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Concep'ons 
of 
Par'cipa'on 
in 
the 
Digital 
Age 
A 
literature 
review 
Franco 
Rau, 
Faculty 
of 
Human 
Sciences 
Tec...
Research 
quesFon 
How 
has 
“parFcipaFon” 
been 
conceptualised 
and 
studied 
in 
the 
context 
of 
parFcipatory 
techno...
#ALS-­‐ICE-­‐BUCKET-­‐CHALLENGE 
StarFng 
with 
one 
concepFon: 
ParFcipatory 
cultures
„The 
ParFcipaFon 
Gap 
— 
the 
unequal 
access 
to 
the 
opportuniFes, 
experiences, 
skills, 
and 
knowledge 
that 
will...
State 
of 
research 
My 
methodical 
approach 
Preliminary 
results 
1 
2 
3
State 
of 
research 
1
Key 
issues 
of 
previous 
research 
• poten'al 
of 
Web 
2.0 
technologies 
to 
enhance 
learning 
and 
to 
facilitate 
a...
Key 
issues 
of 
previous 
research 
• some 
disagreements 
about 
… 
– … 
agtudes 
towards 
Web 
2.0 
technologies 
as 
e...
My 
methodical 
approach 
2
Decisions 
for 
a 
systemaFc 
review 
Aim/Ques'on 
Iden'fy 
and 
discuss 
current 
concep'ons 
of 
par'cipa'on 
in 
the 
c...
Screenshots 
-­‐ 
hlp://www.sciencedirect.com 
(24.08.2014) 
Methods 
for 
searching 
645 
results 
found 
through 
Scienc...
Included 
papers 
Nr. 
Authors 
Year 
NaFon 
InsFtuFon 
Technology 
Focus 
1 
Alaran 
et 
al. 
2013 
MAS 
School 
ICT 
(e....
Preliminary 
results 
3
a. 
ParFcipaFon 
as 
just 
another 
expression 
for 
acFve 
learning 
(e.g. 
Deng 
& 
Tavares 
2013, 
Ellerani 
& 
Mendoza...
a. 
ParFcipaFon 
as 
just 
another 
expression 
for 
acFve 
learning 
• Different 
(e.g. 
Deng 
& 
Tavares 
2013, 
Elleran...
b. 
ParFcipaFon 
as 
term 
for 
using 
funcFonaliFes 
of 
specific 
social 
media/web 
2.0 
tools 
(e.g. 
Junco 
2012, 
Li...
b. 
ParFcipaFon 
as 
term 
for 
using 
funcFonaliFes 
of 
specific 
social 
media/web 
2.0 
tools 
(e.g. 
Junco 
2012, 
Li...
Conclusion 
• preliminary 
codes 
need 
to 
be 
regarded 
with 
cauFons 
(sFll 
work 
in 
progress) 
• within 
the 
review...
Thank 
You! 
References 
hlp://www.bibsonomy.org/user/francorau/ECER2014 
Slides 
hlp://de.slideshare.net/FrancoRau/ECER20...
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Conceptions of Participation in the Digital Age. A literature review

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Foliensatz zu meinem Vortrag "Conceptions of Participation in the Digital Age. A literature review" auf der ECER 2014 in Porto (Tagungsthema: The Past, the Present and the Future of Educational Research)

Session Information

ERG SES G15, ICT and Education
Paper Session
Time:2014-09-02
09:00-10:30
Room:FPCEUP - 2 B
Chair:Paulo Nogueira

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Conceptions of Participation in the Digital Age. A literature review

  1. 1. Concep'ons of Par'cipa'on in the Digital Age A literature review Franco Rau, Faculty of Human Sciences Technische Universität Darmstadt, Germany ECER 2014, ERG SES G15: ICT in EducaFon, 02.09.2014
  2. 2. Research quesFon How has “parFcipaFon” been conceptualised and studied in the context of parFcipatory technologies and current in-­‐class pracFces?
  3. 3. #ALS-­‐ICE-­‐BUCKET-­‐CHALLENGE StarFng with one concepFon: ParFcipatory cultures
  4. 4. „The ParFcipaFon Gap — the unequal access to the opportuniFes, experiences, skills, and knowledge that will prepare youth for full parFcipaFon in the world of tomorrow.“ (Jenkins et al. 2009) QuesFoning parFcipatory cultures? The parFcipaFon gap!
  5. 5. State of research My methodical approach Preliminary results 1 2 3
  6. 6. State of research 1
  7. 7. Key issues of previous research • poten'al of Web 2.0 technologies to enhance learning and to facilitate acFve parFcipaFon has been widely debated theore'cally (Hew & Cheung 2013, Grell & Rau 2011, Tess 2013) • Web 2.0 technologies are no “silver bullets“ and will not automaFcally improve students learning outcomes or parFcipaFon (Hew & Cheung 2013, Grell & Rau 2011, Sim & Hew 2010) • “in-­‐class prac'ces” with Web 2.0 technologies has not been sufficiently explored (Aydin 2012, Hew & Cheung 2013, Tess 2013)
  8. 8. Key issues of previous research • some disagreements about … – … agtudes towards Web 2.0 technologies as educaFonal environment (Aydin 2012, Tess 2013) – … appraisal of posiFve effects of Web 2.0 technologies (Aydin 2012, Hew & Cheung 2013) • views and concep'ons of “learning” and “par'cipa'on” are different (Hew & Cheung 2013, HrasFnski 2008) • previous research has neglected to idenFfy how “parFcipaFon” has been conceptualised in this context
  9. 9. My methodical approach 2
  10. 10. Decisions for a systemaFc review Aim/Ques'on Iden'fy and discuss current concep'ons of par'cipa'on in the context of parFcipatory technologies and current in-­‐school pracFces Methods for searching Database: ScienceDirect; peer reviewed journal papers; published between 2006-­‐2013; Title & abstract search (parFcipaFon or parFcipatory) combined with a fulltext search (including relevant keywords) Abstract screening & data appraisal Abstract screening with two criteria: (1) studies related to in-­‐ class pracFces (higher educaFon or school); (2) studies related to Web 2.0 technologies Data analysis Constant comparaFve method to induc'vely idenFfy concepFons of parFcipaFon
  11. 11. Screenshots -­‐ hlp://www.sciencedirect.com (24.08.2014) Methods for searching 645 results found through ScienceDirect 155 abstracts screened for criteria (unFl today) 127 abstracts excluded 28 full arFcles screened for criteria 16 papers were idenFfied for data analysis (so far) • case studys (n=10) • focus on scholars/ teacher (n=3) • focus on students (n=3) 12 full arFcles excluded
  12. 12. Included papers Nr. Authors Year NaFon InsFtuFon Technology Focus 1 Alaran et al. 2013 MAS School ICT (e.g. Blogs) Case study 2 Deng & Tavares 2013 HK HE Facebook & Moodle Case study 3 Ellerani & Mendoza 2013 ITA HE Web 2.0 tools Case study 4 Handayani 2012 IDN HE Wiki/Google Docs Case study 5 Junco 2011 USA HE Facebook Students 6 Junco 2012 USA HE Facebook Students 7 Kang et al. 2011 KOR & USA HE Blogs Case study 8 Kim et al. 2013 SWE & USA HE Blogs Case study 9 Leon et al. 2010 ESP HE Web 2.0 tools Case study 10 Lim et al. 2013 SIN School Web 2.0 tools Students 11 Ortega 2013 MAS HE Facebook Case Study 12 Papastergiou et al. 2011 GRE HE Blogs Case study 13 Sadik 2009 OMA HE Flickr Case Study 14 Valetsianos & Kimmons 2012 USA HE ParFcipatory technol. Scholars/teachers 15 Valetsianos & Kimmons 2013 USA HE Social Networking Si. Scholars/teachers 16 Waycol 2013 AUS HE Social Web Scholars/teachers
  13. 13. Preliminary results 3
  14. 14. a. ParFcipaFon as just another expression for acFve learning (e.g. Deng & Tavares 2013, Ellerani & Mendoza 2013, Kang et al. 2011, Kim et al. 2013, Papastergiou et al. 2011, Sadik 2009, Waycol 2013) „[...] the affordances offered by blogs [...] can serve social construcFvist approaches to learning that emphasize students' acFve parFcipaFon in knowledge construcFon through social interacFons“ (Papastergiou et al. 2011, p. 1999)
  15. 15. a. ParFcipaFon as just another expression for acFve learning • Different (e.g. Deng & Tavares 2013, Ellerani & Mendoza 2013, Kang et al. 2011, Kim et al. 2013, aspects: – voluntary vs. compulsory/scripted Papastergiou et al. 2011, Sadik 2009, Waycol 2013) contribuFons and interacFons – individual learning vs. group learning – different goals, e.g. internet self-­‐efficacy, visual literacy, professional development – different theore'cal references, e.g. social construcFvist approaches, engagement theory, communiFes of pracFce
  16. 16. b. ParFcipaFon as term for using funcFonaliFes of specific social media/web 2.0 tools (e.g. Junco 2012, Lim et al. 2013, Noh et al. 2013, Veletsianos & Kimmons 2013) „Students reported parFcipaFon in a variety of Facebook acFviFes, with ‚viewing photos‘, ‚commenFng on content‘ and ‚checking to see what someone is up to‘ being the three most popular acFviFes.“ (Junco 2012, p. 191)
  17. 17. b. ParFcipaFon as term for using funcFonaliFes of specific social media/web 2.0 tools (e.g. Junco 2012, Lim et al. 2013, Noh et al. 2013, Veletsianos & Kimmons 2013) • Different aspects: – “consuming” vs. „be content creators“ – “lurkers” vs. “structuring par'cipa'on so that others see me in a certain light”
  18. 18. Conclusion • preliminary codes need to be regarded with cauFons (sFll work in progress) • within the reviewed studies, the term “parFcipaFon” appears to be more fuzzy used instead of referring to an explicit concept • the term “parFcipaFon” was rarely used to refer to civic engagement (like Jenkins et al. 2009) or joint decision-­‐making power (Mayrberger 2013)
  19. 19. Thank You! References hlp://www.bibsonomy.org/user/francorau/ECER2014 Slides hlp://de.slideshare.net/FrancoRau/ECER2014-­‐Rau (CC BY-­‐SA 4.0) Contact Franco Rau, M.Ed. f.rau@apaed.tu-­‐darmstadt.de @FrancoRau (Twiler)

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