Genlæring af det sociale: Dialog og autorskab i UngtilUngs digitale "Krea-fællesskaber
DOI:
https://doi.org/10.7146/lom.v19i33.162192Keywords:
dialogisk læring, kreativitet, udsatte ungeAbstract
This article investigates how a redesign of the volunteer-driven project "Digitale Krea- fællesskaber" ("Digital Creative Communities") can strengthen sustained dialogue and so-cial learning among young people after group programmes end. The empirical foundation comprises participant observation of one ten-week group programme with nine partici-pants, asynchronous communication from a parallel group's chat forum, and one semi-structured interview. Through Educational Design Research and an abductive analytical process drawing on dialogic learning, creative authorship and materiality as an active dia-logic resource, three key principles are identified: facilitated openness, ae2sthetic medi-ation and participant-driven authorship. The analysis shows that craft activities create conditions for the relearning of social competencies within an online space, but that facil-itation is both a prerequisite for and a potential obstacle to participant authorship. On this basis, two design recommendations have been developed: a digital facilitator handbook and a creative alumni community.
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