UID:
edoccha_9961612422502883
Format:
1 online resource (274 pages)
Edition:
First edition.
ISBN:
3-031-59691-9
Series Statement:
Postdigital Science and Education Series
Note:
Intro -- Series Editor´s Preface -- References -- Foreword -- References -- Introduction: Exploring Postdigital Spaces for Learning -- The Emergence of the Postdigital Within Learning Spaces Research -- Towards Convivial, Equitable, Sustainable Spaces for Learning -- Research Sites, Synthesis, and Moments of Serendipity -- Actionable Knowledge and Methodological Breadth -- How This Book Is Organised -- References -- Acknowledgements -- Reference -- Contents -- About the Editors -- About the Authors -- Chapter 1: Materialities, Temporalities, and Mobilities: Exploring the Postdigital Through Our Writing Spaces -- 1.1 Introduction -- 1.2 The Use of Visual Methodologies in Research -- 1.3 Humanistic Perspectives Recognize Human and Non-human Actors -- 1.4 The Materiality of Learning and Materials of Writing -- 1.5 Postdigital Thinking Acknowledges that Digital and Analog Are Interwoven -- 1.6 Digital Technologies Are an Inherent Part of Everyday Living -- 1.7 Mobilities and Temporalities: The Everchanging Shape of a Writing Nook -- 1.8 The Digital Is No Longer Remarkable -- 1.9 Conclusion: Our Messy and Unpredictable Postdigital Spaces for Learning -- References -- Chapter 2: The Postdigital Learning Spaces of Anglophone Sub-Saharan Africa -- 2.1 Introduction -- 2.2 Definitions -- 2.3 Africa -- 2.3.1 Infrastructure -- 2.3.2 Culture -- 2.3.3 Civil Society -- 2.4 Learning Spaces -- 2.5 Recent Disruptions and Discontinuities -- 2.5.1 Global Pandemic -- 2.5.2 Artificial Intelligence -- 2.5.3 Decolonization -- 2.6 The Postdigital Reconsidered -- References -- Chapter 3: Belonging: A Postdigital Space for Migrant Communities´ Voices -- 3.1 Introduction -- 3.2 Spaces, Places, and Identity -- 3.3 Narratives of Belonging in Postdigital Spaces -- 3.4 The Role of News and Media in Nurturing a Sense of Community Amongst Ethnic Minorities.
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3.5 Belonging: Curating Images and Stories of Migrants -- 3.5.1 Stories of Belonging -- 3.5.2 Opening of the Exhibition: Disruptions and Traditions -- 3.5.3 Learning Spaces and Learning Opportunities -- 3.6 Conclusion -- References -- Chapter 4: Postdigital Learning Spaces in Rural Peru: Reaching Teachers from Low-Resource Remote Communities -- 4.1 Introduction -- 4.2 Postdigital Learning Spaces in Low-Resource Rural Areas -- 4.2.1 Ubiquity of Presence vs Ubiquity of Impact -- 4.2.2 Digital Divide -- 4.2.3 Living with Unpredictability -- 4.3 Study Context -- 4.3.1 Alma Children´s Education Foundation -- 4.3.2 Rural Education in Peru -- 4.3.3 Schools and Teacher´s Context -- 4.3.4 Digital Education in Alma Children´s Education -- 4.3.5 The Diploma -- 4.4 Research Design -- 4.4.1 Researcher: Practitioner -- 4.5 Findings and Discussion -- 4.5.1 Finding Connectivity -- 4.5.2 Support Networks -- 4.5.3 Motivational Support -- 4.5.4 Natural Disasters -- 4.5.5 Fraud and Learning -- 4.5.6 I Am Not the Other -- 4.6 Conclusion -- References -- Chapter 5: Beyond Campuses and Across Cultures: Circles of Conversation in Postdigital Learning Spaces -- 5.1 Introduction -- 5.2 Hybrid Cultures, Postdigital and Critical Pedagogies in the Brazilian Context -- 5.3 Background to the PMSLA Study Abroad Programme -- 5.4 The Design of the Learning Space -- 5.4.1 Creating Convivial and Reflexive Spaces for Learning -- 5.4.2 Choosing Sites for Visits -- Early Childhood, Primary, and Secondary Schools -- Learning Opportunities Outside Formal Classrooms -- Seminars and Roundtables at Brazilian Universities -- 5.5 Findings and Discussion -- 5.5.1 Theme 1: Education and Learning Spaces that are Conducive of Open Conversations -- 5.5.2 Theme 2: Education and the Need for Change and Transformation.
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5.5.3 Theme 3: Inclusive Learning Spaces and the Existence of Competing Narratives in Education -- 5.6 Conclusion -- References -- Chapter 6: `Loose Ends and Missing Links´: Learning Journeys in the Postdigital City -- 6.1 Introduction -- 6.2 Departures -- 6.3 Take a Rest -- 6.4 Prompts for Departure and Return -- 6.4.1 Architectural Prompt: Making (a) Room -- 6.4.2 Geographical Prompt: Leaving Traces -- 6.4.3 Performance Prompt: Breaking the Rules -- 6.5 Returns -- 6.6 Destinations -- References -- Chapter 7: The Postdigital Learning Spaces of a Transcontinental Train Journey -- 7.1 Before Embarking on this Journey -- 7.1.1 Positionality -- 7.2 Edinburgh Waverley to London Kings Cross. Tuesday 21 February, 06:26 -- 7.2.1 Conversation and Feeling Connected -- 7.2.2 Planned and Improvisational Learning While Travelling -- 7.3 London St Pancras to Paris Gare Du Nord. Tuesday 21 February, 12:31 -- 7.3.1 Sound and the Sensory Experience of the Train -- 7.3.2 Towards a Greener Academic Travel -- 7.4 Paris Gare du Nord to Paris Gare de Lyon. Tuesday 21 February, 15:59 -- 7.4.1 An Instance of Impromptu Underground Learning -- 7.5 Paris Gare de Lyon to Gare de Lausanne. Tuesday 21 February, 17:47 -- 7.5.1 Connectivity and Changing Patterns of Learning Activity -- 7.5.2 The Fluid, Mobile Campus -- 7.6 Gare de Lausanne to Brig. Wednesday 22 February, 08:21 -- 7.6.1 Anxiety, Tiredness, and Physical Mobility -- 7.7 Brig to Gare de Lausanne. Friday 24 February, 07:26 -- 7.7.1 Putting Technology Aside, but Remaining Postdigital -- 7.8 Gare de Lausanne to Paris Gare de Lyon. Friday 24 February, 09:45 -- 7.8.1 Emotion, Personal Preference, and the Fallacy of Essentialism -- 7.8.2 Security and the Shifting Ambience of the Train -- 7.9 Paris Gare du Nord to London St Pancras. Saturday 25 February, 13:10.
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7.9.1 The Immersive Possibilities of the Postdigital Train Journey -- 7.10 London Kings Cross to Edinburgh Waverley. Saturday 25 September, 16:15 -- 7.10.1 The Productive Learning Space of the Train Journey -- 7.10.2 Towards Convivial, Sustainable and Equitable Spaces for Learning -- References -- Chapter 8: Knowledge, Knowing, and the Knower: A Postdigital Autoethnography of Learning to Live with Long Covid -- 8.1 Introduction -- 8.2 Familiar Practices Failing Everyone in the Face of the Unknown -- 8.2.1 The Knower: Vignette 1, Drawn from Journal Entries in April and May 2022 -- 8.2.2 Sources of Knowledge and Reflections on Knowing -- 8.3 Becoming an Expert in the Absence of Evidence -- 8.3.1 The Knower: Vignette 2, Drawn from Journal Entries in August 2022 -- 8.3.2 Sources of Knowledge and Reflections on Knowing -- 8.4 Putting My Body on the Line: Research Participant and Patient-Advocate -- 8.4.1 The Knower: Vignette 3, Drawn from Journal Entries in May 2023 -- 8.4.2 Sources of Knowledge and Reflections on Knowing -- 8.5 Concluding Thoughts -- References -- Chapter 9: `We Live in Their Shade´: Towards a Plant-Based Civic Imagination -- 9.1 Introduction -- 9.2 Introducing Civic Imagination -- 9.3 Our Pedagogical Commitments -- 9.4 Civic Paths, Civic Imagination and the Covid-19 Pandemic Pivot -- 9.5 Plants and Civic Imagination -- 9.6 A Postdigital Engagement: Civic Imagination and Plants -- 9.6.1 Plants Are Wise -- 9.6.2 Plants Inspire Stories -- 9.6.3 Plants Remind Us of the Cycle of Life -- 9.6.4 Plants Talk-We Should Listen -- 9.6.5 Plants Care for Us, and We Care About Them -- 9.6.6 Plants Evoke Memories -- 9.6.7 Plants Invite Us to Slow Down -- 9.6.8 Summary -- 9.7 Activating the Plant-Based Civic Imagination -- 9.8 Conclusion -- References.
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Chapter 10: Archives, Memories, and Spaces of Children´s Play: Pre-digital and Postdigital Places of Affective Possibility -- 10.1 Introduction: Pre- and Post-digital Playgrounds -- 10.2 Postdigital Thinking About Play -- 10.3 Learning Spaces, Play Spaces, and Third Spaces -- 10.4 The Digital / Postdigital in `Playing the Archive´ -- 10.4.1 Moments of Postdigital Merger 1: Recording Video and Audio in the Playground -- 10.4.2 Moments of Postdigital Merger 2: `A Sense of Play´ and the Time Telephone -- 10.4.3 Moments of Postdigital Merger 3: Virtual Reality Play -- 10.5 Concluding Thoughts -- References -- Chapter 11: Postdigital Manifestations of Schooling: Entrenching the Old or Enabling the New? -- 11.1 Introduction: What Do We Know? -- 11.1.1 The Assumed Ubiquity of Digital Technologies -- 11.1.2 The Classroom: Reports of its Death Have Been Exaggerated -- 11.1.3 Harmonising Designs and Practices -- 11.2 Postdigital Education: What Is Happening in Swedish Schools? -- 11.2.1 An Illustrative Example of Spaces In-Use in a Swedish Primary School -- 11.3 Developing and Sharing Ideas About Spaces-In-Use -- 11.4 Conclusions: New Postdigital Possibilities or the Entrenching of Old Inequalities? -- References -- Chapter 12: Music in the Composition of Writing Space -- 12.1 Introduction -- 12.2 Composing Spaces of Learning -- 12.3 Supporting Assumptions -- 12.4 Researching the Relationship Between Music, Learning and Space -- 12.5 Documenting Music Within Our Writing Spaces -- 12.6 Discussion -- 12.6.1 The Musical Orchestration and Rearrangement of Writing Space -- 12.6.2 Music and Mobility in Spaces of Writing -- 12.6.3 Music, Technology, and Agency and in Composing Writing Space -- 12.7 Conclusion -- References -- Chapter 13: Towards Harmonious, Positive, Postdigital Spaces for Learning -- 13.1 Introduction -- 13.2 Convivial Spaces for Learning.
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13.3 Equitable Spaces for Learning.
Additional Edition:
ISBN 3-031-59690-0
Language:
English
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