NLC2016 legitimising non-peripheral participation 4x3
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Transcript of NLC2016 legitimising non-peripheral participation 4x3
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The role of human actors in legitimising informal networked learning of academic digital
practice
Lecturer: Information Management & TeachingSchool of Healthcare Sciences
Mike JohnsonPhD Candidate
Department of Educational Research
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Plan• The Digital Scholar• Methodology & Method - Phenomenographic • The ‘tech’ – shared records• Participants – 4 staff• Outcomes – a table• Discussion- Wenger• Conclusion
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The digital scholar?• Digital ‘transformations’• Knowledge work
That’s just tweaking
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Methodology and methods• Phenomenographic• differences and their relations• 2nd order perspectives • ‘vivid contextualising’
• Narrative analysis and reporting• ‘Dual channel’ method
Working memory
Soundsselecting
Words
ImagesPicturesselecting
Visual mental model
Verbal mental model
organising
organising
Long-termmemory
Priorknowledge
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Academic Supervision Record Keeping (ASRK)
• Paper on multiple sites, and email records• 2008: Share
supervision securely internationally
By Manny Wilson from http://www.wikinomics.com
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Staff viewStudent view
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ParticipantsEstablished staff
Ash – Lecturer for 20+ years. Technologically positive.Daryl – Lecturer for 10+ years. ‘Technologically reluctant’, keen educationalist.
New staffCameron – Years of clinical experience; lecturer for under a year. Doctoral student. Twitter fan. Jamie - Many years of clinical experience. Less than a year as a lecturer. Taught digital record-keeping to nurses.
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Outcomes
Ash Daryl Cameron JamieAdoption Enthusiastic
opportunistic independent
‘Head in the sand’ – student invoked
Clinical expectation
Clinical scruples
Support in exploitation for learning 'supervision'
Valued 'Human' resources (infrastructure)
PDF guide over-whelmed'Just try it for 15'
Peers helped with basics, but more at interview!
Peer mentor, but wanted explicit student permission too
Organisational positioning
Ambassador Reluctance fed off rumour but became advocate
Instant advocate
Uptake lagged: terror of the unfamiliar
Access analogies
‘Safe’ – no alternatives
‘Safe’… to ignore
‘not the knickers drawer’
Voyerism
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Discussion pointsLegitimate peripheral participation?• ‘New’ staff brought professional values/practices• New and old varied in requiring ‘legitimation’• Supervision a core role, no space for the ‘peripheral’
Promoting connections?• But not without participation
by humans vital to learning• Tension: Surveillance vs.
management & learning
Wenger et al. 2002 p.57
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ConclusionThe study sought to be phenomenographicThe digital scholar sent her first email >20 years ago- with the help of other humans.
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Post Script• ‘more attention should be “paid to textual practice around
learning and less upon the technologies and their applications” (Lea & Jones, 2011, p. 377).’ ah… yes.• Contradictions between political-ethical vs. economic-
pragmatic (Levinsen and Nielsen, 2012, p. 239)• Networked learning assumes
‘promoting connections’, and weak vs. strong links but Networked learning relies upon a ‘chain of weak links’ or synapses.
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Thank you!