Download - Becoming jelly presentation 2.0
Becoming Jelly:A call for gelatinous pedagogy
within higher education
Søren S.E. Bengtsen, Assistant Professor, PhDRikke T. Nørgaard, Assistant Professor, PhD
Centre for Teaching Development and Digital MediaAarhus University, Denmark
BackgroundDIVERSITY AT THE HEART OF PEDAGOGY
• A hightened focus on diversity in learning processes across discourses
PARADOXICALLY NOT ABLE TO CONCEPTUALIZE DIVERSITY
• Unintentionally ”betraying” mongrel and diverse learning processes
VISIBLE AND CLOAKED PROGRESSSION
(1) Visible and evident learning
(2) maturation, growth, authenticity
WHAT IS THE PROBLEM?
• Assimilation and reduction, scripted and plotdriven learning narratives
NEW WAYS OF NOTICING & FRAMING LEARNING PROCESSES
the use of a rare and singular measuring-rod, almost a frenzy: the feeling of heat in things which feel cold to all other persons: a divining of values for which scales have not yet been invented: a sacrificing on altars which are consecrated to an unknown God (Nietzsche 2006: 50)
We need new ways of conceptually evoking the nerve of learning practices
SPEAKING FROM THE INTERIOR AF THE EVENT – AN EMBEDDED PERSPECTIVE
Now then, imagine the importance of a language or system of expressive signs whose function was not to tell us about things but to present them to us in the act of executing themselves (Ortega 1975: 138)
Lodge the research perspective within the learning processes themselves
Agenda
Gelatinous pedagogy?
Crossing boundaries
Networked students
Making students matter
The course ”Design: theories, methods
& practices”& 3 core learning goals
Be innovative towards
technological and educational tendencies
Innovative use of media to present and reflect on the educational design
Design part of an ICT-based educational
design
The course ”Design: theories, methods
& practices”& 3 core learning goals
1. Be innovative towards
technological and educational tendencies
Innovative use of media to present and reflect on the educational design
Design part of an ICT-based educational
design
The course ”Design: theories, methods
& practices”& 3 core learning goals
1. Be innovative towards
technological and educational tendencies
Innovative use of media to present and reflect on the educational design
Design part of an ICT-based educational
design
• Digital competencies
• Design thinking
• Collaborative inquiry
• Digital literacy
• Design ability
• Hacker confidence
• Youtube channels & videos
• Maker spaces• FabLabs
• 3D printers• Makey Makey• Digital
fabrics
The course ”Design: theories, methods
& practices”& 3 core learning goals
1. Be innovative towards
technological and educational tendencies
Innovative use of media to present and reflect on the educational design
2. Design part of an ICT-based
educational design
• Digital competencies
• Design thinking
• Collaborative inquiry
• Digital literacy
• Design ability
• Hacker confidence
• Youtube channels & videos
• Maker spaces• FabLabs
• 3D printers• Makey Makey• Digital
fabrics
The course ”Design: theories, methods
& practices”& 3 core learning goals
1. Be innovative towards
technological and educational tendencies
3. Innovative use of media to present and
reflect on the educational design
2. Design part of an ICT-based
educational design
• Digital competencies
• Design thinking
• Collaborative inquiry
• Digital literacy
• Design ability
• Hacker confidence
• Youtube channels & videos
• Maker spaces• FabLabs
• 3D printers• Makey Makey• Digital
fabrics
Crossing boundaries
We need new ways of conceptually speaking from the interior of students interactions and experiences by evoking and embracing
• Students criss-crossing domains to own pathways – not just growing or progressing?
Crossing boundaries
We need new ways of conceptually speaking from the interior of students interactions and experiences by evoking and embracing
• Students criss-crossing domains to own pathways – not just growing or progressing?
• Activities as being in bloom or becoming beached?
• Contexts as mattering or maddening?
Making students matterRather than requiring of students that they grow – according to plan – and find their voice – which is to say an accademically acceptable voice – that we as teachers or educational designers can accept as ‘students found voice’ – it is our concept and understanding of ‘voice’ that needs to grow and find our students.
In order for them
• to matter
• to take matter into their own hands
Making students matterRather than requiring of students that they grow – according to plan – and find their voice – which is to say an accademically acceptable voice – that we as teachers or educational designers can accept as ‘students found voice’ – it is our concept and understanding of ‘voice’ that needs to grow and find our students.
In order for them
• to matter
• to take matter into their own hands
• to take mattering into their own hands
Networked studentsWe need new tools - like the metaphor of the jelly – for thinking about and conceptually evoking the nerve of learning practices where students are equally networking and being networked
External shapers
1. students shaping themselves by networking others
2. students being shaped by being networked
Internal movers
3. students moving themselves by networking others
4. students being moved by being networked
Networked studentsWe need new tools - like the metaphor of the jelly – for thinking about and conceptually evoking the nerve of learning practices where students are equally networking and being networked
External shapers
1. students shaping themselves by networking others
2. students being shaped by being networked
Internal movers
3. students moving themselves by networking others
4. students being moved by being networked
Weirdness in HE
Weird learning
• No guarantees of growth, or that HE leads anywhere, charm/allure
• Skills only partially perfected, premature ideas, half-formed thoughts
Weird teaching
• Acknowledge, handle and act on idiosyncratic and ”troublesome” knowledge
• Pedagogy of doubt: constantly critical evaluation of your own capacity
Weird thinking
• Is it possible to think learning detached from ideals of progression and growth?
• Reconsider implicit connection between ”virtue” and learning
The limits of JellyNew hierarchy
• Giving priviledge to certain learning and thinking styles
• Sacrificing one segment of students on the behalf of others
Warning – Obscurity ahead!
• Trying too hard? – poeticized and artificial construction
• The jelly as master trope risks assimilating other relevant tropes
Potentials of jelly
A jelly vocabulary• Giving voice to educational run-ups, flawed ideas, blind alleys
The jelly as a trope for networked learning• Makes possible learning without progression and ennoblement
Gelatinous pedagogy• Enables us to perceive, understand and support mongrel
learning
Jellified organisation• Invites to rethinking assessment and strategies for supporting
students