99 items | 6 visits
A list of bookmarks for the e-learning and digital cultures module on the msc in e-learning
Updated on Sep 20, 12
Created on Sep 17, 11
Category: Schools & Education
URL:
How do students engage in e-learning environments? What are the affective encounters and spatial engagements of students in these environments? These questions are considered by viewing affectivity and spatial engagements in terms of hybridity of the subject-object (humanmaterial) embrace to consider not only people but also the vitality of objects and their materiality.Two poststructuralist transdisciplinary practice-focused frameworks are used: 1) the material semiotic lens of Actor-Network Theory (ANT) (Latour, 2005; Law, 2008a, 2008b) which accents material agency, and 2) Non-Representational Theory (Thrift 2008) which draws on Deleuzean notions (Deleuze & Guattari 1988) to consider affectivity as ―charged‖ (Navaro-Yashin, 2009) intensities. This paper draws on student data from a larger ethnographic study of four fully online postgraduate subjects at an Australian university to trace participant e-learning experiences. By exploring the salience of student affective encounters and spatial engagements through three contrasting vignettes, I open up questions to address ‗pedagogies of desire‘ (Zembylas, 2007a, 2007b, 2007c) to explore how subjectivities and desires are (per)formed in a ‗more than human way‘ and how places of (e-)learning are ―affectively charged‖ (Leander, Phillips & Taylor, 2010, p. 336, original emphasis). These insights can open up new ways to (re)think e-learning design and pedagogy, in theory and in practice.
Opening up to knowledge work as gaming through stories, histories, and conversationsStarting to play with pastpresents: writing technology ecologies and Inka stringsContexts for gaming: distributed knowledges, academic capitalism and televisionHere we are now, embarked on Cat's Cradle with a range of other actorsPlaying the game with others: relative and relational presentisms
The Posthumanities Hub is a platform at Tema Genus (Department of Gender Studies, Linköping University) for inventive scholarly research, feminist networking and creative postgraduate training within a critical framework of posthumanities (cf. Cary Wolf; Donna Haraway 2008). We focus on the natures and cultures of gender across the humanities and the natural sciences.
An interview with Katherine Hayles on embodiment, virtual reality and the need to stop seeing the human as an independent being, always in control of the environment
V2_ is an interdisciplinary center for art and media technology in Rotterdam (the Netherlands). V2_'s activities include organizing presentations, exhibitions and workshops, research and development of artworks in its own media lab, distributing artworks through its Agency, publishing in the field of art and media technology, and developing an online archive.
Jon Cartwright reports that this material “mimics the mass, thickness, and elasticity of the skin. Like an extra-clingy plastic wrap, the elastomer sticks to the skin naturally, using only the weak, short-range, attractive forces that always exist between neighboring molecules for adhesion. It can stay attached for over 24 hours almost anywhere on the body.”
the label “living picture” has been misapplied to Lytro technology. These photos are not alive and do not seem so revolutionary after all. However, they do mark a new way in which users might experience photos on social media: instead of leaning back, scrolling and clicking-through, viewers are enticed to lean forward and manipulate. Looking forward, will we see a larger trend towards sharing on social media becoming more remixable and interactive? Most people did not remix the pepper spray cop, and few of the photos we post on social media get such treatment, but Lytro’s technology begs the question: might more social media content one day truly come alive?
ANT is a disparate family of material-semiotic tools, sensibilities and methods of analysis that treat everything in the social and natural worlds as a continuously generated effect of the webs of relations within which they are located. It assumes that nothing has reality or form outside the enactment of those relations. Its studies explore and characterise the webs and the practices that carry them.
A series of blog posts by Giorgio Bertini tagged with 'Rhizomatic change'
A Rhizomatic view of knowledge is inherently anti-hierarchal. It doesn’t allow to tell someone else what to know, nor does it like being in the position where the ‘right way’ established by someone else can be identified.
On struggling in the garden of learning and discovering something rhizomatic along the path.
In Clark Quinn I do discover something rhizomatic. ” … My problem with the formal models of instructional design (e.g. ADDIE for process), is that most are based upon a flawed premise. The premise is that the world is predictable and understandable, so that we can capture the ‘right’ behavior and train it. …” (Clark Quinn) This “flawed premise” is what we could name “reductionism”. Deleuze’s rhizome is a way to avoid reductionism. In Coming to know – the path of the rhizome Dave Cormier explains rhizomatic learning, as is Between the By-road and the Main Road (Mary Ann Reilly).
“… I’m edging around the idea that you can’t teach with a rhizomatic model in mind, you can only learn with a rhizomatic model…” (Lawrie says in comment.
This paper by David Winebaum (Weaver) introduces Deleuze's philosophy of becoming in system theoretic framework and proposes an alternative ontological foundation to the study of systems and complex systems in particular.
99 items | 6 visits
A list of bookmarks for the e-learning and digital cultures module on the msc in e-learning
Updated on Sep 20, 12
Created on Sep 17, 11
Category: Schools & Education
URL: