Mobilities and Place-Based Learning Supported by Technology

Place-based learning offers learners the opportunity to engage in experiential learning, projects, real-world problems, and collaborative efforts including research to engage these authentic ways of learning. Michael Foucault, Henri Lefebvre, and Manuel Castells offer powerful perspectives on why we are moving from a temporal perspective of reality to a spatial one that is globalized and technological.

This Pecha Kucha offers a look at the meaning of place-based learning in the backdrop of technological advances in mobility and mobile communications technologies and locative media. These philosophical, social, and technological shifts in our approaches to learning support a more effective way of supporting all learners, but perhaps especially marginalized learners whom research suggests benefit greatly from place-based, experiential learning. This benefit appears to be related to improved self efficacy and confidence among learners, especially marginalized learners, and offers opportunities to change the curriculum and our way of seeing education almost exclusively through the lens of the classroom and campus.

Place-Based_Learning_OttoKhera from S. Otto Khera on Vimeo.

References

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Castells, M. (2011). The rise of the network society: The information age: Economy, society, and culture (Vol. 1). John Wiley & Sons.

Foucault, M., & Miskowiec, J. (1986). Of other spaces. diacritics, 16(1), 22-27.

Gordon, E., & e Silva, A. D. S. (2011). Net locality: Why location matters in a networked world. John Wiley & Sons.

Gulson, K. N., & Symes, C. (2007). Spatial theories of education: Policy and geography matters. Routledge.

Lefebvre, H. (1991). The production of space (Vol. 142). Blackwell: Oxford.

Wiley, D. (2013, October 31). Iterating toward openness [Weblog post]. Retrieved from http://opencontent.org/blog/archives/2986