学习活动空间中的关系拓扑:社会材料方法的操作化

IF 3.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Etr&d-Educational Technology Research and Development Pub Date : 2023-10-06 DOI:10.1007/s11423-023-10296-z
Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia
{"title":"学习活动空间中的关系拓扑:社会材料方法的操作化","authors":"Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia","doi":"10.1007/s11423-023-10296-z","DOIUrl":null,"url":null,"abstract":"Abstract Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.","PeriodicalId":48170,"journal":{"name":"Etr&d-Educational Technology Research and Development","volume":null,"pages":null},"PeriodicalIF":3.3000,"publicationDate":"2023-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Relational topologies in the learning activity spaces: operationalising a sociomaterial approach\",\"authors\":\"Linda Castañeda, Victoria I. Marín, Daniel Villar-Onrubia\",\"doi\":\"10.1007/s11423-023-10296-z\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.\",\"PeriodicalId\":48170,\"journal\":{\"name\":\"Etr&d-Educational Technology Research and Development\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.3000,\"publicationDate\":\"2023-10-06\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Etr&d-Educational Technology Research and Development\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1007/s11423-023-10296-z\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Etr&d-Educational Technology Research and Development","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1007/s11423-023-10296-z","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

技术介导的互动和数据化在当代社会动态和制度中日益重要,包括教学和学习过程。为了充分理解后数字教育中出现的人类和非人类行为者的复杂纠缠,有必要设想新的方法方法,这些方法对教育的多维本质敏感——作为一种越来越多地发生在分布式环境中的社会和物质现象。本文的总体目标是提出并实施一种新的方法方法来研究教育中的技术。它利用关系拓扑的概念来提高我们对教育环境的理解,并最终了解学习是如何展开的。所提出的方法依赖于多范式查询策略,该策略基于使用“数字数据实践拓扑”的想法,并结合根据以活动为中心的分析和设计(ACAD)框架阐明为学习而设计过程的三个维度:认识论、社会和集合设计。虽然本文侧重于从理论角度呈现该方法的要素,但我们通过在一个小型案例研究中收集的数据来说明其应用,该案例研究将作为测试平台。我们在本文中呈现的关系拓扑显示了技术的使用——正如参与者在他们自己的学习经历中所描述的那样——涉及不同的空间、设备和个人情况。在此过程中,我们揭示了人类和非人类是如何以混合、不稳定和生成的方式纠缠在一起的。文章最后对所提出的教育技术研究方法的价值及其探索该领域现状的潜力进行了一些评论,最终目标是帮助教育研究、实践和决策。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

摘要图片

查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Relational topologies in the learning activity spaces: operationalising a sociomaterial approach
Abstract Technology-mediated interactions and datafication are increasingly central in contemporary social dynamics and institutions, including teaching and learning processes. In order to fully understand the complex entanglements of human and non-human actants that emerge in postdigital education, it is essential to imagine new methodological approaches that are sensitive to the multidimensional nature of education—as a socially and materially-situated phenomenon that increasingly takes place across distributed contexts. The overall goal of this paper is to propose and operationalise a new methodological approach for the study of technology in education. It draws on the notion of relational topologies to improve our understanding of educational settings and, ultimately, how learning unfolds. The proposed approach relies on a multi-paradigm enquiry strategy, based on the idea of using “topologies of digital data practices” in combination with the three dimensions that articulate design-for-learning processes according to the Activity-Centred Analysis and Design (ACAD) framework: epistemic, social and set designs. While the article focuses on presenting the elements of the approach from a theoretical perspective, we illustrate its application through the data collected in a small case study that will serve as a testbed. The topologies of relations we present in this article show uses of technology—as described by participants in their own learning experience—that involve different spaces, devices, and personal situations. In doing so, we reveal how humans and non-humans are entangled in hybrid, unstable and generative ways. The article concludes with some remarks on the value of the proposed approach for studying technology in education and its potential to explore the state-of-the-actual in this field, with the ultimate goal of helping inform educational research, practice and decision-making.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Etr&d-Educational Technology Research and Development
Etr&d-Educational Technology Research and Development EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
10.70
自引率
4.00%
发文量
94
期刊介绍: Educational Technology Research and Development is the only scholarly journal in the field focusing entirely on research and development in educational technology. The Research Section assigns highest priority in reviewing manuscripts to rigorous original quantitative, qualitative, or mixed methods studies on topics relating to applications of technology or instructional design in educational settings. Such contexts include K-12, higher education, and adult learning (e.g., in corporate training settings). Analytical papers that evaluate important research issues related to educational technology research and reviews of the literature on similar topics are also published. This section features well-documented articles on the practical aspects of research as well as applied theory in educational practice and provides a comprehensive source of current research information in instructional technology. The Development Section publishes research on planning, implementation, evaluation and management of a variety of instructional technologies and learning environments. Empirically based formative evaluations and theoretically based instructional design research papers are welcome, as are papers that report outcomes of innovative approaches in applying technology to instructional development. Papers for the Development section may involve a variety of research methods and should focus on one aspect of the instructional development process or more; when relevant and possible, papers should discuss the implications of instructional design decisions and provide evidence linking outcomes to those decisions. The Cultural and Regional Perspectives Section (formerly International Review) welcome s innovative research about how technologies are being used to enhance learning, instruction, and performance specific to a culture or region. Educational technology studies submitted to this section should be situated in cultural contexts that critically examine issues and ideologies prevalent in the culture or region or by individuals or groups in the culture or region. Theoretical perspectives can be broadly based and inclusive of research, such as critical race theory, cultural-historical activity theory, and cultural models. Papers published in this section include quantitative, qualitative, and mixed-methods articles and reviews drawing on relevant theories, empirical evidence, and critical analyses of the findings, implications, and conclusions within a cultural context. Educational Technology Research and Development publishes special issues on timely topics of interest to the community, in addition to regular papers.
期刊最新文献
Exploring online authentic learning environment (OnALE) for inferential statistics: its efficacy and benefits to statistics learners Transforming teachers’ self-narratives about game-based learning Learning experience design (LXD) professional competencies: an exploratory job announcement analysis Conceptual and theoretical frameworks for leveraging makerspaces to encourage and retain underrepresented populations in STEM through learning by design Design principles to develop digital innovation skills: a design-based research approach
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1