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Learner-led and boundary free: Learning across contexts

Potter, JP; King, H; Kersh, N; Pitts, S; (2016) Learner-led and boundary free: Learning across contexts. In: Hohenstien, J and King, H, (eds.) Learning Beyond the Classroom. British journal of educational psychology. (pp. 39-49). British Psychological Society: Leicester, United Kingdom. Green open access

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Abstract

In this paper, the contributing authors seek to extend our thinking about the nature of learning across settings. All emphasise the role played by the individual in shaping learning and consider the importance of agency in sustaining motivation for learning beyond structured settings. Kersch examines these issues in the context of workplace learning. Potter identifies a new physical site of learning – the home-school boundary – and argues that learner agency and the relationship between interest and motivation provide a useful lens through which to examine and understand young people’s choices and behaviours in and out of school. Finally Pitts discusses the ways in which motivation and learner agency may be sustained across lifetimes with respect to engagement in music. In examining varying forms of learning that occur beyond the classroom, all three authors move beyond more traditional conceptualizations of learning as simply the acquisition of knowledge and skills, and instead offer a more nuanced notion of learning pertaining to the development of personal dispositions that enable effective participation in contemporary society in both work and social settings.

Type: Book chapter
Title: Learner-led and boundary free: Learning across contexts
Location: United Kingdom
ISBN-13: 9781854337375
Open access status: An open access version is available from UCL Discovery
Publisher version: http://shop.bps.org.uk/publications/publication-by...
Language: English
Additional information: This is a pre-publication version of the following article: King, H., Kersh, N., Potter, J. et al. (2015) Learner-led and boundary free: learning across contexts. In: Hohenstein, J. and King, H., (eds.) Learning Beyond the Classroom. British journal of educational psychology. Monograph series II (11). British Psychological Society, United Kingdom, 39 - 49. ISBN 9781854337375
UCL classification: UCL
UCL > Provost and Vice Provost Offices > School of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Culture, Communication and Media
UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Education, Practice and Society
URI: https://discovery.ucl.ac.uk/id/eprint/1475403
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