Learning experience design and postdigital pedagogy in elementary learning environments: A theoretical approach
Authors
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Çağatay ErganDistance Education Application and Research Center, Ordu University, Ordu, Türkiye
DOI:
10.58583/EM.4.2.4Keywords:
Learning experience design, Postdigital Pedagogy, Instructional design, Instructional technologiesAbstract
The aim of this study is to theoretically examine the design processes of instructional technologies and digital learning environments developed at the elementary school level within the framework of postdigital pedagogy principles. Students born in the digital age are no longer merely users of digital technologies; they participate in learning processes as natural members of digital culture. This situation necessitates a holistic and experience-based approach that goes beyond traditional instructional design methods. Learning Experience Design (LXD) provides a framework that can address this need in the design processes of instructional technologies and digital learning environments by focusing on learner-centered, affective, interactive, and contextual dimensions. Postdigital pedagogy contributes to learning experience design processes by transcending the digital-physical distinction and considering learning within the human-technology-environment continuum. In this study, the concepts of Learning Experience Design and postdigital pedagogy are conceptually examined together for the learning processes of elementary school students. Accordingly, a conceptual framework is proposed on how these two approaches can be integrated in the design of students’ learning experiences, and recommendations are developed for the design of instructional technologies and digital learning environments at the elementary level.
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