Kurzinfo:
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Abstract: Drawing from diverse data sources, this thesis explores issues associated with environmental education and digital media production. Working in an interpretive paradigm and developing concepts through anecdotes, literature study, interviews, and discussion, I invite the reader into a conversation that includes stories of learning about the environment, about digital media technology, and about teaching and learning experiences. Foregrounding my presence in this way envelops the field study and interview data in subjectivity, a tactic grounded in the theoretical notion of the co-construction of knowledge. The situations and dynamics associated with learning in the rapidly-changing fields of environmental education and digital media production are discussed as examples, meant to be used as catalysts for ongoing inquiry into how these kinds of learning, associated pedagogies, and the institutional arrangements in which they occur can be better understood. In addition to stories, the thesis includes qualitative research comprising interviews with two students and an instructor in a university course in which digital video production was used in an environmental education assignment. The interviews indicated the technological demands of the projects combined with the practices and choices of the students may have contributed to weaker self-reported outcomes. The author sets these interviews in juxtaposition with stories of his own experience to develop concepts and a series of practical, methodological, and theoretical questions to inform subsequent phases of research into learning systems, curriculum design, and pedagogy.
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↑ http://hdl.handle.net/2429/23340