric mind perspective (learning built upon meaning making and experiential connections within a social matrix), may work toward recontextualizing the use of digital technologies as methods for understanding individual experience and documenting human learning at work. A novel conceptual framework describes the digital space as a liminal learning space in which the learner enters to co-construct meaning within a social matrix, which may be evidenced by current digital artifacts. Implications for contextualizing digital technologies as liminal learning spaces are explored.
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