TY - JOUR
T1 - Three sociomaterial framings for analysing emergent activity in future learning spaces
AU - Tietjen, Phil
AU - Ozkan Bekiroglu, Saliha
AU - Choi, Koun
AU - Rook, Michael M.
AU - McDonald, Scott P.
N1 - Publisher Copyright:
© 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Institutions are increasingly redesigning academic learning spaces with the aim of enhancing learning outcomes. Existing research into this phenomenon has shown promise regarding how these new spaces are being designed and used; however, there has been much less effort towards developing a language for analysing the emergent learning activity within these spaces. In other words, it has been under-theorised. This paper responds to this gap by proposing three analytical framings and grounding each in vignettes illustrative of how they might be applied: (1) space-time-feedback as an assemblage for emergent interest-driven student activity; (2) embodiment-material as an assemblage for emergent public sensemaking; and (3) proximity-material-time as an assemblage for emergent collaborative benchmarking through group awareness and ambient feedback. Although not an exhaustive list, the three analytical framings serve as a starting point for investigations of emergent activity within future learning spaces from a sociomaterial perspective.
AB - Institutions are increasingly redesigning academic learning spaces with the aim of enhancing learning outcomes. Existing research into this phenomenon has shown promise regarding how these new spaces are being designed and used; however, there has been much less effort towards developing a language for analysing the emergent learning activity within these spaces. In other words, it has been under-theorised. This paper responds to this gap by proposing three analytical framings and grounding each in vignettes illustrative of how they might be applied: (1) space-time-feedback as an assemblage for emergent interest-driven student activity; (2) embodiment-material as an assemblage for emergent public sensemaking; and (3) proximity-material-time as an assemblage for emergent collaborative benchmarking through group awareness and ambient feedback. Although not an exhaustive list, the three analytical framings serve as a starting point for investigations of emergent activity within future learning spaces from a sociomaterial perspective.
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U2 - 10.1080/14681366.2021.1881593
DO - 10.1080/14681366.2021.1881593
M3 - Article
AN - SCOPUS:85102943310
SN - 1468-1366
VL - 31
SP - 17
EP - 36
JO - Pedagogy, Culture and Society
JF - Pedagogy, Culture and Society
IS - 1
ER -