Not just about gadgets: Habit, innovation and change in the design of learning technologies
Not just about gadgets: Habit, innovation and change in the design of learning technologies
复制标题
DOI：
10.1177/2042753015571052
复制
发表时间：
2015-02
影响因子：
1.9
通讯作者：
P. Carmichael
中科院分区：
文献类型：
--
作者：
P. Carmichael
虽然德勒兹的理论元素，特别是‘根茎’、‘光滑’和‘条纹’等‘嗜地’概念已被应用于教育技术，但迄今为止，他关于时间的工作一直被教育理论家所忽视。本文从德勒兹的时间维度来探讨教育技术设计的实践和结果，在时间维度中，习惯性的实践、变化的轨迹和对不断变化的身份的关注被综合为一种“现在-成为”。本文借鉴了在一个大型的资助研究项目中开展的实证工作，在该项目中，教师、学生、技术人员和研究人员能够在较长的时间内共同努力，以探索高等教育环境中新兴的“语义网”和“关联数据”技术和方法的潜力(集合：增强基于案例的学习的语义技术)。以德勒乌兹式的时间综合方法进行学习技术的设计和开发，不仅涉及创建一个技术丰富的教育乌托邦或不断指定新的“小玩意儿”的对话，而且还涉及现有教学实践的麻烦以及视角和主观性的倍增。它超越了“功能集”、“用例”和“负担能力”的概念，提供了一个更丰富的概念框架，帮助我们理解为什么一些教育技术被采用和抛弃，一些被创造性地挪用和以意想不到的方式使用，而另一些则无影无踪。文章最后提出了一些建议，即高等教育目前的条件，而不是限制教育技术的发展，可能会为这些更广泛的探索提供启动的机会。
While elements of Deleuze’s theory, notably the ‘geophilosophical’ concepts of ‘rhizomes’, ‘smoothness’ and ‘striation’ have been applied to educational technologies, his work on time has, to date, been comparatively neglected by educational theorists. This article explores practices and outcomes of educational technology design in terms of Deleuze’s dimensions of time in which habitual practices, trajectories of change and concerns about identities in flux are synthesised into a ‘present-becoming’. The article draws on empirical work carried out during a large, funded research project during which teachers, students, technologists and researchers were able to work together for extended periods in order to explore the potential of emerging ‘semantic web’ and ‘linked data’ technologies and approaches in higher educational settings (Ensemble: Semantic Technologies for the Enhancement of Case Based Learning). Doing learning technology design and development in a way informed by ‘Deleuzian’ syntheses of time involves conversations not just about creating a technology-rich educational utopia or constantly specifying new ‘gadgets’, but the troubling of existing pedagogical practices and the multiplication of perspectives and subjectivities. By going beyond notions of ‘feature sets’, ‘use cases’ and ‘affordances’ it provides a richer conceptual framework that helps us understand why some educational technologies are adopted and abandoned, some are creatively appropriated and used in unexpected ways, and others sink without trace. The article concludes with suggestions as to how current conditions in higher education, rather than constraining the development of educational technologies, might provide opportunities for these broader explorations to be initiated.