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Hea liverpool may 2012

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Hea liverpool may 2012

  1. 1. Technology, Learning, Design
  2. 2. Reasonable ExpectationsModule level:VLE area – interactive, ‘hub’, open source linksElectronic reading resources as the normAudio, video content and uploadingProgrammingWEEKLY updating by tutorForum discussion – range of dynamics (tutor chaired, open,student chaired, combinations)Blended learning – avoid novelty / tokenismAccess issues – physicalAccess issues – CONDITIONS OF POSSIBILITY / academic ‘capital’Linkage (to email / networks) – consultation / strategic / variedVirtual world learning – do stuff you can’t do otherwise.
  3. 3. Pedagogy = making• Creative practice is concerned with making and so is education. Such a duality of making sees lecturers at once teaching making and fashioning an effective learning environment for their students.• Thus we might conceive of ‘learning makers’ as well as a ‘creative makers’ and from this conception we see ‘the work’ through this double-lens, or this mirroring.• The moves a lecturer / practitioner makes in a studio - minute by minute - as they design teaching constitute the process of pedagogy.• This applies to designing learning with technology but the pedagogy of e-learning is often neglected.
  4. 4. Emerging field of virtual educational research skewed towards opportunities and constraints at the level of the institution. Assumes ‘student needs’ for new ways of learning? Dominant discursive themes - student collaboration and reflection; social constructivist pedagogy; institutional and design barriers for teachers; learning through / in play; open, daring and ‘risky’pedagogy; the interplay of learning and education (or edutainment); experiential pedagogies and ‘learning by becoming’. Lack of student voice?
  5. 5. Media Futur 10 minute assessed conference presentation ‘in world’.Gaming research journal (online).Most online worlds I have ever been in don’t really play to bea ‘second life’ but instead other a completely differentuniverse which isn’t similar to our own. I feel Second life hastoo many similarities to our real world.Student 4, Cohort 09-10 (Source: Assessed Journal)
  6. 6. Identity• What we do• Who we are• Tools we have• Roles• Community• Rules• Presence Childs, 2010 (‘mash-up’ – his words - of Activity Theory and Communities of Practice Model)
  7. 7. Forms of CapitalVirtual worlds such as SecondLife may not carry attendantperceptions of thesystemworld (such as withVirtual Learning Environments).But there may be as muchinequality in access to thesespaces as there will be tobooks.
  8. 8. Forms of CapitalFor those within this group lacking cultural capital in theorthodox mode, the ’trangressive’ benefits of the experiencefell below expectations, and this was particularly apparent forthose that can be considered as gamers.These students found it difficult to get past the idea thatSecond Life was an inferior version of their ‘passioncommunities’ (gaming).This provided a layer of prejudice that had to be surmountedbefore any potential benefit could be achieved.
  9. 9. Conditions of possibilityReflexive critical literacy rests on the compulsion for students totake risks, , to negotiate identities and to deconstruct the ‘idea’ ofthe virtual world at the same time as learning within it. Just as we would ask students to question the traditionalcurriculum (what is knowledge, what ‘counts’ as legitimate, how ispower exercised in education?) so we must afford them time andspace for such genuine enquiry in the digital world.EPISTEMOLOGICAL AND ONTOLOGICAL QUESTIONS.
  10. 10. flattenedPedagogies of surrender, inexpertise, curation.

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