In between-dominant-learning-spaces
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Some slides put together to support a twitter conversation - hence, they're not necessarily coherent as a standalone slideset. See other presentations here for more coherence.
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In between-dominant-learning-spaces
- 1. In-between dominant learning spaces thinking about interstitiality and learning Andrew Middleton Head of Academic Practice & Learning Innovation, Sheffield Hallam University @andrewmid
- 2. Introduction Seeing space differently These slides draws together various slidesets about ‘other space’ to support a twitter conversation (16/12/16) They may not be coherent as a slide pack (Thanks to Kathrine Jensen for exploring many of these ideas with me – more to do!)
- 3. Challenge: Push discourse beyond 'space as a technology' Context Tendency to focus on or gravitate towards the technological and operational (i.e. space, devices, VLEs, social media) when thinking about learning space… Rather than the experience of learning Danger: Who is looking after ‘Learning’, ‘Becoming’ and ‘Belonging’? Are the spaces/places between dominant formal and informal spaces invisible to us? (where space has many meanings) Learning between dominant moments
- 4. Binaries Guess the binary Fill in the blank Teaching and… Physical and… Passive and… Formal and… Synchronous and… How useful are these binaries in understanding learning and space?
- 5. Common binaries Physical Virtual Borderland spaces of becoming Social Independent Teach Learn Asynchronous Synchronous Open Closed Informal Formal Provided Active Passive Public Private Dominant Liminal Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265 “Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co- inquiry and reflection between students and faculty (Lodge, 2005). “ Third Space “the necessity of thinking beyond initial categories and initiatory subjects and focusing on those interstitial moments or processes that are produced in the articulation of ‘differences’ - Bhabha (1994, p. 269)
- 6. Open Closed Informal Formal Dominant Liminal Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265 “Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co- inquiry and reflection between students and faculty (Lodge, 2005).” learning in the rich spaces in-between binaries Between binariesBorderland spaces of becoming Physical Virtual
- 7. Lefebvre's Spatial Triad Seeing space differently Perceived Conceived Space + Time Lived Lefebvre's Spatial Triad "Social space is a social product" • Paying attention to the lived personal and social learning experience of social media • Valuing place (Oldenberg, 1989) i.e. space with personal and social meaning
- 8. Finding the In-between space Valuing the private, social, apparently inconsequential and the neglected space In-Between Space “Lifts, doorways, stairwells, toilets and cupboards – these are the spaces that have been neglected in our examination of work space, yet these are spaces that are used and experienced most days in most organizations – these spaces are everywhere” (Shortt, 2014, p. 2). Oldenburg (1989) Gutiérrez et al. (1999) Turner (1969) Stommel (2012)
- 9. = Digital= Non-Digital formal interstice non-formal ‘bridging’ or connecting experience of learning across formal/non-formal spaces Bridging the interstitial experience Finding the digital formal interstice non-formal Connectivist hybrid classroom Dominant Spaces applying digital learning e.g. tweetchat
- 10. A layer ‘bridging’ or connecting experience of learning across formal/non- formal spaces Emergence of the Non-formal: Augmented Learning Space Finding the digital Formal experience Facilitating… Dominant non-formal experience Augmented experience Permeable interstice Independent, autonomous learning Self-direction (UG) towards self-determination (PG) Enquiry, Problem and Project-based active learning Social, Open Learning Ecology and PLNs Social Networking, social media, audio, video, gameful learning, etc, etc (Apparently) Bounded classroom Bounded online
- 11. Conclusion Seeing space differently Social Media indicative of a critical future learning space Formal and self-determined use of social media indicates a disruption from a hierarchical learning and teaching paradigm to a networked learning paradigm in all of our learning spaces
- 12. The Interstitial Valuing the private, social, apparently inconsequential and the neglected space at the intersection of other spaces The Digital In-Between Space the glance at the phone, email or calendar the Facebook moment, the tweet you view, send or retweet the like or retweet of your message while you were away the note you make with your camera the connection you spot in the digital or physical space the connection you make… Interstitial an intervening space or action apparently less consequential small space or interval temporal or spatial a moment an interface a breather reflection The Digital Interstitial
- 13. a learner defined equilibrium in which space is characterised as a lived physical, digital and social dynamic The rich fluidity of the dynamic lifewide, lifelong hybrid learning space Connected Hybrid Learning Space Imagine the learner at the centre of their own learning experience... Clients Publics
Notas do Editor
- In-between dominant learning spaces: a gap in our thinking about interstitiality and learning A profound understanding of the higher education learning space is emerging through recent works that pay more attention to the learner's experience than to creating landmark architecture. (Harrison & Hutton, 2013). The aim of the workshop is to prove that technology and media can disrupt instrumental thinking about the learning space. It will, introduce the problem of learning binaries (10 minutes) introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes) generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space (25 minutes) conclude by devising a manifesto for liminal learning! The session will build upon ideas of Third Space and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969). Participants will co-produce stories and discover new spaces for new ideas of learning. There is a gulf between views that perpetuate outmoded forms of higher education and our future aspirations for learning in hybrid, connective spaces. We need to overcome resistance to, and fear of, the transformed learning space and relinquish the persistent realities of yesterday’s structures and cultures. We need to embrace transformative thinking based on what we know about people, learning, space and today’s digital technologies. Binaries are often used to describe higher education learning, which are convenient but mostly meaningless: physical-virtual, formal-informal, teaching-learning, private-public, and others. In this workshop we will explore learning binaries and reveal them to be barriers to understanding deep, rich and hidden learning continua with which we can transform learning. A key idea behind liminality is the ritual of passing from one state to another (Turner, 1969). As we examine and break down learning binaries we will identify ritual transition points which can be used to challenge, inspire or shift the learner from dependent directed learner to independent, autonomous and self-determined learner. However, we will also consider ideas like translocation, displacement and alienation in order to understand the learner’s sense of being lost or out of sight in-between conceptions of dominant learning spaces. We will reflect on the role of the digital in facilitating transition through the learning space. References Daskalaki, M., Butler, C.L., & Petrovic, J. (2012). Somewhere in-between: narratives of place, identity, and translocal work. Journal of Management Inquiry, (21) 4: pp. 430-441. Gutiérrez , K. D., Baquedano‐López, P., & Tejeda, C. (1999). Rethinking diversity: hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), pp. 286-303. Shortt, H. (2014). Liminality, space and the importance of ‘transitory dwelling places’ at work. Human Relations, 68(4), pp. 1–26. Turner V.W. (1969). The ritual process: structure and anti-structure. Chicago: Aldine. APT 16 Greenwich 50 minute workshop Theme: Differences between views: addressing the challenges and unintended consequences we risk in advocating institutional change, overcoming resistance and fear; tackling institutional structures and cultures that sit at odds with the aspirations and realities of teaching and learning today Give a clear description (400 words) that includes: The relevance of the topic to your chosen conference theme(s) The importance of the topic to academic practice and technology Reference to appropriate theory, research and/or practice For a practical session, the learning outcomes for participants and proposed activities including approximate timings https://showtime.gre.ac.uk/index.php/ecentre/apt2016/schedConf/index Tuesday 5 July, 2016 Greenwich Maritime Campus The 14th annual Academic Practice and Technology (APT) Conference will take place on Tuesday July 5th 2016. "Mind the gap: changing institution practice: APT in the post-digital age"will focus attention on the ‘gaps’, real or perceived, in the contemporary educational landscape: e.g. between technology and teaching, learning and assessment, staff developers and staff practitioners, students’ expectations and achievement, and individual aspirations and institutional realities. ‘Mind the gap’ is most commonly a warning to beware of the abyss between train and platform. This year it is also the rallying cry for the APT conference. On one hand, the word ‘gap’ may evoke a sense of deficit, an exploration of missing pieces; on the other, it invites an alertness to opportunity, the potential to capitalise on innovations which might have already demonstrated their worth elsewhere. APT 2016 will focus attention on the ‘gaps’, real or perceived, in the contemporary educational landscape: e.g. between technology and teaching, learning and assessment, staff developers and staff practitioners, students’ expectations and achievement, and individual aspirations and institutional realities. We invite you to explore the role of academic practice and technology in identifying, avoiding, reducing or even exploiting such gaps; to share how you are ‘minding the gap’ yourself; to debate the impact of widening and narrowing gaps on teaching and learning; and to creatively address the tensions arising from them. As always, the conference will provide an exciting opportunity to network with colleagues from the UK and abroad at the historic Maritime Greenwich campus, a World Heritage site. Conference themes APT 2016 seeks papers, proposals for innovative workshops and lightning talks that interpret the metaphor of a ‘gap’ in one of the more of these ways: The digital divide: seeking ways to improve digital literacy and professional capability so that practitioners, students and institutions can make effective use of technology in academic practice and bridge the gap between expectations and aspirations in a changing educational environment; scaling innovation across disciplines and contexts. Shifting boundaries: exploring how cross-institutional and cross-cultural approaches, and inter-disciplinarity and trans-disciplinarity can create new and challenging opportunities for learning; challenges to the status quo. Opportunities: promoting practices, examples, case studies and innovations that have the potential to effect change and enhance staff-student relationships and/or link academia with employers; alumni and professional communities; to develop and deliver innovative technology-enhanced curricula, using technology to change the debate or find new ways to do teaching and learning; to connect and collaborate; to improve links with industry. Differences between views: addressing the challenges and unintended consequences we risk in advocating institutional change, overcoming resistance and fear; tackling institutional structures and cultures that sit at odds with the aspirations and realities of teaching and learning today Hiatus: engaging in critical reflection, evaluation, analytics and research to fill the gaps in our knowledge and understand better the role and impact of technology in academic practice and policy. We also welcome papers on other themes that explore academic practice with technology through the metaphor of the ‘gap’. Closing date for submissions: Monday 7th March 2016. To find out more, scan the QR code or please visit http://tiny.cc/apt16. ------- Session Plan 50 minute workshop Introduction 10 minutes Aim and objective Generate stories to discover new spaces for new ideas of learning. Creating visions of learning in the digital-social or post digital age and what this means for thinking about learning space and place ------------ Context Co-ordinating the University’s Furture Learning Spaces agenda The challenge is roles focus on the technology (i.e. Space) not the pedagogy! Operational views, not experiential understanding Who is involved? [YU/Staffs stakeholder slide - all stakeholders require a common language] ------------ The problem of learning binaries Quick activity - reveal the binary: Teaching - Learning Physical - Virtual Etc ------------ [Show binaries slide] Useful but… Lefebvre Spatial triad offers three ways of looking at space. Our interest in learning space is ultimately in the lived experience of learning in which we need to consider psychological, sociological pedagogical, and epistemological ideas of learning, motivation, engagement (D3Bs: doing, being, becoming and belonging). ------------ ------------ In-between space 10 minutes The session will build upon ideas of Third Space, Third Place (Oldenburg, 1989) and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969). Third Space (Gutiérrez et al., 1999): Third Place (Oldenberg, 1989): Hybridity (: In-between space (Shortt, 2014): Liminality (Turner, 1969): ------------ ------------ [use disruption slide] The digital is pervasive It connects us [Siemens’ principles] technically and socially. This disrupts everything. It promotes network and disrupts hierarchy, etc. introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes) ------------ ------------ Story time 25 minutes Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space. A manifesto for liminal learning! Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place How can we take these ideas back to our Universities? How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning? In 2025 our: Students will… Teachers will… Learning support services will... Curriculum will... Learning spaces will… Ideas about learning will… Relationship to the world will...
- Andrew A pair of slides that illustrate the futility of binaries as obstructing ‘the richest space of all” “In borderland spaces the traditional power hierarchies of higher education may be scrutinized and destabilized, enabling students to draw more freely from their own experiences and to work in partnership with each other and with faculty, prompting the construction of new identities (Giroux, 1992; Kazanjian, 2011). The division between teaching and learning becomes blurred as students adopt the role of tutor, whilst tutors act as facilitators and, in so doing, can learn a great deal from their students. Thus, borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008). Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). Here, students can be empowered to participate in their learning so that they might actively shape both their learning experiences and those of succeeding cohorts.” Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
- “In borderland spaces the traditional power hierarchies of higher education may be scrutinized and destabilized, enabling students to draw more freely from their own experiences and to work in partnership with each other and with faculty, prompting the construction of new identities (Giroux, 1992; Kazanjian, 2011). The division between teaching and learning becomes blurred as students adopt the role of tutor, whilst tutors act as facilitators and, in so doing, can learn a great deal from their students. Thus, borderland spaces are unprescribed and remain open to being shaped by the processes of learning experienced by their participants, rather than being constrained by pre-defined objectives laid down by the curriculum (Savin-Baden, 2008). Borderland spaces are permissive spaces, allowing genuine dialogue to take place and offering opportunities for co-inquiry and reflection between students and faculty (Lodge, 2005). Here, students can be empowered to participate in their learning so that they might actively shape both their learning experiences and those of succeeding cohorts.” Hill, J., Thomas, G., Diaz, A. and Simm, D. (2015) Borderland spaces for learning partnership: Opportunities, benefits and challenges. Journal of Geography in Higher Education. ISSN 0309-8265
- We can think of social media in terms of space But it is ‘lived’ space that is most useful for us to understand how social media connects with learning Lefebvre's Spatial Triad "Social space is a social product" How is space produced? In three ways: the perceived, the conceived, and the lived the case studies challenge the dualistic discourse that positions social media as a distinct space. The studies confirm that social networking is better understood as a lived experience rather than a digital phenomenon. For example, they reflect the thinking of Wenger et al. (2011, p.9) who describe the importance of “participants who have personal reasons to connect” and the affordances of network structures for learning, such as “information flows, helpful linkages, joint problem solving, and knowledge creation” (ibid).
- In-between space 10 minutes The session will build upon ideas of Third Space, Third Place (Oldenburg, 1989) and hybridity (Gutiérrez et al., 1999), in-between space (Shortt, 2014) and liminality (Turner, 1969). Third Space (Gutiérrez et al., 1999): the idea of a Third Space where teacher and students scripts intersect around the formal and informal, the official and the unofficial spaces of the learning environment creating the potential for authentic interaction. It is a transformative space Third Place (Oldenberg, 1989): Neutral ground - where individuals are free to come and go with little obligation; Leveller - rank and status are mostly left at the door and participation is open to all; Conversation - the main mode of participation is conversation and Oldenburg highlights the importance of playfulness and wit; Accessibility and accommodation - the place is easy to access and use; Regulars - the narrative and identity of the place is sustained by a core group of regulars; Low profile - the space is unpretentious and homely; A home from home - exhibiting traits of rootedness, feelings of possession, spiritual regeneration, feelings of being at ease, warm (Seamon, 1979). Hybridity: - refers to the significant value found in contiguous situations where at least one space is recognisable as formal teaching space. Spaces that accommodate multiple purposes, roles, perspectives and modalities, characterised by multiplied hybrid identity, integrated and seamless, the need to separate the e-learning environment from a traditional conception of physically-located pedagogies Interstitial space an intervening space apparently less consequential than the dominant spaces or phenomena a small space or interval Interstitial space can be temporal, or spatial and visible. In all cases they are experienced. In-between space (Shortt, 2014): Liminality (Turner, 1969): ------------ ------------ [use disruption slide] The digital is pervasive It connects us [Siemens’ principles] technically and socially. This disrupts everything. It promotes network and disrupts hierarchy, etc. introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes) ------------ ------------ Story time 25 minutes Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space. A manifesto for liminal learning! Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place How can we take these ideas back to our Universities? How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning? In 2025 our: Students will… Teachers will… Learning support services will... Curriculum will... Learning spaces will… Ideas about learning will… Relationship to the world will...
- Interstitial space an intervening space apparently less consequential than the dominant spaces or phenomena a small space or interval Interstitial space can be temporal, or spatial and visible. In all cases they are experienced. In-between space (Shortt, 2014): Liminality (Turner, 1969): ------------ ------------ [use disruption slide] The digital is pervasive It connects us [Siemens’ principles] technically and socially. This disrupts everything. It promotes network and disrupts hierarchy, etc. introduce the concepts of in-between space in relation to hybrid learning, and liminality (10 minutes) ------------ ------------ Story time 25 minutes Generate and share stories in small groups in which personal and portable digital technologies and media play a pivotal role at the intersection of formal and non-formal physical, digital hybrid learning space. A manifesto for liminal learning! Creating a vision of learning in the digital-social or post digital age and what this means for thinking about learning space and place How can we take these ideas back to our Universities? How can we communicate of vision for learning in 2025? How doe we express a reconceptualisation of learning? In 2025 our: Students will… Teachers will… Learning support services will... Curriculum will... Learning spaces will… Ideas about learning will… Relationship to the world will...
- The Connected Hybrid Learning Space demonstrates, how the experience of each learner has to be understood as being critical to the way we understand 'learning space' i.e. for each learner there is a different learning ecology or dynamic construction that student interacts with the world and their learning in many diverse ways, each of which brings different meanings for them Their lifewide learning experience is about continuous boundary crossing - it is not about containment for example. In a Connected Hybrid Learning Space the learner is likely to experience Connectivity Curation of knowledge (sometimes represented as concrete artefacts, sometimes more formative and evidently dynamic and conceptual) Co-operation - a mutual appreciation of the social context Collaboration - a purposeful engagement in making and joint enterprise Creativity - the experience of resolving conundrums, as in Problem-based, Project-based, and experiential learning and of intrinsic motivation We find this experience in, Formal Course Peer Networks i.e. cohorts, classes and groups to which the learner is assigned http://www.aupress.ca/books/120177/ebook/06_Veletsianos_2010-Emerging_Technologies_in_Distance_Education.pdf