Didaktiske designprincipper for grænsekrydsning i vekseluddannelse
- med digitale grænseobjekter som udvidede handlemuligheder
DOI:
https://doi.org/10.7146/lt.v8i13.133746Abstract
The purpose of the article is to contribute with a theoretical proposal for didactic design principles for boundary crossing in dual education. In the article, boundary crossing is seen as a re-conceptualization of transfer, where the focus is on continuously recognizing and using boundaries between domains, practices, and contexts to promote learning and development. This opens the opportunity to meet, especially in exchange education, the embedded challenges of connecting and creating coherence and interaction across socio-cultural boundaries. Digital technology is considered mediating artefacts that also have potential as boundary objects. The article presents and discusses a set of theoretically based didactic design principles that can inform and concretize future design efforts and development work. The main points of the article are that boundary crossing does not happen by itself, but must be designed for and scaffolded didactically, and that digital technology can play a decisive role in didactic boundary work.
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