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Performativity of Materials in Learning: The Learning-Whole in Action

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Title: Performativity of Materials in Learning: The Learning-Whole in Action
Language: English
Authors: Carvalho, Lucila (ORCID 0000-0001-6528-1948), Yeoman, Pippa (ORCID 0000-0003-2005-966X)
Source: Journal of New Approaches in Educational Research. 2021 10(1):28-42.
Availability: University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
Peer Reviewed: Y
Page Count: 15
Publication Date: 2021
Document Type: Journal Articles
Reports - Evaluative
Descriptors: Instructional Design, Educational Innovation, Educational Environment, Physical Environment, Networks, Learning Activities, Technology Uses in Education, Social Theories, Learning Theories, Social Environment, Human Factors Engineering, Ecology, Design Requirements
ISSN: 2254-7339
Abstract: Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure--with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A 'physical' learning space is likely to involve a range of technologies and in addition to paying attention to these 'technologies' one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks--to see the learning-whole in action.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1282927
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Carvalho%2C+Lucila%22">Carvalho, Lucila</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-6528-1948">0000-0001-6528-1948</externalLink>)<br /><searchLink fieldCode="AR" term="%22Yeoman%2C+Pippa%22">Yeoman, Pippa</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2005-966X">0000-0003-2005-966X</externalLink>)
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  Data: University of Alicante. Carretera San Vincente del Raspeig, Alicante, 03690, Spain. Tel: +34-96-590-3721; Fax: +35-96-590-3464; e-mail: editor.naerjournal@ua.es; Web site: https://naerjournal.ua.es
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  Data: Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure--with physical contours reconfigured into novel complex learning spaces at universities, schools, museums, and libraries. Understanding the complexity of these innovative learning spaces requires an acknowledgement of the material and digital as interconnected. A 'physical' learning space is likely to involve a range of technologies and in addition to paying attention to these 'technologies' one must understand and account for their physical sites of use as well. This paper discusses the influence of materiality in learning, using an analytical approach that situates learning activity as an emergent process. Drawing on theories that foreground socio-materiality in learning and on the relational perspective offered by networked learning, we call for a deeper understanding of the interplay between the physical (material and digital), conceptual, and social aspects of learning, and their combined influence on emergent activity. The paper argues that in order to successfully design for innovative learning, educators need to develop their capacity to trace the intricate connections between people, ideas, digital and material tools, and tasks--to see the learning-whole in action.
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