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Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
Networked objects
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Networked objects

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Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper. …

Miles, Adrian. “Networked Knowledge Objects.” Association of Internet Researchers Annual Conference, Internet Research 7.0. Brisbane. 2006. Conference Paper.

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  • 1. networked knowledge objects videographic pedagogy for new knowledges
  • 2. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects Online technologies have always been a revolution in writing • a publishing and a making • a doing,‘designerly’ writing • was never merely a revolution in consumption • (an old fashioned notion of literacy)
  • 3. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects I am in an institutional context where • significant resources and infrastructure are provided to staff to become proficient & functional in ‘e’ learning within turn key systems • staff are routinely empowered by this experience • yet don’t imagine that their students would feel similarly empowered by the same experience • where all such work is locked behind firewalls there is no nett contribution to knowledge by students this fundamentally misunderstands emergent, peer contribution nature of these networks is still a classroom in a box
  • 4. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects I am in an institutional context where • significant resources and infrastructure is provided to staff to become proficient & functional in ‘e’ learning within turn key systems • staff are routinely empowered by this experience • yet don’t imagine that their students would feel similarly empowered by the same experience • where all such work is locked behind firewalls there is no nett contribution to knowledge by students this fundamentally misunderstands emergent, peer contribution nature of these networks is still a classroom in a box When the point is that our students no longer live, graduate into, nor will work in boxes (neither do we as academics).
  • 5. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects Within the RMIT media program we are attempting a whole of program approach to network literacies • this includes the integration of individual student blogs which are used throughout the three years of the degree (and possibly as an alumni service) • all students podcast and video blog • all students contribute collaborative research to a student wiki • spend a great deal of their second year exploring and using social software • all work is public
  • 6. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects within the RMIT media program we are attempting a whole of program approach to network literacies • this includes the integration of individual student blogs which are used throughout the three years of the degree (and possibly as an alumni service) • all students podcast and video blog • all students contribute collaborative research to a student wiki • spend a great deal of their second year exploring and using social software • all work is public To be network literate is to use existing distributed, emergent technologies within and as a part of your learning — this includes participating as a peer within these systems.
  • 7. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects By teaching students to be network literate we are seeking to shift the ‘economy’ of teaching from students being consumers (containers, whatever metaphor works for you) to peers within a learning community. It should be noted that a process based methodology is emphasised.
  • 8. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects The use of video online begins with video blogging. • students use a variety of ‘to hand’ technologies, including mobile phones, domestic digital cameras, and specialised equipment provided by the university • granular, personal and informal video is emphasised
  • 9. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects This grounds a reconsideration of video in exclusively digital & networked contexts • a soft video practice • helps to model the intersection and relationships of theory and practice • is grounded in a designerly cycle of making, reflecting, documenting, and a new cycle of making
  • 10. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects This lets the students then take these skills as the basis for expressing their academic learning. In conjunction with their developing network literacies they are able to make networked knowledge objects.
  • 11. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge object ‘Knowledge object’ is a term I take from Entwistle and Marton (1993). • I remember reading this many years ago and it ‘sticking’. I take it to be the artefact produced as the outcome or consequence (the expression) of deep learning • It recontextualises what is learnt into other contexts • It can include experiential and reflective aspects
  • 12. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge object A networked knowledge object is the artefact that is the expression of deep learning that utilises the affordances of networked, media rich hypertextual practices. • the networked aspect is a qualitative shift as links are acts of connection between media, and nodes, that support multiple learning styles and knowledge structures • a blog can be thought of as a networked knowledge object
  • 13. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects Networked time based media becomes the basis for these networked knowledge objects • these are interactive video and/or audio pieces • they combine text, image and time based media • contain links to network based objects (created by students and others) • they generally are published and/or distributed publicly via individual blogs • they are situated within specific theoretical problems
  • 14. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects The small number of examples I am going to show pose questions • what is being assessed? technical ability and excellence? creative excellence? theoretical engagement? • what constitutes size? words aren’t a metric how ‘big’ should they be? • how do you distinguish technical achievement and learning from knowledge gained and developed?
  • 15. Adrian Miles 2006http://hypertext.rmit.edu.au The aim of this work is not to produce new media artists, or theorists. It intends to embed a variety of literacies within a specific, situated problem. In producing their responses students undertake research into the theoretical issues and in translating their print literacies into networked knowledge objects engage with a variety of relevant technical, aesthetic, and theoretical activities. These are media students and so we are attempting to develop academic genres that engage with the knowledges they are developing across media, and, to appropriate John Hartley’s phrase from today’s keynote, let them make reveries as creative, active knowledge workers. (Knowledge lies in making and across media.)
  • 16. Adrian Miles 2006http://hypertext.rmit.edu.au networked knowledge objects Entwistle, Noel, and Ference Marton. "Knowledge Objects: Understandings Constituted through Intensive Academic Study." EQARD Occasional Paper 93.4 (1993).

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