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Connected learning is a type of learning that integrates personal interest, peer relationships, and achievement in academic, civic, or career-relevant areas. In addition, connected learning is an approach to educational reform keyed to the abundance of information and social connection brought about by networked and digital media. Advocates of connected learning posit that this approach leverages new media to broaden access to opportunity and meaningful learning experiences.〔 The connected learning model suggests that youth learn best when: they are interested in what they are learning; they have peers and mentors who share these interests; and their learning is directed toward opportunity and recognition.〔〔 According to the proponents of connected learning, social support for interest-driven learning and connections to multiple sites of learning activity drive individual learning outcomes. These individual outcomes also lead to collective outcomes by building knowledge, capacity and expertise in diverse communities.〔〔 Environments that support connected learning are generally characterized as having a sense of shared purpose, a focus on production, and openly networked infrastructures. == HISTORY == Connected learning has been a term used in research since the early 1990s. The original usages piggybacked on the concept of connected knowing, which emphasized the importance of context in the development of knowledge for women. Many articles from this time used the term connected learning in reference to hands-on education like fieldwork〔 or internships which is tied to the concept of learning in context. The early research that used the term connected learning also shared the common theme of sociality being important to learning outcomes. From 2000, the term connected learning began to be used in research publications to refer variously to project-based, networked, social, and information-age learning. Cronwell and Cronwell created the first "framework and an organizing set of principles to guide educational research and development," (p. 17).〔 This research was supported by the Center for Internet Research. This connected learning framework is based on the following set of principles: * The education process must become learner-centered. * Assessment - diagnostic, formative, and summative - must be improved and deeply integrated into the learning and teaching process. * National and state academic standards must be met or exceeded. * Ethnic academic achievement "gaps" must be addressed and eliminated. * Learning must become more active. * The formation of lifelong learning behaviors must be facilitated. * Education reform must be guided by empiricism. * Well-designed, technology-enabled education reform will be self-improving, self-reforming and self-documenting. * Teaching and learning content must be of the highest possible quality, current and relevant. * Proven pedagogical methodologies and the best research from all field with a bearing on learning and teaching must be integrated into education. * The needs of all stakeholders (students, teachers, parents, administration, government, business, etc.) must be served. * Reform must also address the need to improve the formation and achievement of vocational goals by students. * Where minimum standards exist, the goal must be near-universal mastery rather than a standard distribution of achievement. (pp. 19)〔 This idea of connected learning is supposed to be an alternative to traditional in-school instruction. They label this connected learning framework as a work in progress that needs more research to support it. However, no further research has been completed on this framework. The connected learning model developed by (Connected Learning Research Network ) and (Connectedlearning.tv ) draws from sociocultural, cultural historical, social constructivist, and situated approaches to learning that stress how learning and development is embedded within social relationships and cultural contexts.〔 This framework of connected learning builds on Social_learning_theory sociocultural learning theory and empirical research that has documented learning in varied social and cultural settings, both within school and out of school. The connected learning approach is guided by the following three key findings that have emerged from this body of learning research: 1) a disconnect between classroom and everyday learning, 2) the meaningful nature of learning that is embedded in valued relationships, practice, and culture, and 3) the need for learning contexts that bring together in-school and out-of-school learning and activity. A set of principles for connected learning were developed by a group of researchers, technology makers, philanthropists, and educational practitioners seeking to come together around a common approach for how to expand educational opportunity in the digital age.〔(【引用サイトリンク】title= Mimi Ito comment )〕 At the core of connected learning are three values: equity, full participation and social connection. Connected learning is further defined by the following three learning principles and three design principles: * Interest-powered – Interests power the drive to acquire knowledge and expertise. Research shows that learners who are interested in what they are learning, achieve higher order learning outcomes. Connected learning does not just rely on the innate interests of the individual learner, but views interests and passions as something to be actively developed in the context of personalized learning pathways that allow for specialized and diverse identities and interests. * Peer-supported – Learning in the context of peer interaction is engaging and participatory. Research shows that among friends and peers, young people fluidly contribute, share, and give feedback to one another, producing powerful learning. Connected learning research demonstrates that peer learning need not be peer-isolated. In the context of interest-driven activity, adult participation is welcomed by young people. * Academically oriented – Educational institutions are centered on the principle that intellectual growth thrives when learning is directed towards academic achievement and excellence. Connected learning recognizes the importance of academic success for intellectual growth and as an avenue towards economic and political opportunity. * Shared purpose – Connected learning environments are populated with adults and peers who share interests and are contributing to a common purpose. Cross-generational learning and connection thrives when centered on common interests and goals. * Production-centered – Connected learning environments are designed around production, providing tools and opportunities for learners to produce, circulate, curate, and comment on media. Learning that comes from actively creating, making, producing, experimenting, remixing, decoding, and designing, fosters skills and dispositions for lifelong learning and productive contributions to today’s rapidly changing work and political conditions. * Openly networked – Connected learning environments are designed around networks that link together institutions and groups across various sectors, including popular culture, educational institutions, home, and interest communities. Learning is most resilient when it is linked and reinforced across settings of home, school, peer culture and community.〔 Based on an ecological approach, the collective and individual outcomes of connected learning are seen as integrally related to one another. According to the connected learning model, if people are pursuing interests and meaningful social relationships in the service of society’s academic, civic, and workplace institutions, this will lead to broader communal and societal outcomes: high quality culture and knowledge products, civically-oriented collectives, and diverse and equitable pathways to opportunity.〔 抄文引用元・出典: フリー百科事典『 ウィキペディア（Wikipedia）』 ■ウィキペディアで「Connected Learning」の詳細全文を読む スポンサード リンク
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