Open formations networked thinking and tinkering across learning contexts
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The document explores the concept of 'open formations' in educational contexts, advocating for a rethinking of people, processes, and products as agents of change that break free from institutional constraints. It discusses how learners can take charge of their own educational journeys through open participation and interconnected products, emphasizing the importance of self-reliance and community engagement. Additionally, it highlights the potentials and pitfalls of open formations, aiming to empower students as active contributors to knowledge creation and transformation in various contexts.
![WHAT’S THE OPEN PAPER?
A work in progress
attempting to present students’
ethnographic processes [the
course]
in order to perform an
ethnographic analysis of these
processes [the paper]
in order to develop a processual
concept – open formations – that
rethinks and opens up the people,
processes and products of learning
contexts [the outcome]](https://image.slidesharecdn.com/openformations-networkedthinkingandtinkering-140603071521-phpapp01/85/Open-formations-networked-thinking-and-tinkering-across-learning-contexts-2-320.jpg)
Open formations networked thinking and tinkering across learning contexts
- 2. WHAT’S THE OPEN PAPER? A work in progress attempting to present students’ ethnographic processes [the course] in order to perform an ethnographic analysis of these processes [the paper] in order to develop a processual concept – open formations – that rethinks and opens up the people, processes and products of learning contexts [the outcome]
- 3. WHAT’S THE OPEN PERSPECTIVE? The concept of open formations is an attempt to rethink the people, processes & products within learning contexts as ‘agents of change’ As unbound & unbridled by institutional settings/contexts – breaking out of courses setting their own course to find, take & make their own ‘unsafe’ spaces & places As ‘unteachable’ empowered constructors of own participatory academic communities – being self- reliant by taking mattering into own hands and interacting in peer-communities As ‘unstructured’ and ‘unsettling’ emancipatory, transformative forces making own pathways – crafting own networking and networked pathways across people, processes, products, communities outside the institutional territory
- 4. WHAT’S OPEN PARTICIPATION? Central challenges of being a learner in open formations Not any more simply students taking an online/offline course on didactic research/design using digital technologies Being in charge of a process: DIY curriculum / practicum = so what do you need to learn & do to matter? Being a member of a community: contributing to online/offline academia = so how do you participate to create real impact in communities? Being a responsible, self-reliant subject: researcher/designer of actual research/design = so how do you matter & make impact as a professional practitioner? Being an agent of change in society: interventions/transformations of actual contexts = so how do you impart affecting change in unbound learning contexts?
- 5. WHAT’S THE OPEN PRODUCTS? Constructing products-as-processes to meet posed challenges So what is important is not digital technologies/digital products/digital literacy/online communities in themselves But the processes of developing knowledge, design thinking, ethnographic insights and analytical findings that flows as/through/across these products as open formations = a radiant prism of resources, reflections, & result that allowed the groups – their thinking & tinkering – to take place as an open formation in the making A united multiverse of products processes,
- 6. WHAT’S THE OPEN PRODUCTS? Products as interconnected networked/networking processes Moving through the city at night reflecting on things to come – using the ipad as conversational partner Reflecting with participants about their experience of things just passed – using video to present and discuss this with others Presenting own experiences as a piece of autoethnography – using Prezi to make pixi-books for future students and teachers
- 7. Building a curriculum together as a participatory academic community – using videoblogs and textblogs to present and discuss texts among each other Merging processual products – videoblogs, prezi-narratives, mindmaps, scenarioes, academic portfolios and so on – into a conference paper to interact within online/offline participatory academic communities Remixing processual products into a blog containing the variety and entanglement of processes across learning contexts and domains – binding the multifarious open products together and presenting them as an open processual formation to construct an ethnographic understanding to act designerly on WHAT’S THE OPEN PRODUCTS? Products as interconnected networked/networking processes
- 8. WHERE’S THE OPEN PLACE? In this way a structure of entangled participation in networks constructed a vibrant and fluctuating place of ’movemental’ belonging and taking place not as a sedimentation into contexts, settings or structures but as a concerted movement ’across & beyond’ to make places of their own emerge amongst networked and networking online/offline communities
- 9. WHAT’S THE OPEN POTENTIALS 1? By viewing digital technologies as open formations we can Move away from digital technologies as information containers / set tools for teaching/learning ’X’ Towards digital technologies as putting forward configurable invitations for interactions / experiences / relations / networks to take place
- 10. WHAT’S THE OPEN POTENTIALS 2? By viewing learning processes as open formations we can Move away from learning towards set goals you design/teach for utilizing digital technologies Towards learning as creating / construction participation in open formations supported by digital technologies
- 11. WHAT’S THE OPEN POTENTIALS 3? By viewing people in/and contexts as open formations we can Move away from designing didactic structures & teaching as contained & controlled ‘creative’ products & contexts Towards didactic design & teaching for ‘innovation’ as open invitations to intervene, move and mobilize people to take place and participate as networking and networked unbridled open formations A place where practice, teaching & learning form, reform, rack and revolt into everchanging new formations
- 12. WHAT’S THE OPEN PITTFALLS? Open formations processes: gratification & emancipation or bewilderment & abandonment? Danger of giving privilege to certain learning and thinking styles Open formation people: meaningfully emancipation in bloom or meaninglessly becoming beached? Danger of sacrificing one segment of students on the behalf of others Open formations contexts: wonderful mattering or vicious maddening? Danger of making it too agoraphobic by letting go of responsibility and structure Open formations communities: powerful self-reliant students networking people, processes and products or powerless students networked by people, processes and products Danger of uninformed and subdued participation just tagging along
- 13. WHAT’S THE (BULLET)POINT(S)? Engaging the empowering, emancipatory and transformative potentials (& pitfalls) in rethinking people, processes and products in learning contexts as open formations ’Learning contexts’ happening everywhere as emerging formations in people, processes and products supported by digital technologies Becoming ’an educated agent of change’ as the ability to thoughtfully navigate, interact, intervene in and transform networking and networked online/offline open formations (people, processes, products) Participatory academic communites as open formations of self- reliant students taking place and being recognized as peers through their scholarly/designerly work supported by digital technologies
- 14. WHO ARE THE OPEN PEOPLE? Central multiplications opening up people in open formations Students accepting the invitation to be (treated as) peers in open formations researching/designing Multi-sited / multi-methodologically across ‘unbound contexts’ Multi-fariously / multi-modally scholarly/designerly ‘products-as-processes’ Multi-layered / multi-level processes of ‘everywhere formative learning’ in order to investigate actual learning contexts as actual ethnographers present their research findings & results as actual reseachers design actual contextual change as actual intervening designers Not any more simply students taking an online/offline course on didactic research/design using digital technologies
- 15. WHAT’S THE OPEN POTENTIALS 4? By viewing practices as open formations we can Move away from viewing teaching/didactics as unchanging stipulated ‘best case’ practice Towards teaching/didactics as an iterative reflective interventionist practice where practice form, reform, rack and revolt into everchanging new formations