Disrupting Space, Place, and the Virtual: Framing Place as a Determiner of Learning in Online/Hybrid Classrooms

Damiana Gibbons Appalachian State

Curriculum & Instruction: Media Studies Designs on Learning September 12, 2013
Wednesday, September 11, 2013

In todays session, the overarching question is...

How do place/space and identities disrupt and empower online teaching and learning?

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So, what do place and space have to do with online teaching and learning?

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Research on Place-based Education

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CRITICAL PEDAGOGY OF PLACE

We must understand how place matters in how we see the world and each other (Gruenwald, 2003)

Then, we must reinhabit our place (Gruenwald, 2003, p. 9)

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LEARNING THE LOCAL

Place-based education needs to be grounded in the local and to critique the local (Smith, 2007) People are encouraged to feel an afliation to the where they live (Smith, 2007)

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CONSERVATION

Place-based is focused on conserving as well as transforming (Ball & Lai, 2006; see also Gruenwald, 2003)

Wednesday, September 11, 2013

CRITICAL PEDAGOGY OF PLACE

We must understand how place matters in how we see the world and each other (Gruenwald, 2003) Then, we must reinhabit our place (Gruenwald, 2003, p. 9)

Research on Place-based Education

LEARNING THE LOCAL

Place-based education needs to be grounded in the local and to critique the local (Smith, 2007) People are encouraged to feel an afliation to the where they live (Smith, 2007)

CONSERVATION

Place-based is focused on conserving as well as transforming (Ball & Lai, 2006; see also Gruenwald, 2003)

Wednesday, September 11, 2013

What places are you from?

Wednesday, September 11, 2013

http://www.sheridancounty.com/info/assets/Blacktooth.jpg

http://thumbs.dreamstime.com/thumblarge_369/1235636635pZAE0z.jpg

http://n79.org/2011/12/30/royalty-free-world-map/

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Who were (are) you in those places?

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Child, Teen, Adult, Student, Adjunct

http://n79.org/2011/12/30/royalty-free-world-map/

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Grad Student, Teacher

Child, Teen, Adult, Student, Adjunct

http://n79.org/2011/12/30/royalty-free-world-map/

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Grad Student, Teacher International Student

Child, Teen, Adult, Student, Adjunct

http://n79.org/2011/12/30/royalty-free-world-map/

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Grad Student, Teacher International Student

Child, Teen, Adult, Student, Adjunct

Professor, Partner, Parent

http://n79.org/2011/12/30/royalty-free-world-map/

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Research on Space and Mobilities

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SPACE IS NEGOTIATED AND SOCIAL

Space is real and/or virtual and imagined...What space always carries are social meanings, and these are always plural (Georgiou, 2006)

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SPACE IS NEGOTIATED AND SOCIAL

...space is not simply an inert container for the places of everyday experience; rather, space itself is the outcome of particular ways of reasoning about and representing the world (Brewer & Dourish, 2008, pp. 964-965).

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SPACE IS EMBODIED

In online interactions, the individual with a unied sense of identity that is anchored in a particular physical location is divided and distributed in hardwares and softwares, yet our embodied and spatial interactions with technologies must be better understood (Enriquez, 2001, p. 40).

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SPACE / PLACE

People turn spaces into places by embodying them, e.g., students living locally yet attending a university elsewhere through online classes (Enriquez, 2011).

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SPACE / PLACE

Spaces and places are negotiated socially, e.g., to work [or study] on a train, one must work within the space and with other people, e.g., shifting over to let others sit, listening to an iPod to reduce noise, having a computer fully charged, having network access, etc. (Whittaker, 2008).

Wednesday, September 11, 2013

SPACE IS NEGOTIATED AND SOCIAL

Space is real and/or virtual and imagined...What space always carries are social meanings, and these are always plural (Georgiou, 2006) ...space is not simply an inert container for the places of everyday experience; rather, space itself is the outcome of particular ways of reasoning about and representing the world (Brewer & Dourish, 2008, pp. 964-965).

SPACE / PLACE
People turn spaces into places by embodying them, e.g., students living locally yet attending a university elsewhere through online classes (Enriquez, 2011). Spaces and places are negotiated socially, e.g., to work [or study] on a train, one must work within the space and with other people, e.g., shifting over to let others sit, listening to an iPod to reduce noise, having a computer fully charged, having network access, etc. (Whittaker, 2008).

Research on Space and Mobilities

SPACE IS EMBODIED
In online interactions, the individual with a unied sense of identity that is anchored in a particular physical location is divided and distributed in hardwares and softwares, yet our embodied and spatial interactions with technologies must be better understood (Enriquez, 2001, p. 40).

Wednesday, September 11, 2013

What spaces do you occupy?

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What technologies do you use to occupy those spaces?

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Who are you in those spaces?

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Research on Online Teaching and Place

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ONLINENESS AS NECESSARILY VARIABLE

The degree to which a course is taught online is called onlineness, and it is variable by necessity and circumstance (Salmon, 2004). Asynchronous communication can bridge different times and cross different time zones, but the how and why facilitators teach is variable (Anderson & Barham, 2010)

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PLACE AS PART OF COMMUNITY BUILDING

Focusing on a sense of place is vital to individuals seeing themselves within communities (Northcote, 2008).

Wednesday, September 11, 2013

PLACE AS PART OF COMMUNITY BUILDING

A sense of community AND a sense of place is reliant upon the identities the students and facilitators have in online courses (Northcote, 2008).

Wednesday, September 11, 2013

PLACE AS A DETERMINER IN ONLINE LEARNING

Acknowledging the sense of place can help to foster online learning (Northcote, 2008; Conrad, 2005).

Wednesday, September 11, 2013

ONLINENESS AS NECESSARILY VARIABLE

The degree to which a course is taught online is called onlineness, and it is variable by necessity and circumstance (Salmon, 2004). Asynchronous communication can bridge different times and cross different time zones, but the how and why facilitators teach is variable (Anderson & Barham, 2010)

Research on Online Teaching and Place

PLACE AS PART OF COMMUNITY BUILDING

Focusing on a sense of place is vital to individuals seeing themselves within communities (Northcote, 2008). A sense of community AND a sense of place is reliant upon the identities the students and facilitators have in online courses (Northcote, 2008).

PLACE AS A DETERMINER IN ONLINE LEARNING

Acknowledging the sense of place can help to foster online learning (Northcote, 2008; Conrad, 2005).

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Illustrative Example

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Summer Instructional Media Course Four week course Online only Asynchronous with no required sync sessions 14 students All in Distance Ed, some nearby, some distant

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Technology: Space

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Technologies

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Technologies

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Technologies of Space

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Complications of Place/Identity

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Complications of Place/Identity

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Bridging Spaces, Places, and Identities

Tech Talks
Student-selected topics Asynchronous presentations Discussions over VT

Final Projects
Student-selected topics Local to students professional lives in their home communities Asynchronous presentations; papers
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So, what does it all mean?

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Where is this person?

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Who is this person?

Where is this person?

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How do we make this all happen?

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Questions/Comments?
Damiana Gibbons
gibbonsdd@appstate.edu
Masters in Educational Media: Media Literacy and New Media

Wednesday, September 11, 2013