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The Interweaved Fabrics of Reality: Material, Social and Intentional
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The Interweaved Fabrics of Reality: Material, Social and Intentional


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  • 1. SoMobNet roundtable, London, 21 Nov. 2011 The Interweaved Fabrics of Reality Making sense of material, social and intentional space, patterned practices, and the implications for m-learning design Yishay Mor, IET, Open University
  • 2. Merchant / Crook (this morning)
    • Schooling = participation in a set of patterned practices (not necessarily about effective learning)
    • Do we need to burn down schools to change this set? (campsmount)
  • 3.  
  • 4.  
  • 5.  
  • 6. (techno-pedagogical) Design… Christopher Alexander: “ The process of inventing physical things which display new physical order, organization, form, in response to function ” (1964, p.1). Middleton et al.: “ a subtle but complex interaction between the designer and contextual constraints … proposing the form of an artifact, system or process, which in turn drives its behaviour , which in turn can be compared with its desired function ” (2008, p. 22). Herbert Simon: “ everyone designs who devises courses of action aimed at changing existing situations into desired ones ” (1969, p 129).
  • 7. Design…
    • Devise artefacts through which we can act on reality in desirable ways.
    • Contextualised
    • Functional
    • Reality: as we understand it. Ideas, not atoms.
  • 8. Making sense of reality
    • Bruner (1991): we create and share meanings by constructing narratives from our experiences.
    • Narrative =
    • Context
    • Protagonist(s)
    • Sequence of events.
      • temporal links suggesting causality
    • Implicit moral
  • 9.  
  • 10. Friends Material Social Intentional Home Bedroom Bed Clock Corridor Kids’ room Stairs Kitchen Bread machine Me Wife Son Daughter Friends Football Team School Work Work Friends Colleagues Colleagues Me Wife Son Get to School On time Get to Work On time Make Sandwiches Prepare Talk
  • 11. Culture?
    • School uniform
    • School schedules
    • Work schedules
    • Packed lunch
  • 12. Culture? Me Wife Son Born in Israel Raised in Israel Independent School (UK) Living in The UK Raised in UK Voluntary aided School (Israel) Bread Maker iPod, games, Jay Z CDs, books, Tinariwen Tie & Blazer Google: “ how to tie a tie”
  • 13. Patterned Practices
    • Roepstorff et al: “ human group life orders itself into specific and semi-stable patterns of interaction, i.e. practices. Practices are shaped by material conditions, social dynamics and normative orders ” (2010, pp 1057)
    • A response to the problematic of “Culture”
    • -> Shape our mind and body through embodiment, internalisation, narratisation
    • ← Reshape the environment – physical and social – in which we operate.
  • 14. Patterned practices
    • Son
    • Alarm rings, crawl to the shower, dress (minus tie+blazer), get some breakfast, pack bag (books, sports kit, lunch), put on tie and blazer, run for the bus
    • Morning shower, breakfast + iPod game, school dress code, school bag
    • Me
    • Hear shower, remove bread from bread machine,
    • Bread making, breakfast + newspaper, morning shower, office dress code, commuter bag
  • 15. Learning?
    • -> Shape our mind and body through embodiment, internalisation, narratisation
    • ← Reshape the environment – physical and social – in which we operate.
    • Roepstorff et al (2010) examples –
    • phoneme “blindness” caused by mother tongue / script.
    • Musicians’ mismatch-negativity response to deviations in rhythmic structure
    • Variations in ultimatum game in small-scale societies.
  • 16. Social-Mobile? Material Intentional Intentional Social Social
  • 17. Material Social Intentional
  • 18. Implications for design
    • Techno pedagogical design
    • =
        • Devising new experiences and tools to support them in response to educational goals
        • =
            • Changing the material and social fabric to engender new patterned practices in dialog with the intentional fabric
  • 19. How?
    • Map the material, social and intentional forces that define the problem space ( survey )
    • Identify tensions to resolve ( analyse )
    • Narrate existing patterned practices ( observe )
    • Narrate hypothetical patterned practices ( scenarios )
    • Identify the technology in use, and how it could be changed to support the desired scenarios
  • 20. Force mapping
  • 21. Storyboarding
  • 22. Thank You! Yishay Mor, Institute of Educational Technology The Open University Walton Hall Milton Keynes MK7 6AA