3d-remediation of virtual pedagogic practice
TRANSCRIPT
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Toward a conceptual framework for 3D-remediation of pedagogic practice
• A case study of people, places and practices remediated through Second Life (SL)
• RQ1: How does 3D-remediation impact a particular community of pedagogic practice?– Case: Master in ICT and Learning (MIL), 6 week online
course on ”ICT and pedagogic design”– 3 completed research cycles from 2007-2009
• RQ2: How can an Action Research approach inform the process of remediating pedagogic practice?
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Lave & Wenger
• Learning happens in situated practice
• Creation of meaning through negotiation
• Keywords are:– Experience– Doing– Belonging– Becoming
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Vygotsky
• Our interaction with the world is mediated via tools/artifacts
• Activity is cultural and historically situated and facilitates learning
• New tools change the structure and outcome of practice
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Bolter & Grusin• Remediation refers to how
new, digital media refashion and reform older media – changing structure and outcome of practice
• Hypermediacy = aims at enhancing the user’s awareness of the mediation/the media
• Immediacy = aims at diminishing the user’s awareness of the mediation/the media
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Respectful remediation• Main objective is to reproduce prior
practice with no apparent critique – often focusing on a quantitative outcome.
• Other media are represented without manipulation in the mediation.
• In general, this type of remediation enhances the authenticity and enforces the authority of the original media and practice.
• Tradition, familiarity and certainty are keywords in this strategy.
• Changes are experienced as minor, evolutionary modifications and typically only involve change in modality, not specific activities.
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Radical remediation• Main objective is to reform prior
practice based on critical review – often focusing on a qualitative outcome.
• Other media are represented manipulatively in the mediation.
• In general, this type of remediation challenges both authenticity and authority of the original media and practice.
• Innovation, alienation and uncertainty are keywords in this strategy.
• Changes are experienced as major, revolutionary transformations, and typically involve change in both modality and activities.
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Basic model of remediation of pedagogic practice – strategic level
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1. Research cycle (MIL07)• Explore SL and the impact on
this community• 22 students, 1 teacher• Respectful remediation• Self-directed learning, little
in-world facilitation• Interventions proved
necessary
• 5 scheduled activities
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Basic model of remediation of pedagogic practice – tactic level
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2. Research cycle (MIL08)• Further explore SL and
activities• 12 students, 1 teacher and 2
guest-teachers• Radical remediation• Self-directed learning, but high
in-world facilitation• 25 scheduled activities
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3. Research cycle (MIL09)• Further explore SL, activities
and new assessment method
• 8 students, 2 teachers and guests
• Radical remediation• Self-directed learning, but
high in-world facilitation• 15 scheduled activities
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New assessment method – in-world presentations of Didactic Analysis
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3D-remediation model
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4. Research cycle (MIL10)• Further explore activities
and assessment method• 12 students, 1 teacher and
guests• Radical remediation• Self-directed learning, high
in-world facilitation• 10 scheduled activities +
the students’ presentations