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Presentation by Dr Shirley Reushle at ACODE 53

Education

Blended learning - Europe/UK Shirley Reushle Australian Digital Futures Institute University of Southern Queensland Australia

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Technology is often talked about as a ‘solution’ to the problem of learning spaces, helping to overcome the constraints of the physical campus. However, such discussions polarise the discussion, over-simplifying the ways in which students work with a range of spaces as they study, and the ways in which technologies constrain as well as liberate academic practice. This talk will review ways in which spaces has been talked about in policy and research, and will contrast this with accounts drawing on sociomateriality and theories of mobility. These discussions will be illustrated with data drawn from a project that explored students’ digital literacies, using students’ maps and photographs to link discussions of learning to the spaces and places in which academic practice took place.

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Francesco Pisanu is a research fellow in educational research at IPRASE (Provincial Institute of Educational Research and Experimentation ), in the Province of Trento, Italy. He studies, among other topics, psychosocial aspect related to the use of technology in education and training, special educational needs and inclusion, innovation in teaching practices and organizational issues in educational context. He has always been interested in research methodology, mostly in computer mediated environments. He has studied (work and organizational) Psychology and he got a Ph.D. in Information Systems and Organization at the University of Trento. He taught Social Psychology of groups and he is currently teaching Educational and Guidance Psychology at the Faculty of Cognitive Sciences, University of Trento. Abstract of presentation: Educational innovation and technology: a need for integration The presence of technology in learning environments (school, university, vocational education and training, professional development, etc.) does not necessarily entail a direct change in pedagogical vision or teaching practices. The mere placing of computers, video projectors and IWBs in classrooms does not mark the ultimate attainment of a teaching innovation. For this reason, I believe it is important to discuss the concept of technology-based pedagogical innovation, connect this concept to a learning theory, clarify the role of technology as far as teachers and learning results are concerned and, thus, reflect on the different levels of analyses in the study of the relationship between technologies and development of competences, digital competences included.

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