자료유형  

 학위논문

Control Number  

0016933340

International Standard Book Number  

9798379912802

Dewey Decimal Classification Number  

370

Main Entry-Personal Name  

Riesland, Erin.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Washington., 2023

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2023

Physical Description  

1 online resource(170 p.)

General Note  

Source: Dissertations Abstracts International, Volume: 85-01, Section: A.

General Note  

Advisor: Taylor, Katie Headrick.

Dissertation Note  

Thesis (Ph.D.)--University of Washington, 2023.

Restrictions on Access Note  

This item must not be sold to any third party vendors.

Summary, Etc.  

요약In the three papers that form this dissertation, I inquire about the future of learning (Ross, 2023) through a postdigital stance (Jandric, 2017) that I apply to place-based education (PBE) methods and practices (Sobel, 2005; Greenwood, 2008). I argue that a postdigital approach - one that presupposes technology is part of the world and not separate from it - should be applied to place-based education to support the goals of PBE which emphasize cultural awareness, meaning making and social responsibility (Sobel, 2005). This premise contradicts current PBE pedagogies which advocate for better, more environmentally supportive technologies (Greenwood, 2015) rather than examining extant digital practices that reflect authentic place engagement. I situate place-based learning within a postdigital stance by describing the complex spatial configurations of digital and analog geographies that young people regularly negotiate (Taylor, 2017). The three papers I present here serve as three different lenses of investigation into how young people learn about place through emergent digital geography practices. Each study takes on a different lens through a series of curriculum design experiments (Cobb et al., 2003) that together form the foundation of what I call postdigital place-based education. I focus on local and culturally relevant geographies of interest to young people as they learn across analog and digital spatial contexts. Through my findings, I argue that approaches to place-based education (and the future of learning more broadly) must include heterogeneous, multivocal (Bakhtin, 1975; Ladson-Billings, 1995) perspectives (Haraway, 1988) to support learning in the postdigital age. To demonstrate this concept, I present three papers that address various aspects of postdigital education applied to place-based learning. In each of the three papers, my overarching research questions are:What could postdigital place-based learning look like? How might we design and analyze it? What do postdigital pedagogies tell us about the future of learning (Ross, 2023)?To answer these questions, I investigate three lines of inquiry through three studies spread across three articles:1) In the first paper, I propose a methodology for analyzing postdigital place interactions across multiple analog/digital contexts. In this paper I ask how might we analyze learning across analog/digital spatial configurations? I first present the argument that learners produce place through an analog/digital continuum that is constituted through sociotechnical interactions with the analog environment. I then present a framework called the cartographic continuum which I apply as a heuristic to a postdigital PBE curriculum that I collaboratively designed with youth involved in the study. Through the cartographic continuum, I demonstrate how the materiality of configurations across postdigital place-based contexts (Lave, 1999) contribute to and confront persistent visual spatial representations (Goodwin, 2018). I demonstrate how the cartographic continuum foregrounds traces across analog/digital boundaries, and through this I demonstrate the agentic, autopoetic (Varella & Maturana, 1974) or self-replicating and recursive relationships that young people use to produce postdigital place (Grushka, 2022; Vargas & Schaeffer, 2022).2) In the second paper, I ask what do young people learn about place when digital encounters are presented alongside analog ones? In other words, how might we design for postdigital place-based education and why? In this curricular design experiment (Cobb et al., 2003), I include digital place encounters as part of an emergent theory of postdigital place-based education. To explore the possibilities and tensions of postdigital PBE, I take young learners on a series of place encounters to explore the local historic and controversial Duwamish River from multiple analog and digital perspectives. Through comparison across different encounters, I observed young learners engaging in interpretive distance, a requirement of deep historical learning or understanding as theorized by Hans-Georg Gadamer (2013). Taking from a larger study of six place encounters spanning two quarters, I focus on video, image artifacts and written reflection data collected from 18 undergraduates over the first three place encounters of the curriculum. To explore the Duwamish River, I took the undergraduates in this study to walk its banks, visit the Duwamish cultural center and then walk the area again in virtual reality (VR) via Google Earth. By comparing multivocal situated perspectives (Bakhtin, 1929; Haraway, 1988), I was able to elicit what I call claiming moments, or unexpected realizations. Claiming moments indicated that learners had opened-up to an opportunity for deeper understanding of their role in time and place, or what Gadamer (2013) refers to as historically effected consciousness (HEC). I report on findings from this curricular design paper and argue for the necessity for the heterogeneity of many narratives; "i.e. the onto-epistemological assumption that the world is messy and that scholarship should thus engage with this messiness rather than try to smooth it out into generalisations and universals" (Macghilchrist, 2021) as theorized by postdigital scholars. Applied to place-based education, this means an emphasis on a multiplicity (Massey, 2005) of stories that span analog and digital place.3) In the third and final paper, I conceptualize new analytical methods for evaluating learning through immersive and windowed (e.g., desktop and portable device-distributed) digital geographies. To do this, I trace the lines of learners across different configurations of digital geographies as they learn about their home, neighborhood and cultural place-based histories. I apply a learning along lines (Taylor, 2017) methodology to understand how learners engage with place learning in both VR and desktop Google Earth environments. I then trace lines through first-person perspectives using screen recordings of learners in Google Earth VR and on the desktop. By following learners as they "travel" through different configurations of Google Earth (on desktop and in VR), I attend to their rhythmic patterns of movement to learn how the digital environment assists or hinders their learning about time. Borrowing from cinema theory (Deleuze, 1998), I compare the material qualities of digital configurations of space and place, specifically through Google Earth. I was especially interested in exploring the Time-Image through my data as in that text, Deleuze (1998) asserts that the liberation of the camera reveals time rather than space (1998). Through the analysis of lines of learning, I ask how do different digital materialities of Google Earth support and/or hinder young people's temporal negotiations as they move through the digital environment? I extract learners' lines of digital travel from the data through several methods, and compare across them. I then link lines to interactions that I code relevant to learners' temporal narratives, which I call chronopaths (cf., Bakhtin, 1981). By comparing chronopaths, I gained new insights into how learners learn along postdigital lines which I apply to suggestions for future directions in postdigital place-based learning.

Subject Added Entry-Topical Term  

Education.

Subject Added Entry-Topical Term  

Educational technology.

Subject Added Entry-Topical Term  

Geography.

Index Term-Uncontrolled  

Digital geographies

Index Term-Uncontrolled  

Place-based education

Index Term-Uncontrolled  

Postdigital education

Index Term-Uncontrolled  

Spatial analysis

Index Term-Uncontrolled  

Virtual reality

Added Entry-Corporate Name  

University of Washington Education

Host Item Entry  

Dissertations Abstracts International. 85-01A.

Host Item Entry  

Dissertation Abstract International

Electronic Location and Access  

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Control Number  

joongbu:639779