conceptions of participation in the digital age. a literature review
DESCRIPTION
Foliensatz zu meinem Vortrag "Conceptions of Participation in the Digital Age. A literature review" auf der ECER 2014 in Porto (Tagungsthema: The Past, the Present and the Future of Educational Research) Session Information ERG SES G15, ICT and Education Paper Session Time:2014-09-02 09:00-10:30 Room:FPCEUP - 2 B Chair:Paulo NogueiraTRANSCRIPT
Concep'ons of Par'cipa'on in the Digital Age
A literature review
Franco Rau, Faculty of Human Sciences Technische Universität Darmstadt, Germany
ECER 2014, ERG SES G15: ICT in EducaFon, 02.09.2014
Research quesFon
What do we know about the relaFonship between a parFcipatory culture, parFcipatory technologies and current in-‐school pracFces?
How has “parFcipaFon” been conceptualised and studied in the context of parFcipatory technologies and current in-‐class pracFces?
#ALS-‐ICE-‐BUCKET-‐CHALLENGE
StarFng with one concepFon: ParFcipatory cultures
What do we know about the relaFonship between a parFcipatory culture, parFcipatory technologies and current in-‐school pracFces?
„The ParFcipaFon Gap — the unequal access to the opportuniFes, experiences, skills, and knowledge that will prepare youth for full parFcipaFon in the world of tomorrow.“
(Jenkins et al. 2009)
QuesFoning parFcipatory cultures? The parFcipaFon gap!
State of research
My methodical approach
Preliminary results
1
2
3
State of research
1
• poten'al of Web 2.0 technologies to enhance learning and to facilitate acFve parFcipaFon has been widely debated theore'cally (Hew & Cheung 2013, Grell & Rau 2011, Tess 2013)
• Web 2.0 technologies are no “silver bullets“ and will not automaFcally improve students learning outcomes or parFcipaFon (Hew & Cheung 2013, Grell & Rau 2011, Sim & Hew 2010)
• “in-‐class prac'ces” with Web 2.0 technologies has not been sufficiently explored (Aydin 2012, Hew & Cheung 2013, Tess 2013)
Key issues of previous research
• some disagreements about …
– … agtudes towards Web 2.0 technologies as educaFonal environment (Aydin 2012, Tess 2013)
– … appraisal of posiFve effects of Web 2.0 technologies (Aydin 2012, Hew & Cheung 2013)
• views and concep'ons of “learning” and “par'cipa'on” are different (Hew & Cheung 2013, HrasFnski 2008)
• previous research has neglected to idenFfy how “parFcipaFon” has been conceptualised in this context
Key issues of previous research
My methodical approach
2
Aim/Ques'on Iden'fy and discuss current concep'ons of par'cipa'on in the context of parFcipatory technologies and current in-‐school pracFces
Methods for searching
Database: ScienceDirect; peer reviewed journal papers; published between 2006-‐2013; Title & abstract search (parFcipaFon or parFcipatory) combined with a fulltext search (including relevant keywords)
Abstract screening & data appraisal
Abstract screening with two criteria: (1) studies related to in-‐class pracFces (higher educaFon or school); (2) studies related to Web 2.0 technologies
Data analysis Constant comparaFve method to induc'vely idenFfy concepFons of parFcipaFon
Decisions for a systemaFc review
Screenshots -‐ hlp://www.sciencedirect.com (24.08.2014)
Methods for searching
645 results found through
ScienceDirect
155 abstracts screened for
criteria (unFl today)
127 abstracts excluded
28 full arFcles screened for
criteria
16 papers were idenFfied for data analysis (so far)
• case studys (n=10) • focus on scholars/
teacher (n=3) • focus on students (n=3)
12 full arFcles excluded
Study Nat* Edu* Tech* Foc*
01 Kim et al. (2013) SWE USA
HE Blogs Case study
02 Waycol (2013) AUS HE Social Web Scholars/teachers
03 Valetsianos & Kimmons (2012) USA HE ParFcip.
technol. Scholars/teachers
04 Junco (2012) USA HE Facebook Students
05 Papastergiou et al (2011) GRE HE Blogs Case study
06 Deng & Tavares (2013) HK HE Fracebook &
Moodle Case study
07 Valetsianos & Kimmons (2013) USA HE SNS Scholars/
teachers
08 Kang et al. (2011)
KOR USA
HE Blogs Case study
09 Junco (2011) USA HE Facebook Students
Included papers
Study Nat* Edu* Tech* Foc*
10 Alaran et al. (2013) MAS School ICT
(Blogs) Case study
11 Ellerani & Mendoza (2013) ITA HE Web 2.0 tools Case study
12 Handayani (2012) IDN HE Wiki/Google
Docs Case study
13 Leon et al. (2010) ESP HE Web 2.0 tools Case study
14 Lim et al (2013) SIN School Web 2.0 tools Students
15 Ortega (2013) MAS HE Facebook Case Study
16 Sadik OMA HE Flickr Case Study
Nr. Authors Year NaFon InsFtuFon Technology Focus
1 Alaran et al. 2013 MAS School ICT (e.g. Blogs) Case study
2 Deng & Tavares 2013 HK HE Facebook & Moodle Case study
3 Ellerani & Mendoza 2013 ITA HE Web 2.0 tools Case study
4 Handayani 2012 IDN HE Wiki/Google Docs Case study
5 Junco 2011 USA HE Facebook Students
6 Junco 2012 USA HE Facebook Students
7 Kang et al. 2011 KOR & USA HE Blogs Case study
8 Kim et al. 2013 SWE & USA HE Blogs Case study
9 Leon et al. 2010 ESP HE Web 2.0 tools Case study
10 Lim et al. 2013 SIN School Web 2.0 tools Students
11 Ortega 2013 MAS HE Facebook Case Study
12 Papastergiou et al. 2011 GRE HE Blogs Case study
13 Sadik 2009 OMA HE Flickr Case Study
14 Valetsianos & Kimmons 2012 USA HE ParFcipatory technol. Scholars/teachers
15 Valetsianos & Kimmons 2013 USA HE Social Networking Si. Scholars/teachers
16 Waycol 2013 AUS HE Social Web Scholars/teachers
Preliminary results
3
a. ParFcipaFon as just another expression for acFve learning
„[...] the affordances offered by blogs [...] can serve social construcFvist approaches to learning that emphasize students' acFve parFcipaFon in knowledge construcFon through social interacFons“
(Papastergiou et al. 2011, p. 1999)
(e.g. Deng & Tavares 2013, Ellerani & Mendoza 2013, Kang et al. 2011, Kim et al. 2013, Papastergiou et al. 2011, Sadik 2009, Waycol 2013)
Those who consider parFcipaFon as a resource for both personal as well as collecFve development are the ones who have a more posiFve agtude towards parFcipaFon geared towards their peers and are less worried about making their personal thoughts and opinions public, not to menFon sharing informaFon about themselves (who they are, their interests, the knowledge and experience they have, etc.). In contrast, those who view parFcipaFon as a tool or as a way to acquire immediate knowledge about something for themselves are the ones who only show interest in interacFng with the content and who consider acFve parFcipaFon in the enhanced online educaFonal space and peer interacFon to be a "waste of Fme" or even unnecessary. (Leon 2010, p. 837)
• Different aspects: – voluntary vs. compulsory/scripted contribuFons and interacFons
– individual learning vs. group learning
– different goals, e.g. internet self-‐efficacy, visual literacy, professional development
– different theore'cal references, e.g. social construcFvist approaches, engagement theory, communiFes of pracFce
• poten'al of Web 2.0 technologies to enhance learning and to facilitate acFve parFcipaFon has been widely debated theore'cally (Hew & Cheung 2013, Grell & Rau 2011, Tess 2013)
• “in-‐school-‐prac'ces” with Web 2.0 technologies has not been sufficiently explored (Aydin 2012, Hew & Cheung 2013, Tess 2013)
(e.g. Deng & Tavares 2013, Ellerani & Mendoza 2013, Kang et al. 2011, Kim et al. 2013, Papastergiou et al. 2011, Sadik 2009, Waycol 2013)
a. ParFcipaFon as just another expression for acFve learning
„Students reported parFcipaFon in a variety of Facebook acFviFes, with ‚viewing photos‘, ‚commenFng on content‘ and ‚checking to see what someone is up to‘ being the three most popular acFviFes.“
b. ParFcipaFon as term for using funcFonaliFes of specific social media/web 2.0 tools
(Junco 2012, p. 191)
(e.g. Junco 2012, Lim et al. 2013, Noh et al. 2013, Veletsianos & Kimmons 2013)
(e.g. Junco 2012, Lim et al. 2013, Noh et al. 2013, Veletsianos & Kimmons 2013)
• Different aspects: – “consuming” vs. „be content creators“
– “lurkers” vs. “structuring par'cipa'on so that others see me in a certain light”
b. ParFcipaFon as term for using funcFonaliFes of specific social media/web 2.0 tools
Conclusion
• preliminary codes need to be regarded with cauFons (sFll work in progress)
• within the reviewed studies, the term “parFcipaFon” appears to be more fuzzy used instead of referring to an explicit concept
• the term “parFcipaFon” was rarely used to refer to civic engagement (like Jenkins et al. 2009) or joint decision-‐making power (Mayrberger 2013)
Re hlp://www.bibsonomy.org/user/francorau/ECER2014 hlp://de.slideshare.net/FrancoRau/ Franco Rau, M.Ed. [email protected]‐darmstadt.de @FrancoRau
Thank You!
References
hlp://www.bibsonomy.org/user/francorau/ECER2014
Slides
hlp://de.slideshare.net/FrancoRau/
Contact
Franco Rau, M.Ed. [email protected]‐darmstadt.de @FrancoRau (Twiler)