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  • Identity - Hybrid white African male pakeha palagi
    Pasifika at AUT learning more every day ..
    Embracing a more fluid virtual identity
    Share some of my research journey and lenses with you

  • Theoretical frames


  • How did I get there ?
    journal - now blog - but then ‘bush toilet’
    intuition of constructivism
    sense-making - Postman & Weingartner
  • How did I get there ?
    journal - now blog - but then ‘bush toilet’
    intuition of constructivism
    sense-making - Postman & Weingartner
  • How did I get there ?
    journal - now blog - but then ‘bush toilet’
    intuition of constructivism
    sense-making - Postman & Weingartner
  • How did I get there ?
    journal - now blog - but then ‘bush toilet’
    intuition of constructivism
    sense-making - Postman & Weingartner
  • Dialogue with lecturer
    non-preparation
    intuitions of:
    Evolution / Nature / Culture / Mind - body split /
    Thinking - Feeling separation / Consciousness / Intersubjectivity / Embodiment





  • Model 1
  • Model 1
  • Model 1
  • Model 1
  • Model 2
  • power







  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?
  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?
  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?
  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?
  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?
  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?
  • Biosemiotics - Embodied Mind, Ecology of Mind, Extended Mind
    Technology - synaptic technologies, the technium, the connecticon, the electrification of consciousness
    Social media - disruptive, connective, mobile, fluid, always on
    Learning - PLE, networked, living, evolving, spontaneously self-organising, transforming information into knowledge
    How can teaching and research ever be the same ? what forms will they take ?


  • Transcript

    • 1. Biosemiotics, Technology, Social Media and Learning: Rethinking educational research in the 21st Century Stanley Frielick Keynote address to the AUT School of Education Research Conference 6 September 2010
    • 2. Complexity - Embodiment - Enactivism - Intersubjectivity Knowledge in an age of uncertainty Knowledge is not made for understanding; it is made for cutting...... This “cutting edge,” of knowledge is no longer a smooth, linear progression towards truth, understanding and certainty (as the notion of “scientific progress” usually implies) but a process of discontinuity, a process of being disrupted, interrupted, and starting again. It is a process of cutting through assumed continuities,
    • 3. Complexity - Embodiment - Enactivism - Intersubjectivity Knowledge in an age of uncertainty Knowledge is not made for understanding; it is made for cutting...... This “cutting edge,” of knowledge is no longer a smooth, linear progression towards truth, understanding and certainty (as the notion of “scientific progress” usually implies) but a process of discontinuity, a process of being disrupted, interrupted, and starting again. It is a process of cutting through assumed continuities,
    • 4. Francisco Varela The Embodied Mind Mind in Life (Thompson) enactivism Extract from Varela documentary Monte Grande (copyright) http://www.mindandlife.org/media.mtg06.html
    • 5. Fragment from reflective journal - first teaching practicum. April,1982
    • 6. Fragment from reflective journal - first teaching practicum. April,1982
    • 7. Fragment from reflective journal - first teaching practicum. April,1982
    • 8. Fragment from reflective journal - first teaching practicum. April,1982 Education should above all instill into pupils equip pupils with the resources to discover some sense of what it means to be alive and why we are alive
    • 9. Break the pattern which connects the items of learning and you necessarily destroy all quality… (Bateson 1979: 16) Gregory Bateson Steps to an Ecology of Mind Mind and Nature: A Necessary Unity link to Bateson http://www.youtube.com/watch?v=XLuADL0ssnc
    • 10. Teacher-centred Student-centred REACTIVE CONSTRUCTIVE dualist
epistemology
of
the
individual
 as
constructor
of
meaning
who
is
essenAally
 autonomous
and
separate
from
the
world
    • 11. Teacher-centred Student-centred REACTIVE CONSTRUCTIVE dualist
epistemology
of
the
individual
 as
constructor
of
meaning
who
is
essenAally
 autonomous
and
separate
from
the
world
    • 12. Biggs, J. B (1999)
    • 13. STUDENT/S SUBJECT TEACHER/S
    • 14. STUDENT/S SUBJECT TEACHER/S
    • 15. STUDENT/S SUBJECT TEACHER/S
    • 16. Learning is a complex process in which embodied minds enact transformations of information by engaging in social and dialogical activity. Knowledge is an emergent property of a learning system. Knowledge is for cutting, expanding and opening up the space of the possible.
    • 17. Biosemiotics is the explication of the embodied and complex signifying / interpretive systems that enact the transformation of information into knowledge in the process of learning. These interpretive systems are apparent on at least 7 levels: 1. the digital transmission of information by DNA from one generation to another; 2. epigenesis of the phenotype from the DNA influenced by signals from the environment; 3. the process by which receptors of prokaryotes interpret signals from the environment; 4. the biosemiosis of learning by virtue of the emergence of a central nervous system in animals; 5. the transition from percept-based thought to concept-based symbolic thought that emerged contemporaneously with human speech; 6. the sociosemiosis of human society or culture, a symbolic based phenomenon; and 7. the semiotics of human generated signs both spoken and notated. Logan, R. (2007). The Origin and Evolution of Language and the Propagation of Or- ganization. tripleC 5(2): 75-81 http://tripleC.uti.at
    • 18. Kevin Kelly Out of Control: The New Biology of Machines (1995) What Technology Wants (2010) link to Kevin Kelly http://www.youtube.com/watch?v=ap-ZC21bk18
    • 19. danah boyd apophenia - http://www.zephoria.org zephoria on twitter link to danah boyd http://www.youtube.com/watch?v=DW3_JhQksv4
    • 20. In her analysis of internet culture and identity Turkle (1995) shows how the earlier theories of Jacques Lacan were given concrete and immediate form in the worlds of online multiplayer chat games, where users adopted different identities in the medium of onscreen text. The internet made Lacanian theory visible in a compelling and unexpected way. In the same sense one can argue that the understandings of student learning emerging in the 70s / 80s from phenomenography, the relational perspective, and the systems view of constructive alignment are forerunners of a new understanding of learning – now manifesting via the internet in the increasingly networked world of a university that is rapidly changing in response to new technologies, global issues, and increasing demands for relevance and innovation in the curriculum. Enactive coherence thus includes the new affordances of technology for enhancing student learning.
    • 21. “To conclude … on a semiotic note, and drawing on an image from Samuel Butler, I would observe that an academic is a sign’s way of spawning further, more developed academics. The administration’s task is to ensure that this process works smoothly. There are two fundamental strategies to accomplish these ends: first, by publishing and teaching as much as possible; and, equally important, by doing one’s best to facilitate the success of one’s colleagues in these respects. ” - Thomas A. Sebeok Kull K. (2003). Thomas A. Sebeok and biology: Building biosemiotics. Cybernetics & Human Knowing, 10, 47-60.  
    • 22. Image: 'I am Here for the Learning Revolution' Image: 'Heart cells' Image: 'Abandoned School' www.flickr.com/photos/31442459@N00/2516648940 www.flickr.com/photos/31962840@N00/2679987023 www.flickr.com/photos/96447062@N00/209582519 Image: 'Teaching is listening, learning is talking' Image: 'Communication' Image: 'Window To The Soul' www.flickr.com/photos/10838559@N00/4612194068 www.flickr.com/photos/35707686@N06/3474643866 www.flickr.com/photos/71038389@N00/2787109136 Image: 'Prüfungsstunde' Image: 'Phones' Image: 'Neurons, In Vitro Color!' www.flickr.com/photos/12143758@N00/96361849 www.flickr.com/photos/21947880@N00/124418044 www.flickr.com/photos/51994225@N00/2798522576 Image: 'Teaching Math or Something' Image: 'Stained Glass Window' Image: 'Blue Riverdamsel' www.flickr.com/photos/82312837@N00/466713478 www.flickr.com/photos/45359107@N00/3111823929 www.flickr.com/photos/9643110@N08/4243393863 Image: '034/365 exam week is here again' Image: 'DNA sculpture at Centre for Life' Image: 'Macro' www.flickr.com/photos/8542711@N08/4328473236 www.flickr.com/photos/55238998@N00/1251845255 www.flickr.com/photos/81073027@N00/2603669265 Image: 'DNA replication' Image: 'Charles Darwin' www.flickr.com/photos/7702002@N08/2575936407 www.flickr.com/photos/35752108@N00/2262636867 Image: 'Social Media 01' http://upload.wikimedia.org/wikipedia/commons/5/5e/Uex_photo_full.jpg www.flickr.com/photos/32931740@N06/3256859352 Image: 'Bubbling water' Image: 'Monkey See Monkey Do' www.flickr.com/photos/12836528@N00/3589122012 www.flickr.com/photos/37523824@N06/3633661333 Image: 'Velocidad de Obturación. Prueba 1-B' Image: '::Books have knowledge, knowledge is www.flickr.com/photos/23394122@N06/3695817588 power, power+corrupts,+corruption+is+a+crime,,,::' www.flickr.com/photos/66548401@N00/4053097146 Image attributions on flickrcc for slides and audio see www.enactivist.net follow enactivist on twitter

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