Download to read offline
Uploaded byMike Johnson
NLC2016 legitimising non-peripheral participation 4x3
The document discusses the role of human actors in legitimizing informal networked learning within academic digital practices, emphasizing phenomenographic methodology and the experiences of four staff participants. It highlights the adoption of digital tools for supervision and the varying attitudes toward technology among lecturers, illustrating the tensions between surveillance and learning. The conclusion suggests a need to focus more on textual practices in learning rather than solely on technology, reflecting broader tensions between political-ethical and economic considerations.
More Related Content
Similar to NLC2016 legitimising non-peripheral participation 4x3
NLC2016 legitimising non-peripheral participation 4x3
- 1. The role ofhuman actors in legitimising informal networked learning of academic digital practice Lecturer: Information Management & Teaching School of Healthcare Sciences Mike JohnsonPhD Candidate Department of Educational Research
- 2. Plan • The DigitalScholar • Methodology & Method - Phenomenographic • The ‘tech’ – shared records • Participants – 4 staff • Outcomes – a table • Discussion- Wenger • Conclusion
- 3. The digital scholar? •Digital ‘transformations’ • Knowledge work That’s just tweaking
- 4. Methodology and methods •Phenomenographic • differences and their relations • 2nd order perspectives • ‘vivid contextualising’ • Narrative analysis and reporting • ‘Dual channel’ method Working memory Sounds selecting Words ImagesPictures selecting Visual mental model Verbal mental model organising organising Long-term memory Prior knowledge
- 5. Academic Supervision Record Keeping(ASRK) • Paper on multiple sites, and email records • 2008: Share supervision securely internationally By Manny Wilson from http://www.wikinomics.com
- 6.
- 7. Participants Established staff Ash –Lecturer for 20+ years. Technologically positive. Daryl – Lecturer for 10+ years. ‘Technologically reluctant’, keen educationalist. New staff Cameron – Years of clinical experience; lecturer for under a year. Doctoral student. Twitter fan. Jamie - Many years of clinical experience. Less than a year as a lecturer. Taught digital record-keeping to nurses.
- 8. Outcomes Ash Daryl CameronJamie Adoption Enthusiastic opportunistic independent ‘Head in the sand’ – student invoked Clinical expectation Clinical scruples Support in exploitation for learning 'supervision' Valued 'Human' resources (infrastructure) PDF guide over-whelmed 'Just try it for 15' Peers helped with basics, but more at interview! Peer mentor, but wanted explicit student permission too Organisational positioning Ambassador Reluctance fed off rumour but became advocate Instant advocate Uptake lagged: terror of the unfamiliar Access analogies ‘Safe’ – no alternatives ‘Safe’… to ignore ‘not the knickers drawer’ Voyerism
- 9. Discussion points Legitimate peripheralparticipation? • ‘New’ staff brought professional values/practices • New and old varied in requiring ‘legitimation’ • Supervision a core role, no space for the ‘peripheral’ Promoting connections? • But not without participation by humans vital to learning • Tension: Surveillance vs. management & learning Wenger et al. 2002 p.57
- 10. Conclusion The study soughtto be phenomenographic The digital scholar sent her first email >20 years ago - with the help of other humans.
- 11. Post Script • ‘moreattention should be “paid to textual practice around learning and less upon the technologies and their applications” (Lea & Jones, 2011, p. 377).’ ah… yes. • Contradictions between political-ethical vs. economic- pragmatic (Levinsen and Nielsen, 2012, p. 239) • Networked learning assumes ‘promoting connections’, and weak vs. strong links but Networked learning relies upon a ‘chain of weak links’ or synapses.
- 12.
Editor's Notes
- #4 Something about technology makes people always have to talk about it in deterministic and, often, positive ways. This is especially when compared with ‘the old’. Actually, not much is as old as a university – I went to Aberdeen (founded by papal bull in 1495 – yes I was there for the 500th anniversary). But perhaps a transformation has happened and sortof under our noses because actually information technology has transformed knowledge work. This, for me, is the elephant in the room. Amidst calls for universities to ‘get with it’ or roll over and die, we continue to make small but significant advances in working practices. Such as a move to digitise academic supervision record-keeping. This did not feel like a tweak to those involved.
- #5 So this was me trying out phenomenography which is looking for the qualitative differences between aspects of phenomena AND the relationships between those differences. Phenomenographic epistemology values 2nd order perspectives as about as close to the phenomena experienced as you are likely to get. Another aim is ‘vivid contextualising’ so with such a small number of interviews – this had to be a manageable small project – I decided to try and bring the interview data together in a narrative. I tried to stay as close to the data as possible. In the paper, I make the point that while we might be ok with 2nd order perspectives, by the time the researcher has transcribed and analysed the data, we’re then a ways on from 2nd order. So I decided to use a method that borrows from cognitive science – Richard Mayer talks about this, the dual channels of eyes and ears, the visual and the verbal mental models that we need to marshall in order to select, organise and integrate information into working and then long-term memory. I decide to apply this to transcript analysis. F4 is great for transcribing because it creates time-stamps that ATLAS.ti can recognise so that I can navigate anywhere within the transcripts AND hear the voices of participants making the comments.
- #6 Don’t worry – the acronym is a bit of a tease – I wont be referring to it in the talk – just the paper.
- #9 Data was collected late spring 2014. participants selected on an axis of their length of time as academics and then on some kind of tech enthusiasm/engagement scale.
- #10 Really in terms of learning, the role in notionally having recourse to support, the reified practice, and the people in terms of leveraging the resource... They all needed real human supporting to come to the point of taking advantage. In some sense they needed a pedagog, but who, what or where that person was was very different in each case.
- #13 ‘Innovating Design for Learning in the Networked Society’. In Exploring the Theory, Pedagogy and Practice of Networked Learning, edited by Lone Dirckinck-Holmfeld, Vivien Hodgson, and David McConnell, 237–56. New York, NY: Springer New York, 2012. http://link.springer.com/10.1007/978-1-4614-0496-5_14.