Roger SA¤ljA¶ – författare

This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.

Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including:

analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise;

problem-solving and engaging through collaboration;

learning and teaching in different formal, semi- and non-formal environments;

a design-theoretic approach to learning;

social semiotic perspectives on learning;

the mimetic and ritual dimension of learning;

how social learning can be organized to support students;

how learning has been conceptualized in psychology and neighbouring research areas.

This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.

This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.

Contributing authors consider the theoretical question of how to understand educational systems, learning and social communication as historically situated practices. The chapters in this book analyze key working practices including:

analyzing what learning, remembering and cognitive work is like in a practice involving different kinds of expertise;

problem-solving and engaging through collaboration;

learning and teaching in different formal, semi- and non-formal environments;

a design-theoretic approach to learning;

social semiotic perspectives on learning;

the mimetic and ritual dimension of learning;

how social learning can be organized to support students;

how learning has been conceptualized in psychology and neighbouring research areas.

This book will be of great interest to students and researchers interested in learning and meaning-making, multimodal representations and communication, designs for learning, education and teaching, and social achievement in different formal and non-formal contexts.

The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers?

Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:

How are learning activities organised?

How are tools and infrastructures used?

What competences are needed to participate in specialised activities?

What counts as knowledge in multiple and diverse settings?

Where can parallels be drawn between workplaces?

Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.