habits & HABITATS
Ethnography of a school based
learning ecology
PIPPA YEOMAN
The University of Sydney
Center for research on computer supported learning and cognition
pippayeoman.wordpress.com
pyeo5847@uni.sydney.edu.au
@pippayeoman
Theories of Learning
DESCRIPTIVE & META THEORIES Activity Theory (Vygotsky, Leont’ev, Luria, Engstrom) Bloom’s
Taxonomy (Bloom) Distributed Cognition (Hutchins) BEHAVIOURIST Classical Conditioning (Pavlov)
Operant Conditioning (Skinner), Social learning Theory (Bandura) CONSTRUCTIVIST Cognitive
apprenticeship (Collins et al.) Communities of practice (Lave & Wenger) Discovery Learning (Bruner) Social
Development Theory (Vygotsky) Problem-Based Learning Situated Learning (Lave) COGNIVITIST
Attribution Theory (Weiner) Cognitive Load Theory (Sweller) Elaboration Theory (Reigeluth) Cognitive
Theory of Multimedia Learning (Mayer) Stage Theory of Cognitive Development (Piaget)
MOTIVATIONAL & HUMANIST Emotional Intelligence (Goleman) Experiential Learning (Kolb)
Maslow’s Hierarchy of Needs (Deci & Ryan) CONNECTIVIST George Siemens (rooted in Vygotsky,
Papert, Clark & Social Constructivism) OTHER THEORIES Affordance Theory (Gibson) Multiple
Intelligence Theory (Gardner) Socio-material (Sorenson, Fenwick) Networked Learning (Goodyear, Hodgson
DESIGN THEORIES ADDIE Model of
Instructional Design Elaboration Theory (Reigeluth) IDENTITY THEORIES Erikson’s Stages of
Development (Erikson) Identity Status Theory (Marcia) SELF-THEORIES Entity and Incremental Theory
&
Steeples)
(Dweck)
Brain-based
education
(Immordino-Yang)
Classroom, circa 1900
190
Classroom, circa 1960
196
Classroom, circa 2014?
2014
How do we think about things
in learning environments?
The means to an end
The trappings of progress
How do we think about space
in learning environments?
Backdrop
Container
ANALYTICAL FRAMEWORK
Physically Situated
Artifacts, tools, texts, etc
Tasks
(Emergent) Activity
Outcomes
Dyads, groups, teams; roles; divisions of labor
Socially Situated
Goodyear & Carvalho, 2014, p. 59
ANALYTICAL FRAMEWORK
With a focus on what CAN be designed
Set design
Artifacts, tools, texts, etc
Epistemic design Tasks
(Emergent) Activity
Outcomes
Dyads, groups, teams; roles; divisions of labor
Social design
Goodyear & Carvalho, 2014, p. 59
Theoretical framing of the study
Anthropology
Archaeology
Architecture
Education
Material
Entanglement
Wholeness
Patterns & Structures
Tim Ingold
(2011, 2012 & 2013)
Ian Hodder
(2012 & 2014)
Christopher
Alexander
(2003, 2004, 2006)
Peter Goodyear
(2000, 2010 & 2014)
Lucila Carvalho (2014)
Research question | methodology
How do materials participate in practice; and
How do we account for their participation?
Estrid SØrensen (2009)
habits & HABITATS
What did I see?
things as medium and mode
capable of shaping interaction
1-to-1 mobile computing gives access to
Information anytime anywhere
A personalised suite of tools for creating, curating,
organising and sharing
A learning landscape of tasks
Links to resources, tools and learning others
Personalised tracking of progress and submission
A forum for group and individual feedback
An audience of more than one, anytime anywhere
The effects on orchestration
Limited/No access
One to many orientation
Single locus of attention
Single guiding text
Whole class progression
Uniform instruction
Asynchronous tracking
1-to-1 MOBILE computing
Many to many orientation
Multiple centres of attention
Broad access to information
Individual progression
Differentiated instruction
Real time tracking
Practical implications:
autonomy | distributed responsibility | time
Practical implications: Selection | use of tools
O
PHYSICAL
DIGITAL
A
V
W
R
P
E
B
S
Practical implications:
for the ownership | co-construction of space
Material
Entanglement
Wholeness
Patterns
qualities
of humans &
induced by
& structures of
dynamic
adjustment
activity and
materials
of things
things
of the whole
Thank you & questions
Pippa Yeoman
THE UNIVERSITY OF SYDNEY
Center for research on computer supported learning and cognition
pippayeoman.wordpress.com
pyeo5847@uni.sydney.edu.au
@pippayeoman