Recomendados
Recomendados
Más contenido relacionado
Destacado
Destacado (15)
Similar a Points of view
Similar a Points of view (20)
Último
Último (20)
Points of view
- 1. Points of view: reflections on a virtual world in a classroom Cathy Burnett Guy Merchant Sheffield Hallam University
- 4. Defining the virtual Hine (1998) ‘not strictly the real thing’ ‘uncertainty of relation to time, location and presence’ Miller & Slater (2000) ‘the capacity of communicative technologies to constitute rather than mediate realities’ Sakr (2008) ‘a negotiation between materiality and information’
- 5. New media and ‘immediacy’ Bolter & Grusin (2000) Remediation: Understanding New Media. • trace a desire to ‘put the viewer in the same space as the objects viewed’ (p.11) • virtual objects are foregrounded and the medium, as well as the process of mediation, recede from our awareness
- 6. The logic of transparent immediacy • the screen is essentially a surface for displaying the virtual world • the viewer(s) actively create the virtual in a variety of overlapping spaces • (new) media extend classroom spaces or overlay them with the virtual
- 7. Ongoing construction of on/offline space Classroom-ness’ of making meaning across on/offline Reflexive and recursive relationships between material and immaterial Fluidity and hybridity of spaces produced
- 8. 'hypercomplexity of space...embracing as it does individual entities and peculiarities, relatively fixed points, movements and flows and waves - some interpenetrating, others in conflict, and so on.' (Lefebvre, 1991: 88)
- 9. 'scrumpled geographies' & 'the work that goes into mobilising and stabilising certain situations as contexts' (2009: 496, Edwards, Ivanic and Mannion) places folded into places different spaces for literacy latent within each space being produced (Im)materialities (Burnett, Merchant, Pahl & Rowsell, forthcoming)
- 10. Points of view: virtual worlds in classrooms Chris Bailey, Karen Daniels, Jemma Monkhouse, Emma Griffin, Julie Rayner, Roberta Taylor
- 11. On screen... • Running alone • Temporary gangs Off screen... • Running commentaries • Locating self • Greetings • Providing support Laptops... • surface • proxy • boundary-maker
- 16. Mass radiation, Zombie Apocalypse or simply stuck in the castle
- 17. Joe: World (s) of His Own
- 18. So what?
- 19. • multiple perspectives • ‘layered presence’ (Martin et al., forthcoming) • array of resources for meaning making • complex movement between different spaces and materialities • blurring of the actual and the virtual
- 20. Complexities: Social Studies of Knowledge Practices (Law & Moll, 2002) First the historic baroque insists on a strong phenomenological realness, a 'sensuous materiality'. Second, this materiality is not confined to, or locked within a simple individual but flows out in many directions, blurring the distinction between individual and environment. And third, there is also the baroque inventiveness, the ability to produce lots of novel combinations out of a rather limited set of elements, for instance as in baroque music. (Chunglin Kwa, 2002:26)
- 21. So what? Disturbing the taken-for- granted…… -Focus of learning -Role of teacher -The lesson
- 22. References Burnett, C., Merchant, G., Pahl, K. & Rowsell, J. (2014). The (im)materiality of literacy: the significance of subjectivity to new literacies research. Discourse: Studies in the Cultural Politics of Education, 35, 1. Lefebvre, H. (1991). The Production of Space. Trans. Donald Nicholson- Smith. Oxford: Blackwell.
Notas del editor
- My interest is in what happens around new tech in classrooms….kinds of spaces produced as children interact around new technologies, specifically in classrooms (which I suggest isn’t a direct transference of what happens around new tech in other locations) What happens in physical space has implications for what happens online..but also in how children experience and construct what happens online & the meanings and associations they might bring to it (the immaterial) So, there’s fluidity in the kinds of spaces produced - spaces shift from moment to moment- but also hybridity – experience of space shifts from individual to individual… In conceptualising this , influenced by Doreen Massey’s work (different trajectories through space; and ???) but Lefebvre…seems to encapsulate way I’m thinking about space at the moment…
- Both relatively fixed points – a classroom, a laptop- but also flows and waves This relationship between moments of fixedness…and moments of fluidity and change and shift At any moment, there’s connections to multiple other spaces, identities…. Which may shift/move all the time
- Edwards, I and M draw on Deezue to arrive at idea of scrumpled geographies… Increasingly trying to see our sense of locatedness of literacy as inevitably provisional- we may settle into a shared sense of the context in which we are…but that that is always provisional… I’m also interested in intersection between the phenomenolgical and the socially constructed… our felt experience of being in a place…and the socially constructed spaces we inhabit and construct- so looking at the affective as well as the socially constructed
- VW into a physcial environment V- Barnsbrough- which guy developed a few years ago with teachers in Barnsley 2 strands Working with teachers to explore how they might use this within their practice But also use it to help develop our understanding of complexity of meaning-making To do this, we wanted to gain different pesrpectives on what happens as virtaul worlds are used in classroom settings… need to acknowledge the other people involved in the study …
- Where is Joe? Juggling 2 tasks Places folded into places World experienced in order he experienced it Relatively fixed points, movements, flows and waves Different spaces for literacy
- This work seems important to us in the current context Where the educatonal landscape is dominated by over-simplistic conceptualisations of: - learning -assessment Literacy And where these are playing out in the curriculum Looking at complexity for us problematises our understanding not just of where we are… but consequently who we are and what matters So specifically in terms of literacy- what happens in terms of reading and writing…and the kinds of readers and writers we are able to be
- End be referring to conversation when we shared our different perspectives… as researchers and practitioners…. What happened was that we began by talking about complexity, about our different takes on what had happened…and end up interrogating fundamental ideas about So not just interesting…but can be helpful in working with practitioners to de-stabilise assumptions about learning, about teaching…and about assessment Provided a way of problematsiing accepted notions of literacy provision- about how we structure learning /howw e evidence learning/what is important to learn…and indeed what schools are for… So what? Which in turn has implications for what matters… and how we see reading and writing…and how we posiiton ourselves as readers and writers within that