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Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
Personal & Sociomaterial Learning Entanglements (PSLE)
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Personal & Sociomaterial Learning Entanglements (PSLE)

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Presentation at the PLE Conference 2013 - Berlin (10-12th July, 2013) …

Presentation at the PLE Conference 2013 - Berlin (10-12th July, 2013)

Personal Learning Environments (PLEs) only seems to be personal, but from a practice-oriented view it is an ongoing process of social interactions and negotiations. In this presentation I talked about why context matters, outlined views on context and their implications for developing pedagogical concepts. This is part of my dissertation. The title of this presentation provokates, but shows the contradictions between the aspects "personal", social and materiality. These aspects should be considered when we are talking about and doing research of PLEs.

Find the Videorecording here: http://youtu.be/7JViJHzqWG0

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  • 1. Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. Kiel University, Germany @srmpbi http://about.me/srmpbi
  • 2. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi) How might we (induce dissonance in specific situation to) challenge students to develop and to reflect on their personal and sociomaterial learning entanglements? In search of challenging interventions http://1.1.1.2/bmi/2.bp.blogspot.com/-YP4CruiaWOw/UQVP1aOYMYI/AAAAAAAACrc/lJTzNqb2AOo/s640/Drama-Button.png
  • 3. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences Why does context matter? People`s intention and meaning are embedded in the context of a learning activity and practices and therefore an important factor for personal learning environments (PLEs). PLEs only seem to be personal, but in a broader sense of learning it is an ongoing process of social interactions and negotiations. Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi)
  • 4. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences The Role of Context Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi) Tools Subject Object Rules Community Div. of Labour Material CulturalSocial Mechanistic View Activity-Theory Model Socio-material View Context is portrayed as a container and is seen as seperated from the individual. „Activity itself is the context.“ (Nardi, 2001) Learning is a social and dynamic process. It occurs when contradictions induce uncertainty, questioning, negotiations, etc. Material and activity are constitutively entangled. Learning can`t be separated from context, but can be renowned as facilitators of epistemic processes.
  • 5. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences Practice-oriented Perspective “Humans are constituted through relations of materiality – bodies, clothes, food, devices, tools, which, i n turn, are produced through human practices. The distinction of humans and artifacts, on this view, is analytical only; these entities relationally entail or enact each other in practice. As Law puts it (2004: 42; emphasis in original): ‘This is a thoroughgoing relational materiality. Materials – and so realities – are treated as relational products. They do not exist in and of themselves.’” (Orlikowski, 2007) Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi) Material CulturalSocial Socio-material View Constitutive entanglement (Orlikowski, 2007)
  • 6. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences “Knowing is something that people do together, and it is done in every mundane activity, in organizations when people work together, and also in academic fields. To know is to be able to participate with the requisite competence in the complex web of relationships among people, material artefacts and activities (Gherardi, 2001). Acting as a competent practitioner is synonymous with knowing how to connect successfully with the field of practices thus activated.“ Silvia Gherardi (2009) Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi)
  • 7. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences Question for discussion What does this sociomaterial entanglement mean for research and pedagogical concept development within the scope of PLEs? Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi)
  • 8. Kiel University, Faculty of Arts and Humanities, Department of Media Education/Educational Computer Sciences References • Engeström, Y. (2007). Activity theory and individual and social transformation. In: Engeström, Y., Miettinen, R., Punamäki, R.- L-. (eds.) Perspectives on activity theory. (pp. 19-38). Cambridge University Press, Cambridge. • Fenwick, T., Edwards, R., Sawchuk, P. (2011): Emerging approaches to educational research: Tracing the sociomaterial. Routledge, New York. [Kindle Edition] • Figueiredo, A.D. and Afonso, A.P. (2006). Context and Learning: A Philosophical Framework. In A.D. Figueiredo & A. Afonso (Eds.). Managing Learning in Virtual Settings: The Role of Context. Hershey, PA, USA: Information Science Publishing (pp. 1- 22). • Gay, G., Hembrook, H. (2004). Activity-centred design: an ecological approach to designing smart tools and usable systems.The MIT Press. • Gherardi, S. (2009). Introduction: The Crutical Power of the 'Practice Lens'. In: Management Learning. Vol. 40(2): 115-128. • Giest (2006). Lernen - betrachtet aus tätigkeitstheoretischer Perspektive. In: Lernen und neue Medien / Zentrum für Lehrerbildung, Univ. Potsdam (2006). (LLF-Berichte ; 21). URL: http://opus.kobv.de/ubp/volltexte/2006/835/index.html • Golsorkhi, D., Rouleau, L., Seidl, D., Vaara, E. (2010). Cambridge Handbook of Strategy as Practice. [Kindle Edition]. • Luckin, R. (2010). Re-designing learning contexts: technology-rich, learner-centered ecologies. Routledge, New York. [Kindle Edition]. • Nardi, B. (1997). Studying Context: A Comparision of Activity Theory, Situated Action Models, and Distributed Cognition. In: Nardi, B. (1997). Context and Consciousness: activity theory and human-computer interaction. The MIT Press. (pp. 69-102). • Orlikowski, W.J. (2007). Sociomaterial Practices: Exploring Technology at Work. Organization Studies 28(9), 1435-1448. • Reisas, S. (2012). Diverse Knowledge Practices through Personal Learning Environments - A theoretical Framework. • Wenger, E.: Communities of practice. Learning, meaning, and identity, 16th edn. Learning in doing, Cambridge Univ. Press, Cambridge 2008. • Wenger, E., Smith, J.D., White, N. (2012). Digital Habitats: stewarding technology for communities. CPsquare. [Kindle Edition]. Personal & Sociomaterial Learning Entanglements (PSLE) Sabine Reisas, M.A. (@srmpbi)

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