At the forthcoming Third Bremen Conference on Multimodality, Michael Gallagher and I will
will use an unrehearsed group excursion through the city as a way of:
This excursion represents the latest iteration of an activity that Michael, Jeremy Knox and I have delivered during conferences and seminars in London, Amsterdam and Edinburgh since 2015. In Bremen we will take a particular interest in the potentialities and affects of digital resources, including our use of the Telegram app to support opportunities for learning, whilst influencing our path through the city. For the duration of an hour we will explore central Bremen in a way that is guided by digital technology and by disposition. This will include prompts and activities mediated via Telegram.
Mobile learning and multimodality using Telegram
Before we head out to Bremen, Michael and I will be pavement-testing this exercise - what we are calling our 'digital multimodal dérive', with a nod to the work of Guy Debord - at midday on Tuesday 29 August. Our excursion will set off from the courtyard at the Moray House School of Education. We believe this activity is most effective as a group exercise therefore we are keen to recruit participants to join us as co-walker-researchers for our Edinburgh excursion. If this sounds like something you would be interested in please contact me at firstname.lastname@example.org. You don't require any prior experience of the subject matter although will need to download the free Telegram app to your smartphone for the duration of the exercise.
You can read more about the rationale behind this exercise (as well instructions on how to download and use Telegram) on the project website we have created ahead of our visit to Bremen:
A final word: if you can join us at midday on 29 August and have a few moments to spare afterwards to tell us about your experience, Michael and I will gladly take you for a coffee in exchange for your thoughts (at a location to be determined by the path we follow through the city).
Dérive in Amsterdam
EC1: Sights & Sounds
Wondering about the city: meaning-making in Edinburgh's Old Town
Over the past three months I have been interviewing students and tutors from an undergraduate History course as I have sought to understand how meaning-making around assessment is affected by the pedagogic and societal shift to the digital. One of the subjects that we discussed - often introduced as a topic of conversation by interview participants themselves - concerned the forthcoming roll-out of lecture recording technology here at Edinburgh University. With the consent of interview participants (comprising five students and five tutors, represented here using pseudonyms) I have reproduced and reflected upon some of the insights they shared. I make no claim to generalisability and neither have I sought to evaluate the merit of lecture recording technology. Instead, reflecting the broader interest of my Doctoral research, what follows points towards the complexity of the relationship we enjoy with digital technologies, as well as the ways that their (potential) usage is differently conceptualised amongst groups of students or colleagues who would seem to have a great deal in common.
To begin, the interviewed students broadly saw lecture recording technology as a positive development, predominantly as a resource to return to after class. Suggested benefits included the possibility of revisiting complex ideas that had been covered during the lecture, or particular points where it hadn’t been possible to capture the detail put across by a lecturer. The availability of lectures on video was seen by one student as a 'safety blanket' with others welcoming the way it would compensate for the occasions across the semester where illness prevented them from attending class. Several students pointed towards the value of lecture recording as a revision tool, enabling them to look back over lecture content some time after the classes had taken place. Meanwhile two of the students I spoke to also felt it would enhance the lecture experience itself as they would be able to spend more time thinking about what the lecturer was saying, rather than attempting to take notes.
For their part tutors were overall less certain of the benefits that lecture recording would bring, whilst simultaneously recognising its inevitably, as education looked to respond to some of the technological advances taking place across society . Questions were raised around whether it represented the best use of resources, how it might affect the natural rhythm of a course and most commonly, whether it would really support exam revision in some of the same ways that students had suggested:
Rather than positively contributing towards exam revision, some tutors instead suggested that any benefit was more likely to come from the (continued) support of students with learning adjustments, as well as those members of the class who had a first language other than English. Students who missed or misheard part of the tutor's oral delivery would have the benefit or re-watching the corresponding part of the lecture after class, it was suggested.
While all five students that I spoke to broadly welcomed the roll-out of lecture-recording, this was accompanied by a sense of unease around some of its potential effects. A common thread across the interviews was that the convenience of watching video recordings of lectures would make the prospect of attending class less attractive. Lectures most at risk of dwindling attendance, it was suggested, would be those taking place at the beginning of the day, those within courses that didn’t use exam assessment and, more bluntly, where the subject matter or its delivery was less than inspiring. For the most part these observations were made in relation to other students, rather than interviewees themselves. In fact, in contradiction to the current tendency in some quarters to suggest that the conventional lecture has run its course, the students I spoke to were overwhelmingly positive about the lecture as a teaching method, pointing for instance to the enjoyment of watching highly skilled teachers, the structure that it lent to their pattern of study and, from a mental health perspective, as a way of getting them out of the house. Even if lecture attendance might lose out to the occasional lie-in, it remained a vital part of the university experience:
Adopting a position similar to that of their undergraduates, several of the tutors I interviewed felt that as long as the subject matter was interesting and delivered in an interesting way, most students would still prefer to attend lectures. At the same time there was an acknowledgement that attendance already tends to decline across the semester - and that some courses already give clear evidence of students "voting with their feet", as one tutor described it. What didn’t arise in conversation, but would be fascinating to observe next semester, is whether students with previously poor attendance might access more lecture content through the convenience of it being available online? Meanwhile, a further insight which would seem to reflect the neo-liberalisation of higher education, came from a student who suggested that as long as he was paying thousands of pounds in course fees he, rather than the university, had the right to decide whether it was preferable to attend lectures or to watch their recorded equivalent.
Amongst the tutors more concerned about declining attendance there was a question over whether a video recording of a lecture represented a diluted version of what takes place in class. Reminding us that an effective lecture is more than the oral dissemination of content, one tutor pointed to the way that eye contact, conversation and physical movement towards the audience were aspects of the learning experience that would be lost on those viewing a video recording of the lecture. Furthermore, drawing on the experience of teaching on a MOOC, a tutor described the problem of teaching in the absence of the visual cues and other subtle forms of feedback that enhanced his delivery. Thinking about conceptual work around multimodality where it is argued that every communicational act depends on a range of different semiotic content (Jewitt 2009, Kress 2010), it is interesting to consider how the particular configuration of resources within the classroom lecture compares with a video-mediated equivalent (and how in turn this impacts upon knowledge-construction). For instance, how would the absence of eye contact and physical proximity to the lecturer affect interpretations of meaning around a video recording of a lecture?
Looking beyond the practice of delivery the lecture, all of the tutors I spoke to suggested that the content of their slides would need to adapt to recognise that they more explicitly had a life beyond the classroom. This wasn’t necessarily seen as a negative consequence of lecture recording: on the contrary a number of tutors admitted that in future they would pay closer attention to issues of copyright around the use of images. Potentially more problematic according to one tutor was the way that a video seen outside the setting of the lecture class might not convey nuance, potentially leading to misunderstandings and other consequences. The consensus across tutors however was that their approach to delivering lectures would not change in any great way. Several tutors pointed to the historical longevity of the lecture and its efficiency as a medium for reaching large numbers of students in a way that seemed to be positively received (a view supported by the students I spoke to). The overall sense I got from tutors was that, irrespective of the proposed benefits or possible problems attached to the roll-out of lecture recording, it wouldn’t dramatically affect their approach or indeed what takes place in the classroom.
If the classroom experience might largely remain the same, it is interesting to further consider how the experience of viewing a lecture recording might differ from being present in the classroom. It is instructive for instance to look at work by Dicks et al (2006) where they investigated the relative abilities of digital media to record events. While video is able to record moving image and sound, Dicks et al. helpfully remind us that it still offers a selective visual representation of the lecture, dependent upon the positioning and gaze of the camera. Without suggesting this would necessarily be a drawback, the experience of watching a video recording would exclude a panoramic sense of what is taking place in the lecture. Still with an interest in the character of digital recording technologies, it is also worth considering how the experience of viewing the video recording would be subject to the particular capabilities of the computer, tablet or smartphone that it is viewed upon. The visual culture scholar Nicholas Mirzoeff (2015) is amongst those who have drawn attention to the way that sophisticated sensors and code manipulate and reconstruct a digital representation of what is seen or heard. The question arises therefore as to how the exposition of meaning conveyed within a lecture is affected by the complex and concealed calculations that contribute to the way images and sounds are recorded and reproduced for later consumption in digital video form. Finally, without suggesting that the lecture setting is free from distraction (not least by the temptations of Facebook and internet shopping, as I have witnessed whilst observing the History course across two semesters), a number of the students I spoke to suggested that the classroom environment better enabled them to remain focused on the task in hand, compared to competing interests on or beyond the screen.
Thinking meanwhile about embodiment and sensory meaning-making (see for instance Pink 2009), the tactile, physical and corporeal experience of the lecture environment would inevitably be different from the cafe, student flat, library or wherever else a student might watch the video recording. If we accept that light, heat, temperature and touch contribute towards our disposition and therefore our learning, it is interesting to consider how meaning-making within an environment that is purpose-built for teaching might be different to watching a video recording in ostensibly social spaces.
As I wrote within the introduction to this post, my interest lies in the way that meaning-making is affected by the increasingly digital nature of higher education and society more generally. Lecture recording, as I have attempted to show here, is a single example of the complex relationship between student, tutor, subject and technology. In this instance I think it has also shown how vital and inspiring some of long-standing teaching traditions can be. While there was uncertainty expressed surrounding the impact of lecture recording technology, there will evidently continue to be a place for the skilled lecturer enthusiastically sharing his or her work with an interested and inquisitive audience.
How do students differently approach assessment?
The visual, multimodal History classroom
Next Tuesday (6 June), I will spend the day Exploring Visual Methods as a Developing Field, as part of an ESRC summer school taking place at Edinburgh University. Ahead of the event, which will be delivered by Professor Kate Wall from University of Strathclyde’s School of Education, participants have been asked to take 15 photographs which represent what we think it means to be a Doctoral student in 2017. From that we need to select a sub-set of 5 photos that best address the enquiry. Here is what I will be taking to the session:
This photograph is intended to reflect how my research depends on both physical and online spaces and communities. My 'network' is made up of colleagues on campus who are also part of a larger dispersed group of researchers and lecturers, many of whom I have never ‘met’ beyond our exchanges in Twitter and in other digital settings. At the same time I am as likely to be talking about my research online, as on-campus.
Something I really value about being a PhD student is having the flexibility to choose and move between different spaces that I think will support to the task I am working on at a particular time. The Psychology building on George Square is a good space to spend an hour of interrupted writing. Others locations on campus (and beyond) are better for reading, others for conversation, and so on. I usually begin each day with a plan of where I will work, depending on what I need to achieve. Edinburgh is full of pleasant and inspiring place to work. I'm lucky.
This is my PhD supervisor, Sian Bayne, on a billboard outside Old College. There are a few of these posters dotted around campus and more than once they have reminded me that I owe Sian a piece of writing. Subliminal supervision. I have included this picture to represent how the expectations and direction set out by Sian and my second supervisor, Jen Ross, guide my research. If some of the other photographs here point towards the independence that comes with being a PhD student, it is accompanied by guidance and the encouragement to work to a high standard.
This external hard drive represents the data I have collected over the last year whilst carrying out ethnographic field work. It contains thousands of photographs, hundreds of sound recordings and quite a lot of words. Most recently I've been adding lengthy interview recordings which had been exhausting my laptop. This image sheds light on the subject of my research, but also talks about the way that so much of my work is captured and condensed into ones and zeroes.
My doctoral research takes place alongside other interests, activities and responsibilities. Before taking this picture I had been checking e-mail whilst my son had his breakfast. We were listening to music and talking about how long it would take to walk to the moon. After that it’s a rush to get out of the house before 7.45am. It felt important to include a photo which made the point that doing a PhD is never just doing a PhD. The possibility of attending evening seminars, travelling to conferences, taking advantage of study exchanges and other opportunities always depends on more than whether these activities match my research interests or if they justify the cost or time (and I'm not suggesting this is unique to me, of course).
Here are the other images, meanwhile:
Returning to the instructions for this exercise, we have been asked to print out the photos in order that they can be shared as part of a group exercise: it will be interesting to see how my own experiences of doctoral research sit along those of a wider group. Fascinating exercise, not least as I've been using image elicitation in my own research. Looking forward to it.
Digital sociomaterial journaling
Looking beyond photos: the architectural site visit
The visual, multimodal History classroom
Taking a few moments here to talk about my ongoing - and evolving - research around assessment practice. Over time the interest of my PhD has broadened from the phenomenon of digital multimodal assessment to also ask questions more generally about the way that assessment practice in the Humanities is affected by the societal and pedagogical shift to the digital. In particular I am interested in investigating how:
In relation to the third of these lines of inquiry, I am particularly drawn towards sociomateriality's attention to the way that meaning emerges from a broader range of influences, opportunities, limitations and pressures beyond human interest and action. I think this is neatly captured by Fenwick, Sawchuk and Edwards when they propose that sociomaterial research looks to take account of:
In this way assessment feels less like a transaction between student and tutor, or a measure of academic performance, and much more like an assemblage of the seen and unseen, the human and machine, and beyond. As such, sociomateriality (supported by critical posthumanism) has had the effect of lifting my conceptual gaze from the ways that knowledge is conveyed and interpreted, to also take into account what previously seemed peripheral (or invisible or irrelevant) to assessment. This in turn has meant extending my ethnographic fieldwork where I have been observing students and tutors from undergraduate courses in Architecture and History. I have continued to investigate what takes place in the lecture theatre, studio, meeting room, corridor and canteen: at the same time though I have taken two further approaches in order to get a better sense of the resources and restrictions that influence the preparation of a piece of a coursework, whilst also investigating how digital literacy practices are enacted beyond what I was able to observe in class and around campus.
For the time being I am referring to this method as ‘digital sociomaterial journaling’, thereby acknowledging how my approach is influenced by Gourlay and Oliver’s recent proposal of longitudinal multimodal journaling (2016). Combining ethnographic approaches with an interest in sociomateriality and New Literacy Studies, Gourlay and Oliver describe research where they gathered journaling data in order to investigate the digital engagement of a group of postgraduate students. Amongst other methods, participants were provided with iPod Touch devices in order to gather data that would ‘document their day-to-day practices with texts and technologies in a range of settings’ (2016: 302), thereby offering insights into their digital literacy practices.
As well as drawing inspiration from Gourlay and Oliver’s work, I have looked to some of my own earlier research where, along with my colleagues Sian Bayne and Michael Gallagher, we used the elicitation of 'digital multimodal postcards’ alongside semi-structured interviews to investigate how online distance students understand and enact their university, and how they construct space for learning (Bayne, Gallagher & Lamb 2013; Gallagher, Lamb & Bayne 2016). Here then is how these different methodologies have shaped my current research.
Inviting students to record their surroundings as they work on an assignment
For a period of approximately one week in the lead up to a recent essay deadline, five students from the American History course were asked to ‘record their surroundings' on every occasion they worked on the assignment. This included taking a photograph, making a one-minute ambient sound recording, and writing a short description of their location and activity at that moment in time. The data were then submitted electronically using a drop box on this website, via e-mail or USB drive. For the purpose of illustration, this is one of the six submissions that Sarah made as she worked on her assignment about the Civil Rights Movement.
Shadowing students as they work on an assignment
Two of the same students who recorded their surroundings also agreed to let me shadow them at different times as they worked on the essay assignment. In Karen’s case this comprised an afternoon in her flat followed by a later period in the main university library. For Harry meanwhile this involved a full day studying in one of the university's smaller libraries, as well as a nearby common room. As Karen and Harry worked on their essays (and drank tea, checked Facebook, listened to music and so on) I made my own sound recordings, took photographs and typed field notes. The following video gathers together representative sights and sounds from my first observation of Karen (although not as yet with the inclusion of entries from my field notes or reference to her Internet history for the corresponding period that she kindly agreed to supply me with).
The approaches described here were designed to shed light on the some on the recent interest of my research (bulleted above). For instance, how does the algorithmic code that is concealed, as Edwards & Michael (2011) suggest, beneath the sophisticated interface of software applications, influence the search results that appear in Google Scholar? How do perceptions and practices around plagiarism detection software influence composition (a concern recognised in research by Introna & Hayes (2011))? How does the use of sophisticated hardware and software pictured in the different images advance the notion of shared authorship between human and machine (see Knox & Bayne 2013)? Meanwhile, through the shadowing exercise in particular I have sought to gain insights into the ‘minute dynamics and connections’ that Fenwick et al. (2011, p.8) believe to be overlooked when we look to understand educational activities.
For the time being I am resisting the temptation to offer any sort of this response to these questions, not least as next month I will interview the same five students from the American History course. This will include discussion around the sights and sounds each student gathered as they worked on their essay assignment. Before that, for the purpose of comparison, tomorrow morning I will begin the same process all over again with five students from an Architectural Design course.
A note on ethics
Pseudoynms have been used in place of participant's real names. Students gave their consent to participate in the research described above, including the sharing of their supplied data. Participants were offered a £20 gift voucher for participating in each part of this research.
The Assessment, Learning and Digital Education course, part of the MSc in Digital Education at Edinburgh University, sets out to explore how assessment is rapidly evolving in ways that exploit developments in digital technology and pedagogy. I'm glad to be a part of the course team, working with Clara O'Shea, Dai Hounsell and Tim Fawns. My major input to the course concerns multimodal assessment in digital contexts. Through the use of course readings, a discussion forum and an online seminar we explore ideas around digital literacies (see for example Lea & Jones 2011), the problematic nature of authorship (see for example Bayne 2006) and what happens when we newly introduce digital multimodal assessment into summative assessment (see for instance Adsanatham (2012) and De-Palma & Alexander (2015)). The recently re-designed assignment for this section of this course is a scenario-based activity where students are challenged to think critically about the conditions that support or exist in opposition to the introduction of richly digital multimodal assessment: I'm really looking forward to seeing what happens when students step into the tutor's shoes to advise colleagues on how to make digital multimodal approaches attractive and viable within the summative assessment setting!
For the recent online seminar, I took the approach that where we look to introduce richly multimodal assessment into courses or programmes that have been particularly essay-centric or language-based, we might find it helpful to look to existing approaches from colleagues in other parts of the campus, particularly within what we might call the creative disciplines. Within the seminar I talked about my own research where, for the last year, I have been undertaking an ethnographic study of meaning-making practices around assessment in Architecture. This research is already described elsewhere on this blog therefore I'll make do here with sharing my seminar slides, which interweave some of my observations from the Architecture studio, with the literatures around assessment and feedback, multimodal assessment and digital literacies.
As part of the series of events organised by the Centre for Research in Digital Education at the University of Edinburgh, I recently (18 November 2016) organised a walking seminar through Edinburgh's Old Town. Along with my colleague Jeremy Knox, and joined by participants from inside and beyond the university, we undertook an unscripted excursion where our path through the city was shaped by our varying personal interests as well as the digital mobile devices we brought to the exercise.
Our activity can be situated within the growing critical interest in urban walking (Richardson 2015) as well as the tradition of walking ethnography (Vergunst and Ingold, 2008). Going back further, this type of unrehearsed excursion has its roots in the flânerie of Walter Benjamin and later the dérive of Guy Debord and The Situationst International. By moving our seminar beyond the physical boundaries of the university we dispensed with the abstract or agenda that often lend structure to on-campus conversation, instead inviting participants to bring their own research or professional interests to the exercise. We imagined that the excursion would be of interest to colleagues concerned with digital culture and mobile learning (see for instance Sharples et al. 2007) and those with an interest in how we construct meaning from our surroundings, for instance through sensory ethnography (Pink 2011), multimodality (Kress and Van Leeuwen 2001) or a sociomaterial sensibility (Fenwick, Edwards & Sawchuk 2011).
Across the duration of a lunchtime we walked and talked, sharing our interests, ideas and observations with our newly-found colleagues. At different locations that we broadly agreed to find interesting, we paused to capture our experiences on our mobile devices. This included the gathering of images and audio recordings, some of which are gathered together in the short video that offers a more rich and evocative record of what took place than I would have been able to offer through words.
Photos by Nick Hood, Hamish MacLeod and by me.
Another alternative and imaginative way that technology merged with our trajectory across the Old Town was provided by my colleague Jen Ross, where she compiled a live playlist on Spotify, triggered by her surroundings at different stages of our journey. Members of the group were drawn to Jen's approach and in turn suggested search terms for what became a collaborative playlist. Jen has since mapped the different songs onto the corresponding locations within an interactive Google map. The compiled playlist and map are worthy of space in their own right, however this screengrab presents an alternative way of representing our walk.
The different digital artefacts to have emerged from the excursion - video, music playlist, interactive map - go some way to reflecting the varying interests that participants brought to the exercise. At different times during our walk conversation turned to whether and how we felt this type of exercise might be used in different educational settings. Emergent ideas included:
In the days following our walk my colleague Christine Sinclair used ideas and images from the exercise as a way of encouraging students to reflect on the nature of space and place within the Introduction to Digital Environments for Learning course on the MSc in Digital Education. At the same time I am intrigued by the suggestion that this type of activity might help to break down the "clusters" that can form in university programmes where students from the same international communities group together, meaning that they miss out on what might be learned from their peers and their experiencing of the city beyond the vicinity of the campus.
When Michael Sean Gallagher, Jeremy Knox and I first talked about the idea of enacting digital urban flânerie we were keen that, alongside a possible conceptual contribution, our methodology might be adopted and adapted into practical learning activities. Looking back on the excursion through the Old Town, I think there's mileage in this kind of activity.
Multimodal dérive in Amsterdam
Leaving do/Edinburgh Old and New
EC1 (Sights & Sounds)
The Manifesto for Teaching Online is a series of short statements created by the Digital Education group at the University of Edinburgh. The Manifesto articulates a position about online education that informs the work of the Digital Education group (of which I am part) and the MSc in Digital Education programme it leads.
Earlier today (1 November 2016) my colleague Siân Bayne (Professor and Personal Chair of Digital Education) spoke about the Manifesto during her keynote presentation to the Next Generation: Digital Learning Research Symposium being held by National Institute for Digital Learning in Dublin City University. Within her keynote Siân showed a short video that I prepared to support the Manifesto. As I sat at the back of an Architecture class this morning (as part of my Doctoral research into multimodal assessment) I sensed from the flurry of Twitter-notifications lighting up my phone that the Manifesto has attracted some interest.
I have since looked back through an impressively lengthy conference hashtag to pull together some of the responses to the Manifesto. The Manifesto was always intended to be provocative and to encourage reflection and debate therefore it has been intriguing to see how different statements from the Manifesto resonated across the audience. I'll let the Twitter commentary speak for itself.
The project New Geographies of Learning: distance education and being 'at' The University of Edinburgh set out to investigate how students participating in a fully online distance learning programme - the MSc in Digital Education - experienced and understood their university. Beginning in 2011, we spent a year gathering narrative and visual data, primarily through:
Our over-arching research question was: What does it mean to be a student at Edinburgh but not in Edinburgh, and what insight does this give us into learning design for high quality distance programmes? We addressed this question in two published journal articles:
More recently Sian Bayne, Michael Gallagher and I revisited the 21 digital multimodal postcards with an interest in exploring what they might tell us about the way that distance students construct and negotiate space for learning. Our approach and findings are described in a chapter 'The Sounded Spaces of Online Learners' within this recently published collection by Lucila Carvalho, Peter Goodyear, Maarten de Laat (2016):
To briefly touch on the way we approached the analysis of the postcards, we took a broadly multimodal approach which recognised that meaning emerged from the particular ways that the different semiotic resources came together in concert. This was augmented by looking towards Fluegge’s work around personal sound spaces (2011) from which we adopted and adapted the notions of territorialism, sonic trespass and spatial-acoustic self-determination. Within the visual realm meanwhile we looked to Rose’s 'site of audiencing' (2012). Our approach was also informed by Monaco’s ideas around coherence (2009) and similarly Van Leeuwen’s work in social semiotics around information linking (2004).
As we had hoped, by paying equal attention to the visual and aural (and the meaning that emerged from their juxtaposition), we gained fascinating insights into the ways that this particular group of students looked to construct and negotiate space. At times this challenged the conventional conceptualisation of distance learners, often depicted through a high level of mobility and digital sophistication. Instead we saw and heard the trappings of the domestic: family and soft furnishings; kitchen table and kettle boiling. We also became aware of how this group of students differently attempted to orchestrate or adapt to the material character of their surroundings. Without suggesting that our findings could be applied to online education across the board, we nevertheless believe that our methodology encourages teachers and course designers involved with online education to consider what is happening on the other side of the screen.
Whenever I'm on campus I'm struck by the amount of attention that has gone into reconfiguring the different buildings into spaces that are conducive to learning. In comparison, there has been very little critical attention to the learning environments of online students. Through the findings and methodology described within our recently published chapter, we hope that we will encourage other researchers, teachers and programme designers to have a good look - and listen - to the learning spaces of online, distance students.
A digital postcard of Daisy's learning space in Xalapa, Mexico.
Away from the university
Listening to the street
Look! Listen! Learn!
I was recently invited to make a video to accompany the Manifesto for Teaching Online (2016). The Manifesto comes from the team behind the MSc in Digital Education at the University of Edinburgh and comprises a series of short statements which articulate what it means to teach within digital learning environments. Whereas our work to put together the Manifesto was collaborative, the video should be seen as my own personal interpretation and response each of its 22 statements. Here's the newly completed video:
Rather than trying to explain how I attempted to represent the different statements in the Manifesto, I'm instead going to describe how some of the key ideas around online education influenced my approach as I put the video together.
To begin, reflecting the growing interest in the multimodal character of digital scholarship, I spent time thinking about how the particular configuration of images and sounds could work together in juxtaposition, or what Carey Jewitt (2009) has described as the way that meaning emerges from the particular relationship between different modes. This became quite an iterative process where I would start with a rough idea in response to a Manifesto statement, which would in turn prompt the gathering of field recordings, which then sparked a visual idea and subsequently led to the creation or collection of further sounds. Maybe the best example of this from the video is the ‘Digital Natives’ statement where I started off thinking about Bronislaw Malinowksi’s Argonauts of the Western Pacific (1922) and ended up burying a Nokia 5510 (1998) in a sandbox.
Whereas the critical interest in multimodality is often concerned with focusing its gaze on the semiotic resources at work within a document, an artefact or a communicational event, sociomateriality asks us to pay attention to the ways that the wider milieu shapes our meaning-making practices. Therefore where some of the images/sounds in the video seem haphazard or untidy it should be seen/heard in light of what Fenwick et al. (2011) describe as:
I also wanted the video to itself provoke questions about digital authorship, ownership and plagiarism. For instance, what responsibility do we have to the author of a piece of work that we record and then remix beyond its original form or meaning? What are the ethical implications of adding reverb to someone's voice or recolouring their textile work? And how do the conventions of referencing and plagiarism that were conceived around words-on-the-page, take account of video and other digital formats? These are questions similar to those raised by Kathleen Fitzpatrick (2011) in her work around digital authorship and it seemed fitting that she should 'appear' in the video.
Finally, as I prepared the video I also wanted to challenge the visual conceptualisations of online teaching which neglect the physical places where the corporeal bodies of teachers go about their scholarly business. Behind the virtual worlds, learning management systems and social media spaces that are often used as icons of online, there exists the campus, the cafe and the couch. These ‘teaching spaces’ are represented through sight and sound: an office on the 4th floor of St John’s Land in the School of Education; the space at home where I write and read and where I worked on the video itself.
I hope you enjoy the video.
Fenwick, T., Edwards, R. & Sawchuk, P. 2011. Emerging Approaches to Educational Research: Tracing the Sociomaterial. (Oxon, Routledge). pp. 1-18.
Jewitt, C. 2009. An introduction to multimodality. In The Routledge Handbook of Multimodal Analysis. Jewit, C. (Ed) (London, Routledge): pp. 14-27.
'Kathleen Fitzpatrick: "The Future of Authorship: Writing in the Digital Age"'(2011) YouTube video, added by FranklinCenterAtDuke [Online]. Available at https://www.youtube.com/watch?v=v4qq01Qskv0 (Accessed 12 June 2016)
Malinowski, B. [1922}. Argonauts of the Western Pacific. Prospect Heights, 10 IL: Waveland Press, Inc. Pp. 1-25 (Introduction).
My colleagues Jen Ross and Judy Robertson from the Centre for Research in Digital Education have invited me to contribute to a training session they are leading on the subject of Social media, your research and you. Ahead of tomorrow's session (19 May) it has been interesting to spend some time thinking about what I’m trying to achieve when I share content in this blog and through Twitter, which are the main ways that I use social media around my research. It is relatively straightforward to talk about how I use social media, although more complicated when it comes to articulating a) what I hope to achieve, and b) how I set out to do this. I've attempted to answer these questions through the following diagram that I will talk around tomorrow:
The approach and rationale outlined above should not be seen as ‘best practice’: rather, it simply reflects what I set out to do and why. My use of social media is heavily shaped by the subject of my research. My critical interest in digital education makes it important that I seek to explore and exploit ways of conveying my work across networked spaces. At the same time, the central concern of my research with ways of constructing and communicating knowledge multimodally, influences the representational form of my social media presence (and this blog in particular) as I set out to convey ideas through a combination of words, images, sounds and other semiotic resources.
As I prepare content for this blog I am constantly asking 'What is the best way of conveying these ideas?' and 'How will it be received by its intended audiences?' In this way I am exploiting the opportunities that digital technologies bring to rethink the representational form of academic content we wish to share (see amongst others Landow (2006)). At the same time I am enacting Gunther Kress's (2005) work in multimodality around 'aptness of mode' and 'aptness of audience' as I configure the form of my work in a way that (I hope) is simultaneously equipped to convey my ideas whilst meeting what I believe to be the interests or needs of my audience. Which isn't to suggest that these broad ideas are the preserve of those with a critical interest in digital scholarship. One of the points I will make in my presentation tomorrow is that to ignore the use of social media in supporting my research would be akin to attending a conference but sidestepping conversations over coffee, in the corridor and other informal - social - occasions where I might promote my work, test out ideas and connect with other researchers with shared interests. And of course, social media in itself has a role to play during conferences...
KRESS, G. 2005. Gains and losses: new forms of texts, knowledge and learning. Computers and Composition. 22(1): pp. 5-22.
LANDOW, G. P. 2006. Reconfiguring Literary Education. (John Hopkins University Press, Baltimore).
Multimodality and the presentation assignment
Conversations about content and form
I am an ESRC-funded Doctoral student in the Centre for Research in Digital Education at The University of Edinburgh.