hea liverpool may 2012
TRANSCRIPT
Technology, Learning, Design
Reasonable ExpectationsModule level: VLE area – interactive, ‘hub’, open source linksElectronic reading resources as the norm Audio, video content and uploadingProgramming WEEKLY updating by tutor Forum discussion – range of dynamics (tutor chaired, open, student chaired, combinations) Blended learning – avoid novelty / tokenismAccess issues – physicalAccess issues – CONDITIONS OF POSSIBILITY / academic ‘capital’Linkage (to email / networks) – consultation / strategic / variedVirtual world learning – do stuff you can’t do otherwise.
Pedagogy = making
• Creative practice is concerned with making and so is education. Such a duality of making sees lecturers at once teaching making and fashioning an effective learning environment for their students.
• Thus we might conceive of ‘learning makers’ as well as a ‘creative makers’ and from this conception we see ‘the work’ through this double-lens, or this mirroring.
• The moves a lecturer / practitioner makes in a studio - minute by minute - as they design teaching constitute the process of pedagogy.
• This applies to designing learning with technology but the pedagogy of e-learning is often neglected.
Emerging field of virtual educational research skewed towards opportunities and constraints at the level of the institution.
Assumes ‘student needs’ for new ways of learning?
Dominant discursive themes - student collaboration and reflection; social constructivist pedagogy; institutional and design barriers for
teachers; learning through / in play; open, daring and ‘risky’ pedagogy; the interplay of learning and education (or edutainment);
experiential pedagogies and ‘learning by becoming’.
Lack of student voice?
Media Futur
10 minute assessed conference presentation ‘in world’.
Gaming research journal (online).
Most online worlds I have ever been in don’t really play to be a ‘second life’ but instead other a completely different universe which isn’t similar to our own. I feel Second life has too many similarities to our real world.Student 4, Cohort 09-10 (Source: Assessed Journal)
Identity
• What we do• Who we are• Tools we have• Roles• Community• Rules• Presence
Childs, 2010 (‘mash-up’ – his words - of Activity Theory
and Communities of Practice Model)
Forms of Capital
Virtual worlds such as Second Life may not carry attendant perceptions of the systemworld (such as with Virtual Learning Environments).
But there may be as much inequality in access to these spaces as there will be to books.
Forms of Capital
For those within this group lacking cultural capital in the orthodox mode, the ’trangressive’ benefits of the experience fell below expectations, and this was particularly apparent for those that can be considered as gamers.
These students found it difficult to get past the idea that Second Life was an inferior version of their ‘passion communities’ (gaming).
This provided a layer of prejudice that had to be surmounted before any potential benefit could be achieved.
Conditions of possibility
Reflexive critical literacy rests on the compulsion for students to take risks, , to negotiate identities and to deconstruct the ‘idea’ of the virtual world at the same time as learning within it.
Just as we would ask students to question the traditional curriculum (what is knowledge, what ‘counts’ as legitimate, how is power exercised in education?) so we must afford them time and space for such genuine enquiry in the digital world.
EPISTEMOLOGICAL AND ONTOLOGICAL QUESTIONS.
flattened
Pedagogies of surrender, inexpertise, curation.
