Personal Technologies as Masks: Issues of Persona and Identity in Learner Engagement and Professional Practice Mark Johnso...
The Problem <ul><li>How to deliver a programme to instil Professional ethos, disposition, enculturation with computing stu...
The traditional solution <ul><li>Work-based learning </li></ul><ul><ul><li>Organisationally complex, doesn’t scale well </...
Enculturation, Conversation, Practice and Physical Presence <ul><li>“ learning how to use different language registers (bo...
Pedagogic Strategy <ul><li>Privilege the teaching of personal strategies for the coordination and effective use of online ...
An online approach <ul><li>Manageability/scalability </li></ul><ul><li>Pedagogic intervention and scaffolding </li></ul><u...
The instrumental dimension and the PLE <ul><li>Privileging tool usage over content delivery in line with PLE thinking </li...
The actions of learners with a PLE <ul><li>The learner performs two essential actions: </li></ul><ul><ul><li>Those actions...
Persona and Identity Learning friends UCAS work family Personal Organisation identity tools things people concepts Present...
Persona, Identity and online communication <ul><li>What is the difference between online enculturation and physical encult...
Implications and Questions <ul><li>Persona and Social Commitments </li></ul><ul><ul><li>It social interaction is mediated ...
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Personal Technologies As Masks2

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Personal Technologies As Masks2

  1. 1. Personal Technologies as Masks: Issues of Persona and Identity in Learner Engagement and Professional Practice Mark Johnson Claire Brierley University of Bolton
  2. 2. The Problem <ul><li>How to deliver a programme to instil Professional ethos, disposition, enculturation with computing students in a way which is manageable, sustainable, equitable in delivery and which in turn provides sustainable strategies and skills for learners to exploit beyond the course. </li></ul>
  3. 3. The traditional solution <ul><li>Work-based learning </li></ul><ul><ul><li>Organisationally complex, doesn’t scale well </li></ul></ul><ul><ul><li>Much variety in the quality of learning experiences (for better or worse…) </li></ul></ul><ul><ul><li>Pedagogical scaffolding and intervention to support learner development sometimes difficult within work culture. </li></ul></ul>
  4. 4. Enculturation, Conversation, Practice and Physical Presence <ul><li>“ learning how to use different language registers (both spoken and written) in order to be understood by a particular individual or audience; learning that behaviour itself can be regarded as a form of non-verbal language which communicates in ways that are often more obvious to the receiver than they are to the sender “ (Bates) </li></ul><ul><li>To what extent is physical presence a requirement for professional enculturation? </li></ul><ul><li>To what extent does ‘professional practice’ (particularly in IT) entail physical presence? </li></ul><ul><li>To what extent can enculturation and learner development be achieved through virtual presence, and what pedagogical opportunities does it afford? </li></ul>
  5. 5. Pedagogic Strategy <ul><li>Privilege the teaching of personal strategies for the coordination and effective use of online tools over any content those tools might give access to. </li></ul><ul><li>Tools used: </li></ul><ul><ul><li>Voice-over-IP (Skype) (personal interviews) </li></ul></ul><ul><ul><li>Feed aggregators (Netvibes, Firefox, Flock) </li></ul></ul><ul><ul><li>Coordination techniques (RSS, OPML, etc) </li></ul></ul><ul><ul><li>Wikis, Blogs </li></ul></ul><ul><ul><li>Discovery, coordination and participation in online communities (seeing online communities as learning opportunities) </li></ul></ul><ul><li>Initial outcomes… </li></ul>
  6. 6. An online approach <ul><li>Manageability/scalability </li></ul><ul><li>Pedagogic intervention and scaffolding </li></ul><ul><li>Personal technologies not bounded by the institution, in the control of the individual </li></ul>
  7. 7. The instrumental dimension and the PLE <ul><li>Privileging tool usage over content delivery in line with PLE thinking </li></ul><ul><ul><li>Technologies present barriers as well as opportunities </li></ul></ul><ul><ul><li>In eLearning, plethora of technologies creates new complexity for learners to manage (skills to use new tools, etc) </li></ul></ul><ul><ul><li>Computers afford opportunities to manage this complexity </li></ul></ul><ul><ul><ul><li>Particularly through SOA </li></ul></ul></ul><ul><li>And more deeply… </li></ul><ul><ul><li>Knowledge and action may not be separable </li></ul></ul><ul><ul><ul><li>To know something may mean “to know how to act” (c.f. Gibson, Heidegger, Bhasar, Merlea-Ponty) </li></ul></ul></ul><ul><ul><ul><li>Important implications for the notion of ‘competency’… </li></ul></ul></ul>
  8. 8. The actions of learners with a PLE <ul><li>The learner performs two essential actions: </li></ul><ul><ul><li>Those actions to maintain personal organisation </li></ul></ul><ul><ul><li>Those actions to maintain commitments to external agencies </li></ul></ul><ul><li>These are inter-dependent </li></ul>
  9. 9. Persona and Identity Learning friends UCAS work family Personal Organisation identity tools things people concepts Presentation of ‘persona’: Exchange of information with different communities of practice Commitments E-portfolio?
  10. 10. Persona, Identity and online communication <ul><li>What is the difference between online enculturation and physical enculturation? </li></ul> Low Control High Variety Face-to-Face High Control Low Variety Online Complexity afforded by Communication Medium Control of persona
  11. 11. Implications and Questions <ul><li>Persona and Social Commitments </li></ul><ul><ul><li>It social interaction is mediated by technologies that afford greater control of persona, how does it impact on social commitment? (Flores) </li></ul></ul><ul><ul><li>Looser commitments  greater openness, opportunities </li></ul></ul><ul><ul><li>Does greater diversity of social commitment entail the need for technology to manage persona? </li></ul></ul><ul><li>Questioning Barriers… </li></ul><ul><ul><li>Competence, Knowledge…Action ?? </li></ul></ul><ul><ul><li>Products and Processes </li></ul></ul><ul><ul><li>Work and Learning </li></ul></ul><ul><ul><li>Learning, Using, Living </li></ul></ul>
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