How do people bump into new affordances for learning. How to find, cultivate, or design new affordances.
What do we call new affordances for learning like this ⬇️(ref rt'd one)?, which is not recognised as learning tool or source in the traditional sense..For me it was(is) Twitter and my blog.@petergoodyear @markauskaite @timbocop , any official name?? https://t.co/1E6OrSWpz7
— Kiran Johny (@johnywrites) April 21, 2021
if we need a special term, I would call them "Post-digital affordances" (without refs). They are affordances made available by our (post-digital) cultures. https://t.co/UR1cQ2hCZa
— Lina Markauskaite #iStandWith🇺🇦 (@markauskaite) April 21, 2021
I really like the question. @username_render used “collateral learning” which Dewey(??) used for indirect learning that's contingent on motivation & environment (inc. social). But what affords that learning? There’s a sort of unintentional or semi-intentional appropriation?
— Tim Fawns (@timbocop) April 22, 2021
In @username_render’s case, the game is engaging & needs indirect learning (reading) to support participation. Reading is part of its logic. Its pedagogic core is its (engagement) hook: if it keeps you interested, you will learn what you need to learn to keep participating.
— Tim Fawns (@timbocop) April 22, 2021
Another relevant tweet
Basically, affordances are properties of tasks, and if you aren’t learning within the bounds of that task, you have no access to that affordance and so can’t learn it.
— Andrew D Wilson is now @adw.bsky.social (@PsychScientists) April 21, 2021
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