Postdigital Research in Education: Towards Vulnerable Method and Praxis

Jopling, Michael

doi:10.1007/978-3-031-31299-1_9

Cited by 10 publications

(3 citation statements)

References 54 publications

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“…It does not aim to teach people how to solve certain types of problems, because of its core educational focus on dispositions. Thus, it eschews a product-based (knowledge as commodity) model of education, embracing vulnerability and uncertainty needed in postdigital education-being open to uncertainty in addressing a problem and 'developing a reflective approach to teaching' (Jopling 2023).…”

Section: Discussionmentioning

confidence: 99%

Enacting Transdisciplinary Values for a Postdigital World: The Challenge-Based Reflective Learning (CBRL) Framework

Sung,

Thomas,

Rikakis

2024

Postdigit Sci Educ

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Traditional disciplinary and interdisciplinary educational models often fall short in enabling students to transform problems and solutions for real-world needs. They restrict learners’ ability to deconstruct problems and innovate beyond their subject-based expertise, hindering the development of reflective practice in new and unknown situations across domains. This paper introduces the Challenge-Based Reflective Learning (CBRL) framework that emphasizes context-driven, challenge-based experiential learning process. It presents a novel approach to understanding cross-boundary interactions and learning, overcoming the limitations of traditional, discipline-bounded models involving inter- and trans-disciplinarity. CBRL cultivates reflective practice by nurturing domain-general competencies and domain-specific skills inherent in concrete human experiences. This paper translates reflective practice theories into actionable methods for higher education, demonstrating their application at the Iovine and Young Academy at the University of Southern California—a school that integrates technology, arts and design, and business and entrepreneurship through its reflective, challenge-driven learning approach. The case study outlines a four-year college curriculum that flexibly incorporates student interests and societal challenges across domains. This paper enhances the scholarship of reflective practice and transdisciplinary education and research, discussing the implications for cultivating new kinds of expertise needed in a postdigital era.

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Section: Discussionmentioning

confidence: 99%

Enacting Transdisciplinary Values for a Postdigital World: The Challenge-Based Reflective Learning (CBRL) Framework

Sung,

Thomas,

Rikakis

2024

Postdigit Sci Educ

View full text Add to dashboard Cite

show abstract

“…Such 'flat ontology' assumes 'distributed agency.' Although I agree with Reader in that '[p]ostdigital research will benefit from this philosophical approach as it tackles the role of both human and nonhuman agents' ( 229), I feel that flat ontologies and distributed agencies are more tangibly elaborated in some previous chapters that draw inspiration from ANT or Assemblage Theory (Gourlay 2023;Jopling 2023;Mörtsell and Gunnarsson 2023).…”

Section: Postdigital Agencies: Rounding Off the Postdigitalmentioning

confidence: 92%

“…What we care about is profoundly embedded in our biographies, our experiences, and our sensibilities, which in turn are infused with the digital. Jopling (2023) and Mörtsell and Gunnarsson (2023) convince me to solemnly embrace the ambiguity of the postdigital as much as the resulting insecurity as an emerging researcher. My insecurities and vulnerabilities are not evil spirits but a method.…”

Section: Postdigital Sensibilities: Being Vulnerable and Carefulmentioning

confidence: 99%