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Learning with technology as
 coordinated sociomaterial
practice: digital literacies as
a site of praxiological study
                   Martin Oliver
              London Knowledge Lab
   Institute of Education, University of London
                 m.oliver@ioe.ac.uk



                                                  1
What’s the problem?
• Educational technology has theorised
  “education” (a little) and “learning” (more), but
  not really the “technology” bit
• Technology as a black box
  – What are its effects, not how are these achieved?
• But technology is theorised elsewhere (e.g.
  Philosophy of technology, Science and
  Technology Studies)
• Networked learning as an opportunity to
  rethink this situation
                                                        2
What theorisation we do have is a bit odd

• Technology as a way for designers to
  control users
• An instrumental orientation to research
  (Friesen, 2009)
  – A ‘technical fix’ to educational problems
• Technology that ‘constrains’ or ‘permits’
  (i.e. controls users)
  – Cf. Grint & Woolgar, configuring the user – how do
    they learn to be permitted or constrained?
                                                         3
There are alternatives (even within Ed
                                     Tech )
• A focus on things like affordance
  (technology as control)
• But we also have, for example…
  – Activity theory (technology as tool in a system)
  – Communities of practice (technology as reification of
    practice)
  – Actor-Network Theory …and after (technology as
    emergent property of sociomaterial relationships)
…although not common, and not always used
 well
                                                            4
Praxiology and the body multiple

• One response to Tara Fenwick’s call for
  “engaging with difference: multiple worlds”
• How practices coordinate people and
  things to achieve effects (not:
  “technology’s effects”)
• Use of different technology creates
  different worlds: questions about which
  are favoured, coordinated, rejected; and
  how
                                            5
Another praxis has been introduced,
another approach taken: that of practice.
The latter encompasses molecules and
money, cells and worries, bodies, knives,
and smiles, and talks about all of these in a
single breath. […] If practice becomes our
entrance into the world, ontology is no
longer a monist whole. Ontology-in-practice
is multiple. (Mol, 2002: 157)

                                                6
An example: different bodies?

• How can a gynaecological simulation, shown by
  US research to be valid, be seen as lacking in
  validity when used in Sweden (Johnson, 2008)?
  – If ‘fidelity’ maps to bodies, bodies would have to be
    different
  – If ‘fidelity’ maps to practices…
• Practices as “ways of knowing reality”
• Technology understood not as a collection of
  decontextualised functions but in relation to
  people, practices and purposes.

                                                            7
Atherosclerosis

• Mol’s ethnographic study of
  atherosclerosis in a Dutch hospital
This is the plot of my philosophical tale: that
  ontology is not given in the order of things,
  but that, instead, ontologies are brought into
  being, sustained, or allowed to wither away in
  common, day-to-day, sociomaterial practices.
  (Mol, 2002: 6)
  – Cf. Walker and Creanor’s discussion of
    realism, to follow
                                               8
(Non-)Digital literacies as networked
                                       learning
Almost all of our interactions with other people are
mediated through objects of one kind or another. For
instance, I speak to you through a text, even though we will
probably never meet. And to do that, I am tapping away at
a computer keyboard. At any rate, our communication with
one another is mediated by a network of objects – the
computer, the paper, the printing press. And it is also
mediated by networks of objects-and-people, such as the
postal system. The argument is that these various networks
participate in the social. They shape it. In some measure
they help to overcome your reluctance to read my text. And
(most crucially) they are necessary to the social
relationship between author and reader. (Law, 1992: 381-2)
                                                           9
The project
• ‘Digital literacies as a postgraduate
  attribute’
  – Lesley Gourlay, Jude Fransman, Martin
    Oliver, Gwyneth Price, Susan McGrath
  – Diglitpga.jiscinvolve.org
• 2-year project
  – 1st year: researching students’ practices
    (inc. survey data, focus groups, longitudinal
    journaling study)
  – 2nd year: implementation of interventions
                                                    10
A(nother) politics of networked learning

I think that we need to go back to the descriptive and think
again about what it actually is. This is because STS has
also taught us that description is already normative.
The basic argument can be expressed in two short steps.
One: to describe a scene or a process is to (try to) arrange
it in a particular way. And two: to arrange something in a
particular way is to be normative because it could be
arranged differently, and that difference might be better or
worse. Normativity, then, is about good and bad
arrangements, and it is about putting alternatives into play.
And it is embedded in description. (Law, 2011: 5-6)

                                                            11
A reflexive moment

• Patton: intended use by intended users,
  because telling participants is nice but
  changes nothing
  – Their place in networks doesn’t make them
    powerful actors for change
• Can we explain (provide sociomateiral
  accounts of) how sociomaterial
  descriptions are used to decide about
  preferences for one reality over another?
                                                12
As illustration
I don’t feel part of the institution, particularly if I’m thinking
that I’m going to see the test, for example, in an
examination centre here. It’s so far from what the
university really is about and the e-mail I got from the
examination centre here is so cold and so... without really
understanding what it means for us, that I don’t feel that I
belong to the community of the university or the institute.
I found that, you know, obviously on an online course the
tutor is the interface for the institution. So, your relationship
with the tutor kind of... in many ways defines your
relationship with the IOE.
•How can we reconfigure this? Should we?
                                                                13
Coming up next…


• “Towards an ontology of networked
  learning” (Steve Walker & Linda Creanor)
• Directly addressing the problems referred
  to earlier
• Offering sociotechnical explanations (as
  opposed to ANT-derived sociomaterial
  ones)

                                              14
Ontology and reflexivity
• Taking a markedly different position on
  reality

• Bracketing off how we come to know
  about reality (“view from nowhere”)
  – vs –
• Implicating the researcher in the
  production of knowledge (“view from me”)
• Revealing “the researcher voice”…?
                                             15

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Learning with technology as coordinated sociomaterial practice: digital literacies as a site of praxiological study

  • 1. Learning with technology as coordinated sociomaterial practice: digital literacies as a site of praxiological study Martin Oliver London Knowledge Lab Institute of Education, University of London m.oliver@ioe.ac.uk 1
  • 2. What’s the problem? • Educational technology has theorised “education” (a little) and “learning” (more), but not really the “technology” bit • Technology as a black box – What are its effects, not how are these achieved? • But technology is theorised elsewhere (e.g. Philosophy of technology, Science and Technology Studies) • Networked learning as an opportunity to rethink this situation 2
  • 3. What theorisation we do have is a bit odd • Technology as a way for designers to control users • An instrumental orientation to research (Friesen, 2009) – A ‘technical fix’ to educational problems • Technology that ‘constrains’ or ‘permits’ (i.e. controls users) – Cf. Grint & Woolgar, configuring the user – how do they learn to be permitted or constrained? 3
  • 4. There are alternatives (even within Ed Tech ) • A focus on things like affordance (technology as control) • But we also have, for example… – Activity theory (technology as tool in a system) – Communities of practice (technology as reification of practice) – Actor-Network Theory …and after (technology as emergent property of sociomaterial relationships) …although not common, and not always used well 4
  • 5. Praxiology and the body multiple • One response to Tara Fenwick’s call for “engaging with difference: multiple worlds” • How practices coordinate people and things to achieve effects (not: “technology’s effects”) • Use of different technology creates different worlds: questions about which are favoured, coordinated, rejected; and how 5
  • 6. Another praxis has been introduced, another approach taken: that of practice. The latter encompasses molecules and money, cells and worries, bodies, knives, and smiles, and talks about all of these in a single breath. […] If practice becomes our entrance into the world, ontology is no longer a monist whole. Ontology-in-practice is multiple. (Mol, 2002: 157) 6
  • 7. An example: different bodies? • How can a gynaecological simulation, shown by US research to be valid, be seen as lacking in validity when used in Sweden (Johnson, 2008)? – If ‘fidelity’ maps to bodies, bodies would have to be different – If ‘fidelity’ maps to practices… • Practices as “ways of knowing reality” • Technology understood not as a collection of decontextualised functions but in relation to people, practices and purposes. 7
  • 8. Atherosclerosis • Mol’s ethnographic study of atherosclerosis in a Dutch hospital This is the plot of my philosophical tale: that ontology is not given in the order of things, but that, instead, ontologies are brought into being, sustained, or allowed to wither away in common, day-to-day, sociomaterial practices. (Mol, 2002: 6) – Cf. Walker and Creanor’s discussion of realism, to follow 8
  • 9. (Non-)Digital literacies as networked learning Almost all of our interactions with other people are mediated through objects of one kind or another. For instance, I speak to you through a text, even though we will probably never meet. And to do that, I am tapping away at a computer keyboard. At any rate, our communication with one another is mediated by a network of objects – the computer, the paper, the printing press. And it is also mediated by networks of objects-and-people, such as the postal system. The argument is that these various networks participate in the social. They shape it. In some measure they help to overcome your reluctance to read my text. And (most crucially) they are necessary to the social relationship between author and reader. (Law, 1992: 381-2) 9
  • 10. The project • ‘Digital literacies as a postgraduate attribute’ – Lesley Gourlay, Jude Fransman, Martin Oliver, Gwyneth Price, Susan McGrath – Diglitpga.jiscinvolve.org • 2-year project – 1st year: researching students’ practices (inc. survey data, focus groups, longitudinal journaling study) – 2nd year: implementation of interventions 10
  • 11. A(nother) politics of networked learning I think that we need to go back to the descriptive and think again about what it actually is. This is because STS has also taught us that description is already normative. The basic argument can be expressed in two short steps. One: to describe a scene or a process is to (try to) arrange it in a particular way. And two: to arrange something in a particular way is to be normative because it could be arranged differently, and that difference might be better or worse. Normativity, then, is about good and bad arrangements, and it is about putting alternatives into play. And it is embedded in description. (Law, 2011: 5-6) 11
  • 12. A reflexive moment • Patton: intended use by intended users, because telling participants is nice but changes nothing – Their place in networks doesn’t make them powerful actors for change • Can we explain (provide sociomateiral accounts of) how sociomaterial descriptions are used to decide about preferences for one reality over another? 12
  • 13. As illustration I don’t feel part of the institution, particularly if I’m thinking that I’m going to see the test, for example, in an examination centre here. It’s so far from what the university really is about and the e-mail I got from the examination centre here is so cold and so... without really understanding what it means for us, that I don’t feel that I belong to the community of the university or the institute. I found that, you know, obviously on an online course the tutor is the interface for the institution. So, your relationship with the tutor kind of... in many ways defines your relationship with the IOE. •How can we reconfigure this? Should we? 13
  • 14. Coming up next… • “Towards an ontology of networked learning” (Steve Walker & Linda Creanor) • Directly addressing the problems referred to earlier • Offering sociotechnical explanations (as opposed to ANT-derived sociomaterial ones) 14
  • 15. Ontology and reflexivity • Taking a markedly different position on reality • Bracketing off how we come to know about reality (“view from nowhere”) – vs – • Implicating the researcher in the production of knowledge (“view from me”) • Revealing “the researcher voice”…? 15

Notes de l'éditeur

  1. Oliver, M. (Forthcoming) Learning technology: theorising the tools we study. British Journal of Educational Technology . Feenberg, A. (2002) Transforming technology: a critical theory revisited . Oxford: Oxford University Press. Pinch, T. & Bijker, W. (1987) The social construction of facts and artefacts: or how the Sociology of Science and the Sociology of Technology might benefit each other. In Bijker, W., Hughes T. & Pinch, T. (Eds), The social construction of technological systems , 17-50. Cambridge, Mass.: The MIT Press.
  2. Friesen, N. (2009) Re-Thinking E-Learning Research: Foundations, Methods and Practices . New York: Peter Lang. Grint, K. & Woolgar, S. (1997) The Machine at Work: Technology, work and organization . Cambridge: Polity Press.
  3. Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity . Cambridge: Cambridge University Press. Derry, J. (2007) Epistemology and conceptual resources for the development of learning technologies. Journal of Computer Assisted Learning , 23 (6), 503-510. Enriquez, J. (2009) From Bush Pump to Blackboard: the fluid workings of a virtual environment. E-Learning , 6 (4), 385-399. Law, J. (1992) Notes on the Theory of the Actor-Network: Ordering, Strategy and Heterogeneity. Systems Practice , 5, 379-93.
  4. Mol, A. (2002) The Body Multiple: Ontology in Medical Practice . Durham, NC: Duke University Press.
  5. Johnson, E. (2008) Simulating Medical Patients and Practices: Bodies and the Construction of Valid Medical Simulators. Body and Society, 14 (3):105-128.
  6. JONES, C., CLEGG, S., STEEL, J. and CONOLE, G. (2002). ‘The politics of networked learning’. In: S. BANKS, P. GOODYEAR, V. HODGSON and D. MCCONNELL, (Eds) Proceedings of the Networked Learning Conference 2002, 172–208. Sheffield: University of Sheffield. Law, J. (2011) Knowledge Places. Plenary paper prepared for the workshop, ‘Linking STS and the Social Sciences: Transforming ‘the Social’?’ 28-29th October at Kookmin University, Seoul, South Korea. http://www.heterogeneities.net/publications/Law2011KnowledgePlaces.pdf
  7. PATTON, M. (1997). Utilization-focused evaluation. London: Sage.