Dimensions of participatory practices in a digitally supported learning setting

Abstract

Numerous empirical studies have examined the democratic practice of students in educational institutions without shading a light on the systemic problems (e.g., Allulli, 2011, Demirovic, 2013, p. 17, Feu et al., 2017). The latter arise from conflicting expectations about the culture of interaction between politics, administration and pedagogy (Baldacci, 2017, p. 25). The aim of the present study is to investigate the potentials of students’ participatory practices in the context of gamified learning in academic teacher training. Based on operationalised stage model of gradual participation (Hart, 1992), the intertwining of theory and practice in participatory higher education through gaming and game design is analysed (Finseth, 2015). The results show a situation-specific seminar profile that has large parts of both heteronomy and self-determination. These phenomena are ‘moments of breakouts’ (Budde, 2010, p. 385), in which teachers and learners jointly decide on the spot whether and how to confirm or reformulate formal and informal expectations (see Zagreblesky, 2007)