CmyView: Learning by Walking and Sharing Social Values

Carvalho, Lucila; Freeman, Cristina Garduño

doi:10.1007/978-3-319-74857-3_10

Cited by 11 publications

(8 citation statements)

References 22 publications

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“…The first case study maps the networked activity of visitors to the Museum of Old and New Art (MONA) in Australia (Carvalho, ), highlighting how technology enhanced their (learning) experience. The second relates to the use of a mobile app called CmyView in a study of undergraduate architecture students at an Australian university (Carvalho & Garduño Freeman, ), in which students captured and shared images and audio artefacts representing places of significance to them, before experiencing urban walks curated with the images and audio artefacts of others. The analyses of both case studies focused on the entanglement of tools and people enrolled in supporting these learning activities.…”

Section: Connecting the Dots: Tools To Support Analysis And Design Fomentioning

confidence: 99%

Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design

Carvalho¹

2019

Brit J Educational Tech

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Lucila Carvalho is a senior lecturer in e-learning and digital technologies at Massey University, New Zealand. Lucila's research explores how culture and social structures shape the design and use of technology, and how technology influences cultural and social experiences. Lucila's research interests are in the areas of design, technology and learning in formal and non-formal settings. Pippa Yeoman is a contract researcher and sessional lecturer at The University of Sydney, Australia. Pippa's research explores sociotechnical innovations in learning, to date she has conducted more than 1,000 hours of observational research in both school and university settings. Education, broadly speaking, includes formal and informal learning activity, as well as life-long and life-wide learning. Contemporary pedagogical practices tend to emphasize student-centred, project-based and/or inquiry-based forms of learning. This activity often alternates between periods of individual and group work, and learners are expected to gradually take greater control of, and responsibility for, their learning (Beetham & Sharpe, 2013). In the developed world, these practices tend to go hand-in-hand with networked technologies (eg, smartphones and laptops) that give learners' access to a wide variety of online resources. There is no doubt that educational technologies are reshaping and extending traditional spaces for learning in schools, universities, museums and many other spaces. What is in question, is our ability to theorize and critically analyse their effects on communities of learning, across time and space; from the micro-actions AbstractDesigning for digitally enhanced learning has increased in complexity. In response, this paper calls for a reconceptualization of technology-as the reconfiguring of space, place, materials, time and social relations-enrolled and refashioned in emergent learning activity. Such reconceptualization requires analytical tools, methods and processes to map heterogeneous assemblages of people, tools and tasks. Educational researchers and designers are in need of approaches and theories that move beyond deterministic accounts about the utility of individual learning technologies, to connect theory, research and practice. Our research shows that in learning to distinguish between elements that are open to alteration through design and those that are not, educational designers gain deeper insights into the flows of matter, information and humans characteristic of productive networked learning environments. And this, in turn, gives rise to valued qualities of emergent learning activity in alignment with current theories about learning. In this paper, we present a series of methods adapted from archaeology and design, illustrating their power in tracing the complex webs of dependence characteristic of productive learning entanglement, with the aim of supporting future design for learning. © 2019 British Educational Research AssociationConnecting the dots 1105 entailed in making a contribution to an online or in pe...

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Section: Connecting the Dots: Tools To Support Analysis And Design Fomentioning

confidence: 99%

Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design

Carvalho¹

2019

Brit J Educational Tech

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“…The ACAD framework is now a well-established analytical tool that has been widely used to analyse educational designs and support educational design work. Research drawing on the ACAD framework includes qualitative analysis of cases studies (Carvalho & Freeman, 2018;Goodyear & Carvalho, 2014;Yeoman, 2017), applied research investigating practical design work in action (Martinez-Maldonado, Kay, Shum, & Yacef, 2019;Shum, Echeverria, & Martinez-Maldonado, 2019), and quantitative research investigating learning networks in higher education (Czaplinski, 2020). The framework and wireframe have also been used in several practical workshops where mixed groups of educators and designers have gathered to discuss the development of new learning spaces, refine or create new educational designs, or to exchange ideas about how to bring their epistemological views into their design practice (Goodyear, Carvalho, Yeoman, Castañeda, & Adell, 2020;.…”

Section: Tools For Analytical Thinkingmentioning

confidence: 99%

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

Carvalho

2021

J. New Approaches Educ. Res.

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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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“…Our project examines what constitutes significant places for learning' amongst doctoral students, their experiences of inclusion and belonging, and ways of capturing and sharing these experiences of both distance and on-campus students. We are interested in connections between social values, community values, and the built environment (Carvalho & Garduño Freeman, 2018), and ways of expressing these values through students' digitally curated representations of places for learning. In reframing social values as a dynamic activity and located within the university community, we are interested in capturing students' voice and finding ways of designing for informal networked learning.…”

Section: Project Descriptionmentioning

confidence: 99%

“…This paper addresses findings associated with questions (a) and (b) above. Question (c) is addressed in our most recent work, where we are analysing students' use of an app called CmyView (Carvalho & Garduño Freeman, 2018) to share their places for learning and inclusion with others.…”

Section: Project Descriptionmentioning

confidence: 99%

“…The next phase of this research extends and complements the work reported here through working with these participants and others, to produce a second iteration of their learning narratives. This involves doctoral students composing digital artefacts about their experiences of significant places for learning and experiences of inclusion, to be shared via the CmyView app (Carvalho & Garduño Freeman, 2018) amongst a community of learners.…”

Section: Final Remarks and Implications For Further Researchmentioning

confidence: 99%

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Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university

Carvalho

Freeman

Kearney

et al. 2018

AJET

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Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates' highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant places for learning and experiences of inclusion amongst doctoral students, and ways of capturing and sharing these experiences with those learning at distance and on university campuses. Our focus is on connections between social values and the built environment, and on developing ways of expressing these values through students' representations of places for learning. This paper reports on interviews with doctoral students' discussing their connections to oncampus and distance places for learning -within the digital and physical landscapes of a multi-campus university, with provision for both, internal and distance students. Our findings reveal the ways doctoral students navigate the digital and physical realms of university spaces, the places they inhabit and value, their attachments to things, and how these, in turn, influence their feelings of inclusion, belonging, and learning purpose.

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CmyView: Learning by Walking and Sharing Social Values

Cited by 11 publications

References 22 publications

Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design

Connecting the dots: Theorizing and mapping learning entanglement through archaeology and design

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

Spaces of inclusion and belonging: The learning imaginaries of doctoral students in a multi-campus and distance university

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