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PhD_Defense_-_ryberg_2007_final

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Information about PhD_Defense_-_ryberg_2007_final
Education

Published on January 6, 2009

Author: aSGuest9419

Source: authorstream.com

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Patchworking as a Metaphor for Learning- Understanding Youth, Learning and Technology : Patchworking as a Metaphor for Learning- Understanding Youth, Learning and Technology Thomas Ryberg E-Learning Lab – Center for User Driven Innovation Learning and Design Dept. of Communication and Psychology Aalborg University ryberg@hum.aau.dk Outline : Outline Departure in a study of young ‘power users of technology’ What we can learn from a technology mediated, open-ended and problem oriented learning process Two overarching aims of the presentation: Presenting the metaphor of Patchworking As a way of understanding, conceptualising and critically analysing learning processes Discussing relations between youth, learning and technology Creative remix culture vs. cut-and-paste plagiarism – Navigating between utopian and dystopian discourses Background : Background Empirical study conducted in relation to the “Power Users of Technology” project Envisioned long-term research project (20 years) Headed by the ‘Education Development Center’ – an international, US-based, non-profit organization Collaboration with research groups (e.g. at AAU), business partners, UN and partners from the educational sector Hypotheses of the project : Hypotheses of the project Hypotheses in the project about young Power Users of Technology: “Their self-selected, long-term, intensive experiences with technology have changed them. They think, behave, and solve problems differently from us and from others who have not had this special relationship with technology. We really don’t know everything they are able to do.” Joyce Malyn-Smith & Vivien Guilfoy - EDC “We believe that how they think and what they do is revolutionary not evolutionary. They are leapfrogging over many of the more traditional ways that we think about learning. Their minds and their brains are developing in ways that most of us can’t quite understand because we are not “wired” in the same ways that they have been” Joyce Malyn-Smith & Vivien Guilfoy - EDC The intense use of technology has changed young people and their ways of learning / solving problems To explore the notion of Power Users and the hypotheses the Costa Rica Symposium was arranged Costa Rica Symposium : Costa Rica Symposium Selecting six teams of young ‘Power Users’ to work with open-ended learning challenges (related to UN-millennium goals) Bringing the teams to Costa Rica to continue their work and present their results We were in charge of the Nordic Team We: Researchers, facilitators/chaperones (5-6 persons) Nordic Team: 4 from Aalborg, 4 from Copenhagen (13-16 years old) Knew each other in pairs Their challenge ‘how to reduce poverty in the world through the use of technology’ Our pedagogical approach : Our pedagogical approach Based on the Aalborg PBL model Problem Orientation/formulation (in contrast to Problem Solving) Group Work Our role: Supervisors and facilitators Overview of activities before Symposium : Overview of activities before Symposium May 2005: First meeting with Aalborg Power Users June 2005: Video meeting between all the power users - discussion of problem to address: Poverty or Environment June-July: Small meetings and online sessions – Poverty decided! Very Late July: Online meeting and three of them working on refining their problem Before symposium : Before symposium They had very little to work with from the outset – mainly vague ideas and concepts Really starting their work on the evening of the 7th of august – presenting it on the 10th in the morning (app. 2½ days of work). Still they managed to pull together a quite interesting and also well-argued presentation Quick 4 minutes overview of their work Their presentation as a patchwork : Their presentation as a patchwork The presentation is heavily multi-modal and combining many different mediational means and resources: Animation, video, pictures, texts, language, music, computers, paper, projectors, chairs, stage, bodily posture, movement and much more. Conceptual patchwork as well: Information, facts, discussions and ideas from many different sources. Entering the process of patchworking : Entering the process of patchworking Patchwork of many different sources, means and media that were assembled to convey their conceptualisation of poverty and how to address this issue Some graphs came from a presentation of an expert, which had even ripped some from an UN webpage Facts and information came from various web pages and books Ideas came from interviews, a bus conversation and other sources They made four different interviews which were video-taped, edited (some subtitled) and made part of the presentation. Music was carried on the computer from home Poor people’s pictures through Google image search Pictures in animation were hand-drawn and animated in PowerPoint Their stage show was choreographed and practised the night before Where did all these elements and concepts come from? Tracking back in time to find origin, while moving forward to follow their development Critical questions! : Critical questions! A mindless exercise of copy-paste or a creative, innovative and challenging learning process? A process of knowledge construction and not merely re-production? Methodology : Methodology Qualitative research: Explorative study, rather than controlled experiment Participant observation – quick-and-dirty ethnography Document collection Video data (app. 20 hours) Interviews How to approach the data Between ethnographical accounts and microanalysis of interaction Analysing in some detail excerpts of actual interaction to ground and develop the analytic concepts and theoretical discussions Main interest in the development and changes of their ideas and knowledge – the flow of events Focus : Focus The situation: A short term, intensive learning process Following the trajectory and development of ideas – (threads) How did their conceptual understanding develop? How did particular ideas develop, disappear or emerge? How did they manage and master the entire work process? Development of analytical concepts to address these questions Analytic Concepts : Analytic Concepts Cycles – analytic concept to identify overarching phases or structures in their work Two main cycles identified Cycles of ‘stabilisation work and production’ Cycles of ‘patchworking and remixing’ Processes – analytic concept to identify ongoing activities of variable intensity – e.g.: Foraging and gathering Creating a shared pool of knowledge Stitching a conceptual blueprint Creating a sociable atmosphere Threads – orientation devices Backbone threads (problem formulation, methodology) Topical threads (more ephemeral ideas (tourism), hypotheses (jobs)) Development of threads : Development of threads Threads develop and grow thicker through the ‘foraging and gathering’ of different ‘patches and pieces’ that form small patchworks From this a ‘conceptual blueprint’ of their overall argument and the relations between threads and the various small patchworks start to emerge Two prominent threads (education and taxes): ‘Education is important’ ? ‘education can be statistically shown to have a major impact on poverty. Furthermore it is a key condition for civic engagement and democratic participation in a society’. ’Taxes of course!!’ (moral blueprint) ? taxes require high level of trust between government and people, civic engagement (corruption a problem); also it is a highly ’scandi-centric’ perspective. An example : An example Copy-catting and plagiarism or creative reappropriation? We need to pay close analytic attention to how and why patches and pieces are woven into the patchworks Slide 18: Foraging and gathering – no no – we want it NOW! – E-mail won’t do!!! ’Cycle of stabilisation work and production’ – re-ordering and selecting slides Cycle of ’patchworking and remixing’ – negotiating the use of the slide – constructing the ’conceptual blueprint’ Process of re-weaving….negotiating the meaning of the slide – Success or Problem Cycle of stabilisation work and production – Working it into the final slideshow Reweaving a patchwork : Reweaving a patchwork Different layers in reweaving processes Activity of re-organising ’patches and pieces’ New ideas or disruptive and contradictory patches and pieces are brought in May cause reweavings of the different layers A way of acknowledging the complexity of patchworking Taxes are great corruption a problem ? caused a disturbance Patchworking as a metaphor for learning : Patchworking as a metaphor for learning An overarching description of the metaphor: Something old, something new Something borrowed, something blue Learning as processes of stitching and weaving together different ‘patches and pieces’ into something new. Different from viewing learning as transfer or acquisition of ‘facts’ Knowledge and learning as active, creative, constructive or productive processes Creatively re-appropriating, re-using, remixing various resources, media and ideas into new patchworks Young ‘power users’ master such productive learning processes – but more than mere ‘technological’ skills Abilities to communicate, collaborate, construct narratives and arguments (equally music, fan-fiction) Why is this important? : Why is this important? The (apparent) rise of the knowledge society means Focus on the ability to creatively produce new knowledge, rather than providing students with a stable body of knowledge Some youth are ‘power users’ who intensively engage in creative, productive activities in technology-rich environments (remix culture / participatory culture) This takes place largely outside formal education However, some youth are not developing these skills Education has a role in supporting creative, open-ended technology-mediated activities The notion of patchworking as a perspective to acknowledge, appreciate, support and critically investigate such activities The end? : The end? Thank you for your attention …and to the ”power users” surfing the wireless, mailing, checking Wikipedia, finding contradictory evidence, looking at the power users website and reading more interesting blogs Thanks for your distributed attention – it is all I can ask for Kudos to Onebyjude on Flickr.com – Patchwork graphics adapted from original pictures posted under a Creative Commons Attribution 2.0 Generic license – remix allowed! (http://creativecommons.org/licenses/by/2.0 ) by onebyjude’s (http://www.flickr.com/photos/joodles Patches and Pieces : Patches and Pieces IDEA ARGUMENT WEB-TEXT INTERVIEW FACT GRAPH ”Less than one percent of the money spend on weapons each year can give every children in world access to school” UNICEF.ORG WIKIPEDIA.ORG LEKSIKON.ORG How about tourism or property tax? Corruption is a problem – we also need to make people trust the government Club House has changed the trajectory of my life – from crime to education BACK Brain-DrainTrade agreements Clapton – tears in heaven Reweaving : Reweaving SUCCESS? PROBLEM? Depending on the way of viewing, constructing (or revising) the problem formulation – the conceptual blueprint of the entire patchwork (overall argumentation) can be re-woven Back

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