The digitisation of knowledge produces hybrids

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    23-Aug-2014

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I presented this at the Networked Learning Conference (7/8/9 April 2014 in Edinburgh). The paper is in the proceedings, which are available on the conference website: http://www.networkedlearningconference.org.uk/abstracts/pdf/perrotta For the complete transcript check my Academia.edu page https://anglia.academia.edu/CarloPerrotta Thanks for watching!

Transcript

<ul><li> THE DIGITISATION OF KNOWLEDGE PRODUCES HYBRIDS CARLO PERROTTA ANGLIA RUSKIN UNIVERSITY CARLO.PERROTTA@ANGLIA.AC.UK Networked Learning Conference 7/8/9 April, Edinburgh </li> <li> (ps. obscure internet meme reference) </li> <li> WATCHING MOOCS IS, FOR MANY PEOPLE, LIKE WATCHING TV </li> <li> Seriously, youd better tune in fast if you dont want to be ostracised by white people its pretty much all they ever talk about (Honest Trailers, YouTube) </li> <li> YOU MEAN YOU NEVER WATCHED? interactive digital TV and changing viewing patterns Choice rather than passive consumption GRAZING: moving between TV shows TV watching as HOBBY that enlarges the viewers identities Barkhuus and Brown 2009 </li> <li> CONSUMPTION, POPULAR CULTURE &amp; IDENTITY </li> <li> CONSUMPTION AND SUBJECTIVITY Consumption is enlisted to articulate a response to the social deficits of contemporary society itself, and in a personal desire to transcend those deficits through an illusory production of a more meaningful and better socialized sense of self (Giddens 1991, pp. 3570, Bauman 2000, pp. 5391) Binkley, 2008: 618. </li> <li> WHAT DOES THIS HAVE TO DO WITH MOOCS? given the amount of time that people spend on activities such as watching television, 'wasting' time on education, even by non-completing students, seems inoffensive (Koller at al., 2013, para.4). </li> <li> AND NOW LETS TALK ABOUT ANT </li> <li> THE DVR TEACHER </li> <li> A DISCLAIMER I am talking about the X-MOOC phenomenon during 2011- 2013 when performative acts (Austin) were trying to assert a particular version of what MOOCs are with intended and unintended consequences. </li> <li> THREE HYPOTHESES The assimilation of academic instruction into the ontological space of digital TV watching. The DVR teacher as a hybrid artefact serving a neoliberal project of commoditised, pick-and-mix self-improvement. Non-committal engagement with open education as a form of liquid (Bauman) identity work: frantic eclecticism, ambivalence and flip-flopping as existential strategies. nothing is truly, or can remain for long, indifferent to anything else untouched and untouching (Bauman, 2007) </li> <li> Barkhuus, L., &amp; Brown, B. (2009). Unpacking the television: User practices around a changing technology. ACM Transactions on Computer-Human Interaction (TOCHI), 16(3), 15 (Sep 2009), 22 pages. Bauman, Z. (2013). Liquid times: Living in an age of uncertainty. London: Polity. Binkley, S. (2008) Liquid Consumption, Cultural Studies, 22(5), 599-623. Latour, B. (1993). We have never been modern. Cambridge MA: Harvard University Press. THANK YOU! </li> </ul>