Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting

Abstract

If an objective of public higher education is to engage with a diversity of communities, then coursework should be less insulated within classrooms. This work describes and analyzes a university course design that supports undergraduate students to experience learning as relational and transformational via Site Visits within various communities. We focus on “technological assemblages” as a way to understand students’ reorientation to the process and purpose of learning (and teaching). We analyze experiences within the course as moments of disorientation, reassembly and stabilization in which students use their mobile devices, bodies and interactions‐in‐place to understand familiar locations as socially and historically contingent sites of learning (and teaching). We argue that this instructional model does important work of putting students at the nexus of building relationships between the university and other community settings around the city.

A Study of Mobile App Use for Teaching and Research in Higher Education

“…An early study of tertiary student use of mobile note-taking software by undergraduate students (Schepman et al, 2012) saw widespread positive perception and adoption of these mobile tools by students. Studies exploring the impact the integration of mobile computing devices is having on higher education teaching and learning reveal an increasing engagement with content, collaboration with classmates and information creation and sharing outside the formal learning spaces (Bell et al, 2019;Compton & Burke, 2018;Gikas & Grant, 2013). Systematic literature reviews (Burch & Mohammed, 2019;Singh & Hardaker, 2014) and reports or investigations of academics' perspectives of technology use in tertiary classrooms (Galanek & Gierdowski, 2019) provide insights into the broad picture but have provided little advice regarding app use for research or teaching.…”

Connected Learning, Collapsed Contexts

“…The popularity of social media as a form of communication among youth has led to significant research on and implementation of social media style tools and applications that can be used in learning environments to support connected learning [5,12,23,48,57,63]. We refer to this diverse set of platforms, tools, and applications as "connected learning technologies" throughout this work.…”

Modelo de análisis cualitativo con ATLAS.ti para novelas postdigitales: Reina y Game Boy

“…Por lo cual, se puede hablar de un continuum en que medios analógicos y digitales se imbrican sin distinción clara (Bajohr, 2016;Sierra-Paredes, 2012. Esto implica que se trata de ensamblajes tecnológicos donde la experiencia humana ya no es disociable de lo digital (Aikat, 2019;Bell et al, 2019;Taffel, 2016), además, se puede observar cómo esta línea de investigación se enlaza con el análisis etnográfico de Hine (2015) sobre el internet actual como incrustado, encarnado y cotidiano (embedded, embo-1 Este estudio ha sido elaborado en el marco del Proyecto de Investigación REC-LIT. Reciclajes culturales: transliteraturas en la era postdigital (Referencia RTI2018-094607-B-I00), financiado por FEDER/Ministerio de Ciencia e Innovación -Agencia Estatal de Investigación.…”