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A semiotic and desi...
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Lindstrand, Fredrik,1973-Konstfack,IBIS - Institutionen för bild- och slöjdpedagogik,IBIS Forskargrupp
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A semiotic and design-oriented approach to affordance
- Artikel/kapitelEngelska2022
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London :Routledge,2022
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LIBRIS-ID:oai:DiVA.org:konstfack-8253
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https://urn.kb.se/resolve?urn=urn:nbn:se:konstfack:diva-8253URI
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https://doi.org/10.4324/9781003096498-3DOI
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Språk:engelska
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Sammanfattning på:engelska
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This chapter introduces the notion of affordance as a means for reflecting about resources in relation to learning and Designs For Learning. Instead of taking resources for granted as stable and pre-defined components of a Learning Design Sequence, the chapter argues that there is much to gain by attending to questions regarding the material qualities of these resources: how—based on their constitution—do they lend themselves to meaning-making activities and to whom? The chapter also argues for the importance of attending to what learners themselves distinguish as resources in their meaning-making endeavours. What is recognized as a resource for a certain purpose can tell us something about how meaning-makers position themselves in the world and how they relate to the subject area in focus. A focus on what resources are used, how and for what means also compels reflections regarding the social and cultural contexts of learning as well as the agency of learners. As a methodological consequence the chapter emphasizes the importance of approaching issues regarding resources for learning by studying meaning-making in situ. The various reflections about resources and affordances presented in this chapter are illustrated and exemplified with glimpses from previous research projects in different settings.
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KonstfackIBIS - Institutionen för bild- och slöjdpedagogik
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Ingår i:Designs for Research, Teaching and LearningLondon : Routledge, s. 33-479781003096498
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