The director of the MA{VR}X Lab, Dr. Ryan Straight, presented a conference talk at the 14th Annual Transforming the Teaching & Learning Environment conference on February 13th.
The conference is run on Central (UTC-06).
Slides
Feel free to enjoy the slide deck made with xaringan and xaringanExtra.
Recording
Resources
Aagaard, J. (2016). Introducing postphenomenological research: A brief and selective sketch of phenomenological research methods. International Journal of Qualitative Studies in Education, 30(6), 519–533. https://doi.org/10.1080/09518398.2016.1263884
Adams, C. A., & Thompson, T. L. (2011). Interviewing objects: Including educational technologies as qualitative research participants. International Journal of Qualitative Studies in Education, 24(6), 733–750. https://doi.org/10.1080/09518398.2010.529849
Adams, C., & Turville, J. (2018). Doing Postphenomenology in Education. In Postphenomenological Methodologies: New Ways in Mediating Techno-Human Relationships (pp. 3–25). Lexington Books.
Ihde, D. (2009). Postphenomenology and Technoscience: The Peking University Lectures. SUNY Press.
Ihde, D. (2008). Introduction: Postphenomenological research. Human Studies, 31(1), 1–9. https://doi.org/10.1007/s10746-007-9077-2
Ihde, D. (2012). Experimental Phenomenology: Multistabilities (2nd ed.). State University of New York Press.
Ihde, D. (2014). A Phenomenology of Technics. In R. C. Scharff & V. Dusek (Eds.), Philosophy of Technology.
Irving, L. (2016). Virtual Worlds as Pedagogical Places: Experiences of Higher Education Academics [Doctoral dissertation, Deakin University]. http://dro.deakin.edu.au/view/DU:30088534
Tripathi, A. K. (2015). Postphenomenological investigations of technological experience. AI and Society, 30(2), 199–205. https://doi.org/10.1007/s00146-014-0575-2
Wellner, G. (2021). The Zoom-bie Student and the Lecturer: Reflections on Teaching and Learning with Zoom. Techné: Research in Philosophy and Technology, 25(1), 1–25.
Verbeek, P. P. (2008). Cyborg intentionality: Rethinking the phenomenology of human-technology relations. Phenomenology and the Cognitive Sciences, 7(3), 387–395. https://doi.org/10.1007/s11097-008-9099-x
Citation
@misc{straight2023,
author = {Straight, Ryan},
title = {The {Inescapable} {Technological} {Mediation} of {Online}
{Learning}},
date = {2023-02-11},
eventdate = {2023-02-13},
url = {https://ducmediasite.passhe.edu/Mediasite/Channel/e66b99676d1a4b17b854afc22f28ff355f/watch/645ad83cdbdc4c2ea8ceead4fe7016a61d},
doi = {DOI 10.17605/OSF.IO/T86DB},
langid = {en},
abstract = {At each and every step, education in an online modality is
necessarily mediated by innumerable technologies. In a variation on
the traditional postphenomenological understanding of technological
mediation, we will trace the experience through the learner, into
the technology, the design of the instruction, to the content, and
back again. At these “enigma points,” we find we end up playing a
kind of pedagogical “telephone,” potentially divorcing what is
actually being experienced from what and how it was intended. Like
designing a user or learning experience, you can’t design the
experience, only for it.}
}