IMMERSIVE READING AS A CONTEMPORARY TECHNIQUE IN LIFELONG LEARNING

Kudryavtseva, E.; Kuzminov, R.; Abuzyarova, D.

Авторы: Kudryavtseva E., Kuzminov R., Abuzyarova D.
Сборник: LEARNING EDULEARN23 Proceedings 15th International Conference on Education and New Learning Technologies
Год издания: 2023
Место издания: IATED Palma, Spain
Первая страница: 716
Последняя страница: 722
DOI: 10.21125/edulearn.2023.0282
Аннотация: The Authors of the article present an innovative technology of immersive (project) formative reading aimed at shaping learner’s personality by developing their speech, logical and design thinking, curiosity, creativity, consistency, interactivity, and ethno-linguistic-cultural competence. The technology presents immersive reading as a process of step-by-step learner’s immersion into a text. This reading becomes a process of communication between the learner and the text. During the process, the learner goes through 8 steps of conscious perception: I see/hear, I feel, I understand, I want, I know, I am able, I can, I do. Therefore, immersive reading is a reading that shapes the learner’s identity (self-understanding, self-perception) with a focus on reflection. Besides, this reading is project-oriented, because the 8 steps listed above are the basis of any (cascade or scrum) design, starting with the identification of the problem down to the infinity of variant actions related to its solution and their results.The text used in immersive reading has a five-part compositional structure, which starts with the beginning – a situation familiar to the student, in which he or she is immersed in the process of reading. The beginning is followed by an unexpected challenge – a plot twist (for example, the main character violates a ban or receives an order from a senior to do some work). As the learner accepts the challenge, he/she changes from a passive reader into an active participant in a textual situation initiating one’s transformation.In the main part of the story, the learner faces the climax and becomes aware of the problem situation that arose in the process of reading, so he has a conscious desire to eliminate it restoring the original state of things and creating a new “status quo” at a new round. As a result of such activity-oriented and person-oriented reading, the learner begins to look for opportunities to solve his problem and achieve the goal that appeared while reading the text.At the stage of the denouement, it becomes clear that this goal is not only achievable but moreover, necessary for the reader’s personal development and the change of the world around him. The solution to this problem leads to a new stable world order, different from the one, that has been stated in the initial prologue and later challenged. The epilogue in its turn becomes a new beginning (prologue), starting another cycle. Thanks to the formative project reading framed by cases, the learner will be ready to apply this experience in practice on one’s own. The validity of the immersive approach applied to a text of any genre, in any language, and considering relevant culture is proven by the development of speech, logical and design thinking, curiosity, creativity, consistency, interactivity, ethno-linguistic-cultural competence in children – the participants of educational projects based on immersive reading in Germany, Spain, Czech Republic, Russia, Singapore, and Estonia. This reading technology can be used with students of any age, thus representing the implementation of a life-long-learning approach.Keywords: Lifelong learning, immersive reading, soft skills, competency-based education, learning innovation, experiential learning, student-centred learning, education.
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IMMERSIVE READING AS A CONTEMPORARY TECHNIQUE IN LIFELONG LEARNINGстатья

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