- Apr 2024
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qualitative learning leaps
This word describes the mechanism by which a learner can overcome being stuck in a learning situation. It is an unfolding of the subject matter in the learners mind to encompass more connections and relations in the explanation and understanding of the subject at hand.
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that is, shaped by dominant sets of values and interests, andthen acting (however subtly) to perpetuate the dominance ofthose values and interests.
These values and interests might be best described as those of the private sector and the profit motive. The teaching management platform Moodle seems to follow this trend as the interactivity of the platform is largely controlled by the teacher. This is one way that capitalism enforces bisected learning, and it is also an example of how bisected learning and capitalism are indirect contradiction to explorative learning and free knowledge.
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more incentive for individuals to be primarily self-concerned,“rational selfish” and motivated by “the drive to better theirown condition”
This is an example of the prisoners dilemma being promoted by the way digital learning technologies are constructed. Scholia and hypothesis might present the antithesis to this problem, as these platforms constantly remind the user that the way their learning is dependent on others. Since hypothesis is always present at the side of the screen the learner is also constantly being reminded that they are able to contribute to the public knowledge database.
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Digital technologies arein no way opposed to learning as a worlding practice. On thecontrary, they can be quite powerful in expanding learningprocesses in various contexts. However, as Ralf Lankau pointsout: “Nobody learns digitally” (2017, p. 10). Learning is not amechanical procedure of digital machines but a world-disclosingactivity of living subjects. Thus, the question arises about thesignificance of digital devices for the activity of learning and towhat extent they are relevant for the development of the differentelements and movements of the act of learning including theformation of human agency and contextual thinking. In thenext chapter, I will analyze the specific characteristics of digitaltechnologies and the accompanying transformations in thepractice of learning.
It seems possible that the arguments made against digital technologies for learning could also be made for any other human technology. Perhaps the underlying argument is that learning exists in the relation itself between the subject at hand and the learner. in that case, " nobody learns technologically". The point that seems to be made is that a digital technology for world making and learning needs to promote the relations themselves between the learner and the text. It could be argued that this is a quality of semantic tools.
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Expansive acts of learning are future-oriented; the learnerwants to achieve something not yet accessible to him or her. Thisprocess of not being able to do something toward being able todo it constitutes the decisive movement of non-bisected learning,and it unites both content and method. John Dewey describesthe structure of this movement when he emphasizes that learningis about the extension and reconstruction of experience (1938/1997). Holzkamp refers to this process with the concepts ofaffinitive and definitive learning phase (1993, pp. 324–337),because he sees the significance of the movement in grasping andrealizing the relevant connections, meaning contexts, and affinitiesof the learning matter.
The decisive movement of non bisected learning might be mediated better by semantic tools such scholia or hypothesis.
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Research into the digitalization of educational practice, however,has so far widely reproduced the logic of bisected learning. Whenlearning is articulated as an activity of the learners, the focusis only on the how of learning and on questions regarding theperformative, operational, and organizational dimensions of theact of learning. As I will show in detail in Chapter 2, it is preciselyin these dimensions that the strengths of digital technologiesfor expanding the learning activities of learners lie. However,these strengths harbor the pitfall that, with the continuation of areduced understanding of learning in the context of digitalization,the practice of bisected learning will be intensified in a new quality.In order to create the preconditions for a more comprehensiveview of the significance of digital technologies in learning, I musttherefore take a further step into the particular shape and variouselements of learning as a worlding practice.
The dimension of learning concerned with the how might not be the only dimension that digital technologies can grasp. Using semantic digital technologies for learning could for example radically change the way we see the learning process as we learn. For example using scholia might prompt the learner to ask more questions about the why as they have more material in front of them and have to make choices about which one to read based on the information about each of them. Hard to understand concepts would be opened up to the learner and the learner would get used to being able to open up these concepts. Using a tool like hypothesis might also prompt the reader to ask critical questions about the text that they are reading and these critiques could be written down for the other students to use and learn from.
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Holzkamp analyzesthe subjective reasons that lead to a learning action and recognizesthat it is possible to distinguish between two typical patterns ofreasoning involved in identifying learning problems and pursuingthe detour of learning—defensive and expansive reasons for learning
A key quality of Hypothes.is and Scholia might be whether they promote defensive or expansive reasons for learning. a key difference between using semantic applications for learning and using the designated course material is that you don't constantly have to consider the word count of what you are reading. Instead you can focus on the content of the learning itself, instead of the requirements put forth by the institution that you take your education
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and that in turn at least presumesthat I can see where there is something to learn for me.
This might also be understood in the sense that you can't learn anything from a text that you don't have any expectations for. If you don't have some idea about the conclusions that are going to be drawn, there are no concepts in your mind that I improved changed or created.
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The process of learning, he argues, is not based on just puttingtogether the separate elements of subject matter and method buton experience as a whole that is constantly in flux. “Experience,”he explains, “is not a combination of mind and world, subjectand object, method and subject matter, but is a single continuousinteraction of a great diversity (literally countless) of energies”(1916/2008, p. 147). Consequently, Dewey fiercely criticizes the“evils in education that flow from the isolation of method fromsubject matter”
This is the precisely the conclusion you would draw on learning if you were to analyze the process of learning dialectically. This conclusion also stands in direct opposition to the dominant narrative and method of approximating knowledge by splitting up the whole into smaller and smaller isolated pieces
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AnthonyGiddens for example emphasizes: “Action … does not refer to aseries of discrete acts combined together, but to a continuous flow ofconduct”
as this applies to the learning action as well, an effective digital learning tool would have to tear down the conceptual walls, that divide the different texts that constitute a university lecture
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Learning is distinguished, then, by its more or less explicitintentional character. For this reason, learning is not simply aprocedure, an operation, or an activity but an action. Learningdoes not only have its origin in everyday action but is itself aparticular form of action—and this is why one can rightly talk ofthe act of learning or a learning action.
Categorizing learning itself as an action is an important step to understanding the difficulties associated with learning digitally. Perhaps the problem with digital tools for learning is that they make the learning process less dynamic, more formulaic and predetermined?
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If one takes a closer look at human actions from the perspectiveof action theory, one can see that it is made up of four distinctcomponents: (1) a content element—the what of the action (e.g.,I have to go to the local market to buy something); (2) a reasoningelement, the why of the action (the reason I have to go to themarket is, that I need something to eat). These more content-related dimensions of the action give it a particular direction,and they determine (3) the more methodological, operative, andperformative elements, and the question how the process of theaction is carried out by the actor (how do I get to the market,which way do I go, do I walk or go on my bike?); and finally (4) areviewing element, an evaluation of the action, whether what setit in motion was also achieved (did I actually arrived at the marketand was able to get something to eat).
These four components of a learning action can serve as a framework for analyzing the efficiency of tools for learning digitally like Scholia and Hypothes.is.
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Local file Local file
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Begrebet analyse i overskriften sigter til, at artiklen nu skifter fokus og skit-serer en begrundelse for, at de centrale mekanismer og processer i digitalsignatur faktisk virker. Indtil nu har artiklen beskrevet hvilke delprocesserder indg˚ar i digital signatur, men ikke begrundet at delprocesserne giver detønskede resultat. Det nye fokus gælder i resten af afsnit 2.
Her forklares hvordan artiklens fokus skifter, når analysen starter.
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