Interactivity, Game Creation, Design, Learning, and Innovation. 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30–31, 2017, Proceedings

Research Article

Promoting Inclusion and Global Democratic Citizenship Through Digital Dialogic Collaborative Learning: Diversity Matters!

  • @INPROCEEDINGS{10.1007/978-3-319-76908-0_25,
        author={Elsebeth Sorensen},
        title={Promoting Inclusion and Global Democratic Citizenship Through Digital Dialogic Collaborative Learning: Diversity Matters!},
        proceedings={Interactivity, Game Creation, Design, Learning, and Innovation. 6th International Conference, ArtsIT 2017, and Second International Conference, DLI 2017, Heraklion, Crete, Greece, October 30--31, 2017, Proceedings},
        proceedings_a={ARTSIT \& DLI},
        year={2018},
        month={3},
        keywords={Inclusion Social robots Digital technologies Ict-based learning Digital learning architecture Democratic dialogue Meta-learning Computer Supported Collaborative Learning (CSCL)},
        doi={10.1007/978-3-319-76908-0_25}
    }
    
  • Elsebeth Sorensen
    Year: 2018
    Promoting Inclusion and Global Democratic Citizenship Through Digital Dialogic Collaborative Learning: Diversity Matters!
    ARTSIT & DLI
    Springer
    DOI: 10.1007/978-3-319-76908-0_25
Elsebeth Sorensen1,*
  • 1: Aalborg University
*Contact email: elsebeth@learning.aau.dk

Abstract

This paper addresses the problem of inclusive, creative and innovative learning quality of digital collaborative learning designs and their potential for amplifying digital democratic citizenship in learners - digital democratic citizenship with inclusive, empowering and teaching/learning processes at both a macro and micro level. The use of digital technologies for inclusion in processes of teaching and learning is illustrated through the findings from a Danish research project funded by the Ministry of Education. On the basis of these insights and the continuous development of new technologies, such as e.g. humanoid robotics, the paper concludes with a hypothetical theoretical exploration of a not-yet-utilized social-emotional meta-learning space and the tentative identification of its educational potential for inclusive learning and development, positioned in the interactive, communicative space between the learner and the robot. The paper finalizes with a possible conceptual, principled recommendation for digital learning designs that may be a step in the right direction towards sustaining global educational use of digital technologies for the purpose of digital democratic citizenship and social inclusion.