Not just about gadgets: habit, innovation and change in the design of learning technologies

3.00
Hdl Handle:
http://hdl.handle.net/10547/622200
Title:
Not just about gadgets: habit, innovation and change in the design of learning technologies
Authors:
Carmichael, Patrick ( 0000-0003-2053-7115 )
Abstract:
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 prac- tices 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 synthe- sised 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. 
Citation:
Carmichael P (2015) 'Not just about gadgets: habit, innovation and change in the design of learning technologies', E-Learning and Digital Media, 12 (3-4), pp.279-294.
Publisher:
SAGE Publications
Journal:
E-Learning and Digital Media
Issue Date:
26-Feb-2015
URI:
http://hdl.handle.net/10547/622200
DOI:
10.1177/2042753015571052
Additional Links:
http://journals.sagepub.com/doi/abs/10.1177/2042753015571052
Type:
Article
Language:
en
ISSN:
2042-7530
Appears in Collections:
Education

Full metadata record

DC FieldValue Language
dc.contributor.authorCarmichael, Patricken
dc.date.accessioned2017-09-21T12:57:42Z-
dc.date.available2017-09-21T12:57:42Z-
dc.date.issued2015-02-26-
dc.identifier.citationCarmichael P (2015) 'Not just about gadgets: habit, innovation and change in the design of learning technologies', E-Learning and Digital Media, 12 (3-4), pp.279-294.en
dc.identifier.issn2042-7530-
dc.identifier.doi10.1177/2042753015571052-
dc.identifier.urihttp://hdl.handle.net/10547/622200-
dc.description.abstractWhile 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 prac- tices 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 synthe- sised 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. en
dc.language.isoenen
dc.publisherSAGE Publicationsen
dc.relation.urlhttp://journals.sagepub.com/doi/abs/10.1177/2042753015571052en
dc.rightsGreen - can archive pre-print and post-print or publisher's version/PDF-
dc.subjectparticipatory designen
dc.subjectweb technologiesen
dc.subjectuser requirementsen
dc.subjectDeleuzeen
dc.subjecthigher educationen
dc.subjectlearning technologiesen
dc.titleNot just about gadgets: habit, innovation and change in the design of learning technologiesen
dc.typeArticleen
dc.identifier.journalE-Learning and Digital Mediaen
dc.date.updated2017-09-21T11:58:24Z-
dc.description.noteNot allowed to put up proof copy, only postprint/preprint - contacting author (RSS, 20/9/17); as is 2015 article am going to validate without fulltext RVO-
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