Embodied Learning

Stolz, Steven A.

doi:10.1080/00131857.2013.879694

Cited by 124 publications

(68 citation statements)

References 24 publications

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“…Merleau-Ponty (1962) reminds us of that as beings-in-the-world we are in an open dialogue with the world we inhabit. What comes out as an important feature of a health pedagogy based on people's life-based learning strategies is to open up and acknowledge possibilities for people to rediscover the world through the devices, and as Stolz (2015) puts it, "by 'relearning' the way we look at the world so that we may come to a clearer understanding of how things relate to each other and to ourselves in the world" (Stolz 2015, p. 485).…”

Section: Discussionmentioning

confidence: 99%

Pedagogy as Possibility: Health Interventions as Digital Openness

Fors

Pink

2017

Social Sciences

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In this article we propose an approach to digital health tracking technologies that draws on design anthropology. This entails re-thinking the pedagogical importance of personal data as lying in how they participate in the constitution of new possibilities that enable people to learn about, and configure, their everyday health in new ways. There have been two dominant strands in traditional debates in the field of pedagogy: one that refers to processes of teaching people to do things in particular ways; and another that seeks to enable learning. The first of these corresponds with existing understandings of self-tracking technologies as either unsuccessful behavioural change devices, or as providing solutions to problems that do not necessarily exist. When seen as such, self-tracking technologies inevitably fail as forms of intervention towards better health. In this article we investigate what happens when we take the second strand-the notion of enabling learning as an incremental and emergent process-seriously as a mode of intervention towards health through self-tracking technologies. We show how such a shift in pedagogical understanding of the routes to knowing these technologies offer creates opportunities to move beyond simplistic ideas of behavioural change as the main application of digital body monitoring in everyday life. In what follows, we first demonstrate how the disjunctures that arise from this context emerge. We then outline a critical response to how learning through life-tracking has been conceptualised in research in health and human-computer interaction research. We offer an alternative response by drawing on a processual theory of learning and recent and emerging research in sociology, media studies, anthropology, and cognate disciplines. Then, drawing on ethnographic research, we argue for understanding learning through the production of personal data as involving emplaced and non-representational routes to knowing. This, we propose, requires a corresponding rethinking of the epistemological status of personal data and what kind of knowledge it can be claimed to produce. Finally, we take up the implications of this and advance the discussion through a design anthropological approach, through which we refigure the interventional potential of such technologies as lying in their capacity to create possibilities for experiential, and often unspoken, ways of embodied and emplaced knowing.

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Section: Discussionmentioning

confidence: 99%

Pedagogy as Possibility: Health Interventions as Digital Openness

Fors

Pink

2017

Social Sciences

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“…These theories feature prominently in thinking about the components of literacy curricula most effective in engaging learners and teaching the spectrum of literacy to students with diverse abilities and challenges (Stolz, 2014). Contributing perspective to embodied learning for students with diverse abilities are the twin cognitive processes of transduction and transmediation.…”

Section: Theoretical Framework/perspectivesmentioning

confidence: 99%

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Leach¹

2017

JMLE

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Producing digital media is a hands-on, inquiry-based mindful process that naturally embeds Universal Design for Learning (UDL) principles into literacy instruction, providing options for learning and assessment for a wide array of students with diverse learning abilities. Video production learning experiences acknowledge the cognitive talents of some students labeled "disabled." For some, the discovery of personal abilities activated when learning through the production process may motivate deeper learning. Although challenges of access, quality of teacher preparation and assessment strategies represent significant challenges, digital media production learning experiences offer diverse learners a rich, socially interactive environment that models open communication and excitement for learning, and supports the scaffolding of comprehension skills for learning academic content.

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“…Embodiment is a method that allows students to interact with, experience, and learn from authentic situations (Stoltz 2015). Drawing on theories of embodied cognition, the embodiment method emphasizes creating perceptual and bodily experiences for students to learn abstract concepts by experiencing those concepts in context and interacting with the real world around them (Han 2013).…”

Section: Embed Opportunities For Embodimentmentioning

confidence: 99%

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

et al. 2017

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This paper presents an integrative standards-based STEM curriculum that uses robots to develop students' computational thinking. The need for the project is rooted in both the overall lack of existing materials as well as the need for materials that directly address specific STEM standards in an integrative fashion. The paper details the first mesocycle of an educational design research project (EDR) in which a robust theoretical framework was created to support the development of a 2-week series of robotics lessons. Analysis of evaluation data from 5 fifth-grade teachers and their students revealed that the integrative curriculum supported student problem solving and teacher practices that supported cognitive demand. Implications for research, design, and instruction are discussed.

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Embodied Learning

Cited by 124 publications

References 24 publications

Pedagogy as Possibility: Health Interventions as Digital Openness

Pedagogy as Possibility: Health Interventions as Digital Openness

Digital Media Production to Support Literacy for Secondary Students with Diverse Learning Abilities

Developing an Integrative STEM Curriculum for Robotics Education Through Educational Design Research

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