3D-remediation of virtual pedagogic practicePresentation Transcript
Toward a conceptualframework for 3D-remediation of pedagogic practice A casestudyofpeople, placesandpracticesremediatedthroughSecond Life (SL) RQ1: Howdoes 3D-remediation impact a particularcommunity of pedagogicpractice? Case: Master in ICT and Learning (MIL), 6 week online courseon ”ICT and pedagogic design” 3 completed research cycles from 2007-2009 RQ2: Howcan an Action Research approach inform the process of remediatingpedagogicpractice?
Lave & Wenger Learninghappens in situatedpractice Creation of meaningthroughnegotiation Keywordsare: Experience Doing Belonging Becoming
Vygotsky Ourinteractionwith the world is mediated via tools/artifacts Activity is cultural and historicallysituated and facilitateslearning New toolschange the structure and outcome of practice
Bolter & Grusin Remediationrefers to how new, digital media refashion and reform older media – changingstructure and outcome of practice Hypermediacy = aims at enhancing the user’sawareness of the mediation/the media Immediacy = aims at diminishing the user’sawareness of the mediation/the media
Respectfulremediation Main objective is to reproduce prior practice with no apparent critique – often focusing on a quantitative outcome. Other media are represented without manipulation in the mediation. In general, this type of remediation enhances the authenticity and enforces the authority of the original media and practice. Tradition, familiarity and certainty are keywords in this strategy. Changes are experienced as minor, evolutionary modifications and typically only involve change in modality, not specific activities.
Radicalremediation Main objective is to reform prior practice based on critical review – often focusing on a qualitative outcome. Other media are represented manipulatively in the mediation. In general, this type of remediation challenges both authenticity and authority of the original media and practice. Innovation, alienation and uncertainty are keywords in this strategy. Changes are experienced as major, revolutionary transformations, and typically involve change in both modality and activities.
Basic model of remediation of pedagogicpractice – strategiclevel
1. Research cycle (MIL07) Explore SL and the impactonthiscommunity 22 students, 1 teacher Respectfulremediation Self-directedlearning, littlein-worldfacilitation Interventions provednecessary 5scheduledactivities
Basic model of remediation of pedagogicpractice – tacticlevel
2. Research cycle (MIL08) Furtherexplore SL and activities 12 students, 1 teacher and 2 guest-teachers Radicalremediation Self-directedlearning, but highin-worldfacilitation 25 scheduledactivities
3. Research cycle (MIL09) Furtherexplore SL, activities and new assessmentmethod 8 students, 2 teachers and guests Radicalremediation Self-directedlearning, but highin-worldfacilitation 15 scheduledactivities
New assessmentmethod – in-worldpresentations of DidacticAnalysis
4. Research cycle (MIL10) Furtherexploreactivities and assessmentmethod 12 students, 1 teacher and guests Radicalremediation Self-directedlearning, highin-worldfacilitation 10 scheduledactivities + the students’ presentations