ETLab monthly talks: Tim Fawns
Tim Fawns- Entangled pedagogy, complexity and postdigital education
Abstract: Drawing on my research in digital and clinical education, I discuss the value in moving away from focusing on modalities (e.g. online, on campus, hybrid) or on specific technologies, towards focusing on specific, complex educational situations. Every educational situation involves a unique overlap of material, digital and social activity. From this view, effectiveness cannot be attributed to a modality but to the ways in which particular designs are enacted and modified. In other words, the differences within categories (online, hybrid, in person) in how initiatives are designed and run are more important than the categories themselves. The effectiveness of educational design is contingent on purposes (what we are trying to achieve), contextual factors (e.g. who we want to be involved, what they need to learn, at what level, what resources are available), and values (what matters to different stakeholders). To explain this, I introduce the concept of entangled pedagogy, in which any educational activity involves the complex interplay of technologies, methods, purposes context and values. This perspective can help us move past assumptions about methods, technologies or learners, and open up more possibilities for design and practice. An important aspect of this is troubling boundaries between modalities (e.g. questioning the distinction between online and in-person) or between formal and informal, or synchronous and asynchronous, activities. For example, online situations can (and do) still involve physical interactions; in person situations can (and do) still involve online activity. From this view, expertise in the design and practice of faculty development relates less to the ability to carry out predetermined educational methods and more to the ability to configure complex and emergent material, digital and social activity. Expertise is distributed across multiple stakeholders working together, and effectiveness cannot be guaranteed in advance. It is prudent, therefore, to resist blanket statements about any modality or method being better or more effective than others, and instead to interrogate the suitability of designed interventions to particular entanglements of context, purpose, values, methods and technology.
Bio: Tim Fawns is Associate Professor at the Monash Education Academy, Monash University, Australia. Tim’s research interests are at the intersection between digital, clinical and higher education, with a particular focus on the relationship between technology and educational practice. He has recently published an edited volume with Gill Aitken and Derek Jones titled Online Postgraduate Education in a Postdigital World: Beyond Technology. Twitter: @timbocop
Event Details
- Date:
- 4 August 2023 at 4:00 pm – 6:00 pm
- Venue:
- Building B, Level 6, Room 35- Caulfield campus
Description
Tim Fawns- Entangled pedagogy, complexity and postdigital education
Abstract: Drawing on my research in digital and clinical education, I discuss the value in moving away from focusing on modalities (e.g. online, on campus, hybrid) or on specific technologies, towards focusing on specific, complex educational situations. Every educational situation involves a unique overlap of material, digital and social activity. From this view, effectiveness cannot be attributed to a modality but to the ways in which particular designs are enacted and modified. In other words, the differences within categories (online, hybrid, in person) in how initiatives are designed and run are more important than the categories themselves. The effectiveness of educational design is contingent on purposes (what we are trying to achieve), contextual factors (e.g. who we want to be involved, what they need to learn, at what level, what resources are available), and values (what matters to different stakeholders). To explain this, I introduce the concept of entangled pedagogy, in which any educational activity involves the complex interplay of technologies, methods, purposes context and values. This perspective can help us move past assumptions about methods, technologies or learners, and open up more possibilities for design and practice. An important aspect of this is troubling boundaries between modalities (e.g. questioning the distinction between online and in-person) or between formal and informal, or synchronous and asynchronous, activities. For example, online situations can (and do) still involve physical interactions; in person situations can (and do) still involve online activity. From this view, expertise in the design and practice of faculty development relates less to the ability to carry out predetermined educational methods and more to the ability to configure complex and emergent material, digital and social activity. Expertise is distributed across multiple stakeholders working together, and effectiveness cannot be guaranteed in advance. It is prudent, therefore, to resist blanket statements about any modality or method being better or more effective than others, and instead to interrogate the suitability of designed interventions to particular entanglements of context, purpose, values, methods and technology.
Bio: Tim Fawns is Associate Professor at the Monash Education Academy, Monash University, Australia. Tim’s research interests are at the intersection between digital, clinical and higher education, with a particular focus on the relationship between technology and educational practice. He has recently published an edited volume with Gill Aitken and Derek Jones titled Online Postgraduate Education in a Postdigital World: Beyond Technology. Twitter: @timbocop