SlideShare a Scribd company logo
Welcome :)
Feal the Fear
Learning Design in Affective Places
and Online Spaces
Will start in just a moment.
HELLO
my name is
HELLO
my name is
I AM A
HELLO
my name is
I AM A
Feel the Fear:
Learning Design in Affective Places
and Online Spaces
Methodology
I’ll start with a story…
Is fear important to design learning,
and can you actually ‘catch’ it from
a hallway?
af.fect (noun): to impress the mind or move the feelings of a person.
Graphic design teachers seek to develop a design eye in their students,
a “feel” for design. This is a kind of informed taste and once established
is tacit, a form of embodied knowledge.
Places and things are complicit in this process in particular: hallways.
If affect (and fear) and seeing the exemplar work of others, is important
to the development of design students, then student bodies, and
learning places—virtual or physical—take more importance
than we may expect.
Methodology
ANT does not distinguish between human and non human, material
or cultural (Arnseth, 2011). The social emerges from the myriad relations
between human and non-human actors, no agency is given a priori.
In ANT a hallway has agency, but not intentionality.
ANT draws our attention to the associations: the work of translation,
negotiation, and enrolment of actants—objects, people, and ideas—
coming together (or not) in webs of relations termed actor-networks,
or assemblages.
ANT allows us to analyze how the materiality of learning environments
is implicated in the development of design students.
Non-Representational Theories focus on spaces, bodies, objects,
activities and practices and affects—the ‘background hum’ of
everyday life (Anderson & Harrison, 2010).
Our habits, dispositions, our ways of being in the world emerge
from the multiple interactions—including affect—that make up
the ‘world’ we inhabit (Nigel Thrift 2007).
There are many kinds of affects possible, many kinds of interactions,
and many kinds of outcomes, and the material world has affordances
that enable some, and prevent (or restricts) others (Thrift 2007).
Design education is socio-material, an assemblage of people, objects,
ideas and spaces, combining (or not) in ways that produce effects:
like a design eye.
Just describe — Bruno Latour (2005)
Literature
Affect is a slippery concept, often described using terms such
as “forces” or “energies”, “intensities” and “shimmers” (Gregg
and Seigworth 2010, 1)
forces/intensities
shimmers
Psychobiological reading: affect is an object, human centered
able to ‘leap’ between bodies, it is ‘contagious’ and capable
of being ‘caught’ (Ahmed 2010, 39).
Post-structuralist notion: affect as contingent, but not necessarily
connected with emotion within human bodies. Affect is capable of
circulating around and through objects, spaces, ideas and people.
Bodies can also participate in affective relations with non-human
things to produce learning.
Bodies can coexist with objects set-up for pedagogic purpose,
that have the capability to affect them, and attune them “hitherto
undetectable differences” (Latour 2004, 209).
Bodies and affect have a role in how we form taste — our likes
and dislikes.
We move closer to the things we like and further away
from the things we don’t like.
Affect can both ‘circulate’ and ‘stick’ to bodies and places
(Gregg and Seigworth 2010, 1).
Touching can connect us to an object, this is preserved through hab-
it (Ahmed 2010). ‘To be affected by something is to evaluate that thing’
(Ahmed 2010, 31)
The more time and interaction with an object the more chance there
is that affect sticks to it and that we will begin to evaluate and pass
judgment on it (Ahmed 2010, 29).
But why the ‘fear’ exactly?
Signature pedagogy (Shulman 2005) like graphic design pedagogy
(Shreeve 2011), practice benchmarking which forces students to
measure themselves against others (Shulman 2005).
Benchmarking encounters are commonly affective encounters
(Shulman 2005)
Affect leaks (Massumi 2002), by means of exemplar student work…
The hallway is an affective benchmarking experience.
Affect is the crucial ingredient helping students to ‘catch’
(Mulcahy 2011) the design eye.
Assembling Affect
We rely on others to form our taste (Hennion 2007). The Digital Wall
does not allow the visitor to stand alongside others and be seen to be
looking; it does not allow for the formation of taste in the presence
of others.
‘Liking’ demonstrates the possibilities inherent in online spaces
to enable powerful connective experiences, leading to potentially
generative learning.
Implications for Practice
The material world matters to learning design, and students need to
see good work, and the work of their peers as much as possible.
To instil a design eye online may be a matter of engaging online
students in a regular series of affective relations by making digital
displays of student exemplar work ‘sticky.’
An online space must allow students to experience the virtual
gaze of others, to form their taste in the presence of peers,
professionals and teachers.
Thanks for Listening!
Any Questions?
anitra@anitraland.com
@anitranot
pinterest.com/anitranot/

More Related Content

Similar to Feel the Fear: Learning Design in Affective Places and Online Spaces

Place attachment in primary schools
Place attachment in primary schoolsPlace attachment in primary schools
Place attachment in primary schools
Alexander Decker
 
Where Is The M In Interactivity, Collaboration, and Feedback?
Where Is The M In Interactivity, Collaboration, and Feedback?Where Is The M In Interactivity, Collaboration, and Feedback?
Where Is The M In Interactivity, Collaboration, and Feedback?
Michael Coghlan
 
Building for cooperation_ssc
Building for cooperation_sscBuilding for cooperation_ssc
Building for cooperation_ssc
David McAleavey
 
Animating Quotes
Animating QuotesAnimating Quotes
Animating Quotes
bchealthyminds
 
Social presence theory
Social presence theorySocial presence theory
Social presence theory
Siti Syazana
 
Blaschke final ride_2013_london
Blaschke final ride_2013_londonBlaschke final ride_2013_london
Blaschke final ride_2013_london
Lisa Marie Blaschke
 
Epistemic fluency perspectives in teaching and learning practice: Learning to...
Epistemic fluency perspectives in teaching and learning practice: Learning to...Epistemic fluency perspectives in teaching and learning practice: Learning to...
Epistemic fluency perspectives in teaching and learning practice: Learning to...
Lina Markauskaite
 
Designing the Learning Architecture in HE
Designing the Learning Architecture in HEDesigning the Learning Architecture in HE
Designing the Learning Architecture in HE
Martin Oliver
 
What is Heutagogy? And And how can we use it to help develop self-determined ...
What is Heutagogy? And And how can we use it to help develop self-determined ...What is Heutagogy? And And how can we use it to help develop self-determined ...
What is Heutagogy? And And how can we use it to help develop self-determined ...
Lisa Marie Blaschke
 
Overbeeke2007
Overbeeke2007Overbeeke2007
Overbeeke2007
swaipnew
 
People and prototypes
People and prototypes People and prototypes
People and prototypes
Milad Hajiamiri
 
People and prototypes
People and prototypes People and prototypes
People and prototypes
Milad Hajiamiri
 
People and prototypes
People and prototypes People and prototypes
People and prototypes
Milad Hajiamiri
 
Digifest 19-eyes-wide-open
Digifest 19-eyes-wide-openDigifest 19-eyes-wide-open
Digifest 19-eyes-wide-open
Bath Spa University
 
Psychology for UX and Human Experience
Psychology for UX and Human ExperiencePsychology for UX and Human Experience
Psychology for UX and Human Experience
Dave Hogue
 
(Co writing) Learning from/for a sustainable community
(Co writing) Learning from/for a sustainable community(Co writing) Learning from/for a sustainable community
(Co writing) Learning from/for a sustainable community
Perus Saranurak
 
The Evolution Of Human Communication
The Evolution Of Human CommunicationThe Evolution Of Human Communication
The Evolution Of Human Communication
Sharon Roberts
 
Dcla14 rose slides
Dcla14 rose slidesDcla14 rose slides
Dcla14 rose slides
Simon Buckingham Shum
 
Leibowitz being and becoming a good university teacher
Leibowitz being and becoming a good university teacherLeibowitz being and becoming a good university teacher
Leibowitz being and becoming a good university teacher
Brenda Leibowitz
 
Dale's Cone of Experience
Dale's Cone of ExperienceDale's Cone of Experience
Dale's Cone of Experience
erwin marlon sario
 

Similar to Feel the Fear: Learning Design in Affective Places and Online Spaces (20)

Place attachment in primary schools
Place attachment in primary schoolsPlace attachment in primary schools
Place attachment in primary schools
 
Where Is The M In Interactivity, Collaboration, and Feedback?
Where Is The M In Interactivity, Collaboration, and Feedback?Where Is The M In Interactivity, Collaboration, and Feedback?
Where Is The M In Interactivity, Collaboration, and Feedback?
 
Building for cooperation_ssc
Building for cooperation_sscBuilding for cooperation_ssc
Building for cooperation_ssc
 
Animating Quotes
Animating QuotesAnimating Quotes
Animating Quotes
 
Social presence theory
Social presence theorySocial presence theory
Social presence theory
 
Blaschke final ride_2013_london
Blaschke final ride_2013_londonBlaschke final ride_2013_london
Blaschke final ride_2013_london
 
Epistemic fluency perspectives in teaching and learning practice: Learning to...
Epistemic fluency perspectives in teaching and learning practice: Learning to...Epistemic fluency perspectives in teaching and learning practice: Learning to...
Epistemic fluency perspectives in teaching and learning practice: Learning to...
 
Designing the Learning Architecture in HE
Designing the Learning Architecture in HEDesigning the Learning Architecture in HE
Designing the Learning Architecture in HE
 
What is Heutagogy? And And how can we use it to help develop self-determined ...
What is Heutagogy? And And how can we use it to help develop self-determined ...What is Heutagogy? And And how can we use it to help develop self-determined ...
What is Heutagogy? And And how can we use it to help develop self-determined ...
 
Overbeeke2007
Overbeeke2007Overbeeke2007
Overbeeke2007
 
People and prototypes
People and prototypes People and prototypes
People and prototypes
 
People and prototypes
People and prototypes People and prototypes
People and prototypes
 
People and prototypes
People and prototypes People and prototypes
People and prototypes
 
Digifest 19-eyes-wide-open
Digifest 19-eyes-wide-openDigifest 19-eyes-wide-open
Digifest 19-eyes-wide-open
 
Psychology for UX and Human Experience
Psychology for UX and Human ExperiencePsychology for UX and Human Experience
Psychology for UX and Human Experience
 
(Co writing) Learning from/for a sustainable community
(Co writing) Learning from/for a sustainable community(Co writing) Learning from/for a sustainable community
(Co writing) Learning from/for a sustainable community
 
The Evolution Of Human Communication
The Evolution Of Human CommunicationThe Evolution Of Human Communication
The Evolution Of Human Communication
 
Dcla14 rose slides
Dcla14 rose slidesDcla14 rose slides
Dcla14 rose slides
 
Leibowitz being and becoming a good university teacher
Leibowitz being and becoming a good university teacherLeibowitz being and becoming a good university teacher
Leibowitz being and becoming a good university teacher
 
Dale's Cone of Experience
Dale's Cone of ExperienceDale's Cone of Experience
Dale's Cone of Experience
 

More from Anitra Nottingham

Visualise your Thesis Presentation/Workshop
Visualise your Thesis Presentation/WorkshopVisualise your Thesis Presentation/Workshop
Visualise your Thesis Presentation/Workshop
Anitra Nottingham
 
Thinking about Online Student Engagement
Thinking about Online Student EngagementThinking about Online Student Engagement
Thinking about Online Student Engagement
Anitra Nottingham
 
Branding for Academics
Branding for AcademicsBranding for Academics
Branding for Academics
Anitra Nottingham
 
Text Design recipe for making a thesis
Text Design recipe for making a thesisText Design recipe for making a thesis
Text Design recipe for making a thesis
Anitra Nottingham
 
Typesetting recipe
Typesetting recipeTypesetting recipe
Typesetting recipe
Anitra Nottingham
 
Are we teaching the wrong students?
Are we teaching the wrong students?Are we teaching the wrong students?
Are we teaching the wrong students?
Anitra Nottingham
 
How to make a beautiful thesis
How to make a beautiful thesisHow to make a beautiful thesis
How to make a beautiful thesis
Anitra Nottingham
 
Making Effective Slides
Making Effective SlidesMaking Effective Slides
Making Effective Slides
Anitra Nottingham
 

More from Anitra Nottingham (8)

Visualise your Thesis Presentation/Workshop
Visualise your Thesis Presentation/WorkshopVisualise your Thesis Presentation/Workshop
Visualise your Thesis Presentation/Workshop
 
Thinking about Online Student Engagement
Thinking about Online Student EngagementThinking about Online Student Engagement
Thinking about Online Student Engagement
 
Branding for Academics
Branding for AcademicsBranding for Academics
Branding for Academics
 
Text Design recipe for making a thesis
Text Design recipe for making a thesisText Design recipe for making a thesis
Text Design recipe for making a thesis
 
Typesetting recipe
Typesetting recipeTypesetting recipe
Typesetting recipe
 
Are we teaching the wrong students?
Are we teaching the wrong students?Are we teaching the wrong students?
Are we teaching the wrong students?
 
How to make a beautiful thesis
How to make a beautiful thesisHow to make a beautiful thesis
How to make a beautiful thesis
 
Making Effective Slides
Making Effective SlidesMaking Effective Slides
Making Effective Slides
 

Recently uploaded

MARY JANE WILSON, A “BOA MÃE” .
MARY JANE WILSON, A “BOA MÃE”           .MARY JANE WILSON, A “BOA MÃE”           .
MARY JANE WILSON, A “BOA MÃE” .
Colégio Santa Teresinha
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
Nicholas Montgomery
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Nguyen Thanh Tu Collection
 
PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.
Dr. Shivangi Singh Parihar
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
Celine George
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Mohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
Celine George
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
Nguyen Thanh Tu Collection
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
Jyoti Chand
 
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdfLiberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
WaniBasim
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Fajar Baskoro
 
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Excellence Foundation for South Sudan
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Nguyen Thanh Tu Collection
 
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
Academy of Science of South Africa
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
History of Stoke Newington
 
BBR 2024 Summer Sessions Interview Training
BBR  2024 Summer Sessions Interview TrainingBBR  2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview Training
Katrina Pritchard
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
S. Raj Kumar
 
clinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdfclinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdf
Priyankaranawat4
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
adhitya5119
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
GeorgeMilliken2
 

Recently uploaded (20)

MARY JANE WILSON, A “BOA MÃE” .
MARY JANE WILSON, A “BOA MÃE”           .MARY JANE WILSON, A “BOA MÃE”           .
MARY JANE WILSON, A “BOA MÃE” .
 
writing about opinions about Australia the movie
writing about opinions about Australia the moviewriting about opinions about Australia the movie
writing about opinions about Australia the movie
 
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
 
PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.PCOS corelations and management through Ayurveda.
PCOS corelations and management through Ayurveda.
 
How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17How to Make a Field Mandatory in Odoo 17
How to Make a Field Mandatory in Odoo 17
 
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptxChapter 4 - Islamic Financial Institutions in Malaysia.pptx
Chapter 4 - Islamic Financial Institutions in Malaysia.pptx
 
How to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 InventoryHow to Setup Warehouse & Location in Odoo 17 Inventory
How to Setup Warehouse & Location in Odoo 17 Inventory
 
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
 
Wound healing PPT
Wound healing PPTWound healing PPT
Wound healing PPT
 
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdfLiberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
 
Pengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptxPengantar Penggunaan Flutter - Dart programming language1.pptx
Pengantar Penggunaan Flutter - Dart programming language1.pptx
 
Your Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective UpskillingYour Skill Boost Masterclass: Strategies for Effective Upskilling
Your Skill Boost Masterclass: Strategies for Effective Upskilling
 
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
 
South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)South African Journal of Science: Writing with integrity workshop (2024)
South African Journal of Science: Writing with integrity workshop (2024)
 
The History of Stoke Newington Street Names
The History of Stoke Newington Street NamesThe History of Stoke Newington Street Names
The History of Stoke Newington Street Names
 
BBR 2024 Summer Sessions Interview Training
BBR  2024 Summer Sessions Interview TrainingBBR  2024 Summer Sessions Interview Training
BBR 2024 Summer Sessions Interview Training
 
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching AptitudeUGC NET Exam Paper 1- Unit 1:Teaching Aptitude
UGC NET Exam Paper 1- Unit 1:Teaching Aptitude
 
clinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdfclinical examination of hip joint (1).pdf
clinical examination of hip joint (1).pdf
 
Advanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docxAdvanced Java[Extra Concepts, Not Difficult].docx
Advanced Java[Extra Concepts, Not Difficult].docx
 
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
 

Feel the Fear: Learning Design in Affective Places and Online Spaces

  • 1. Welcome :) Feal the Fear Learning Design in Affective Places and Online Spaces Will start in just a moment.
  • 5. Feel the Fear: Learning Design in Affective Places and Online Spaces
  • 7.
  • 8.
  • 9.
  • 10. Is fear important to design learning, and can you actually ‘catch’ it from a hallway?
  • 11. af.fect (noun): to impress the mind or move the feelings of a person.
  • 12. Graphic design teachers seek to develop a design eye in their students, a “feel” for design. This is a kind of informed taste and once established is tacit, a form of embodied knowledge.
  • 13.
  • 14.
  • 15. Places and things are complicit in this process in particular: hallways.
  • 16.
  • 17.
  • 18. If affect (and fear) and seeing the exemplar work of others, is important to the development of design students, then student bodies, and learning places—virtual or physical—take more importance than we may expect.
  • 20.
  • 21.
  • 22.
  • 23. ANT does not distinguish between human and non human, material or cultural (Arnseth, 2011). The social emerges from the myriad relations between human and non-human actors, no agency is given a priori.
  • 24. In ANT a hallway has agency, but not intentionality.
  • 25. ANT draws our attention to the associations: the work of translation, negotiation, and enrolment of actants—objects, people, and ideas— coming together (or not) in webs of relations termed actor-networks, or assemblages.
  • 26. ANT allows us to analyze how the materiality of learning environments is implicated in the development of design students.
  • 27.
  • 28. Non-Representational Theories focus on spaces, bodies, objects, activities and practices and affects—the ‘background hum’ of everyday life (Anderson & Harrison, 2010).
  • 29. Our habits, dispositions, our ways of being in the world emerge from the multiple interactions—including affect—that make up the ‘world’ we inhabit (Nigel Thrift 2007).
  • 30. There are many kinds of affects possible, many kinds of interactions, and many kinds of outcomes, and the material world has affordances that enable some, and prevent (or restricts) others (Thrift 2007).
  • 31. Design education is socio-material, an assemblage of people, objects, ideas and spaces, combining (or not) in ways that produce effects: like a design eye.
  • 32. Just describe — Bruno Latour (2005)
  • 33.
  • 34.
  • 35.
  • 37. Affect is a slippery concept, often described using terms such as “forces” or “energies”, “intensities” and “shimmers” (Gregg and Seigworth 2010, 1)
  • 40. Psychobiological reading: affect is an object, human centered able to ‘leap’ between bodies, it is ‘contagious’ and capable of being ‘caught’ (Ahmed 2010, 39).
  • 41.
  • 42. Post-structuralist notion: affect as contingent, but not necessarily connected with emotion within human bodies. Affect is capable of circulating around and through objects, spaces, ideas and people.
  • 43.
  • 44. Bodies can also participate in affective relations with non-human things to produce learning.
  • 45. Bodies can coexist with objects set-up for pedagogic purpose, that have the capability to affect them, and attune them “hitherto undetectable differences” (Latour 2004, 209).
  • 46.
  • 47. Bodies and affect have a role in how we form taste — our likes and dislikes.
  • 48. We move closer to the things we like and further away from the things we don’t like.
  • 49. Affect can both ‘circulate’ and ‘stick’ to bodies and places (Gregg and Seigworth 2010, 1).
  • 50.
  • 51. Touching can connect us to an object, this is preserved through hab- it (Ahmed 2010). ‘To be affected by something is to evaluate that thing’ (Ahmed 2010, 31)
  • 52. The more time and interaction with an object the more chance there is that affect sticks to it and that we will begin to evaluate and pass judgment on it (Ahmed 2010, 29).
  • 53.
  • 54. But why the ‘fear’ exactly?
  • 55. Signature pedagogy (Shulman 2005) like graphic design pedagogy (Shreeve 2011), practice benchmarking which forces students to measure themselves against others (Shulman 2005).
  • 56.
  • 57. Benchmarking encounters are commonly affective encounters (Shulman 2005)
  • 58. Affect leaks (Massumi 2002), by means of exemplar student work…
  • 59.
  • 60. The hallway is an affective benchmarking experience. Affect is the crucial ingredient helping students to ‘catch’ (Mulcahy 2011) the design eye.
  • 62.
  • 63.
  • 64. We rely on others to form our taste (Hennion 2007). The Digital Wall does not allow the visitor to stand alongside others and be seen to be looking; it does not allow for the formation of taste in the presence of others.
  • 65. ‘Liking’ demonstrates the possibilities inherent in online spaces to enable powerful connective experiences, leading to potentially generative learning.
  • 66.
  • 68. The material world matters to learning design, and students need to see good work, and the work of their peers as much as possible.
  • 69. To instil a design eye online may be a matter of engaging online students in a regular series of affective relations by making digital displays of student exemplar work ‘sticky.’
  • 70. An online space must allow students to experience the virtual gaze of others, to form their taste in the presence of peers, professionals and teachers.
  • 71.