Learning to see the familiar: Technological assemblages in a higher education (non)classroom setting.

• Autores: Adam Bell, Katie Headrick Taylor, Erin Riesland, Celia María Haas
• Localización: British journal of educational technology, ISSN 0007-1013, Vol. 50, Nº. 4, 2019, págs. 1573-1588
• Idioma: inglés
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• Resumen

  • If an objective of public higher education is to engage with a diversity of communities, then coursework should be less insulated within classrooms. This work describes and analyzes a university course design that supports undergraduate students to experience learning as relational and transformational via Site Visits within various communities. We focus on "technological assemblages" as a way to understand students' reorientation to the process and purpose of learning (and teaching). We analyze experiences within the course as moments of disorientation, reassembly and stabilization in which students use their mobile devices, bodies and interactions‐in‐place to understand familiar locations as socially and historically contingent sites of learning (and teaching). We argue that this instructional model does important work of putting students at the nexus of building relationships between the university and other community settings around the city. [ABSTRACT FROM AUTHOR] uracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)