Studying today: A practice theory perspective

Author(s):

Jairo Jimenez(presenting / submitting)Jan Masschelein

Conference:

ECER 2015

Network:

16. ICT in Education and Training

Format:

Paper

Session Information

16 SES 11, Innovative Learning Environments

Paper Session

Time:

2015-09-10

17:15-18:45

Room:

3005. [Main]

Chair:

Johan van Braak

Contribution

In recent research on computer-based technologies in education, there is a wide interest in how the effective use of technologies can foster better learning and teaching activities (Mooij, 2004; Conole, 2013; Underwood, 2014). A main concern in this approach refers to how education can improve the use of digital resources and process, seeing their use as a needed competence that must be developed for the knowledge society (Cartelli, 2012). However, this perspective reduces educational spaces and their practices to a functional production of learning and skills. In line with such approach, learning environments are seen as spaces of efficiency and effectiveness where teacher, students and educational resources are tested according to predetermined learning outcomes.

In contrast to this functionalist approach, this paper suggests a different path that explores studying as a social phenomenon rooted in students’ activity, that is, in the organized activities that constitute students practices. Moreover, in the perspective of this research, the aim is not directed to analyze effective strategies or desired outcomes. Instead, this paper discusses the constitution of studying practices drawing on Schatzki’s practice theory (Schatzki, 2002; 2010). Inspired by Schatzki’s perspective, to explore today’s studying practices directs our attention to spatial-temporal doings and sayings that constitute them (for example, taking notes, using the laptop’s keyboard, whispering a question to other student). In addition, studying practices are interconnected with material entities, both human and non-human (things and artifacts), such as students, books, chairs, laptops. Accordingly, this bundle of practices and material arrangements is the key to understand the practices of study are like in today’s conditions. Particularly, this paper focuses on the increasing use of Information and Communication Technology (ICT) based resources in the practices of study. Furthermore, in an attempt to avoid the prevailing tendency to compare ICT resources with other traditional educational artifacts, this paper seeks to analyze how those entities coexist together, and channel, prefigure and facilitate studying practices.

Method

To address the practice-arrangement bundles that compose studying activity a research is currently been conducted in the AGORA Learning Centre of KU Leuven (Belgium). This Learning Centre was opened in the first semester of 2013 with the objective of creating a new space of study in addition to the libraries. This aim is motivated by a different sense of formality and adaptability corresponding to the different ways of studying. The disposition of different spaces (social, silent and group study rooms) and technological resources for studying defines AGORA as a space that reunites the students under different study styles (KU Leuven, 2013). Thus, it should allow interactions that distinguish it from other traditional educational spaces. In order to explore AGORA’s studying practices, a fieldwork is underway following the notion of ‘site’ proposed by Schatzki (2002). Hence, the site is analyzed as a mesh of practices and orders connected in the form of bundles. In such bundles practices and material arrangements coexist and are linked together. Practices ‘transpire’ in the surrounded arrangements and are shaped by them. While material arrangements anchor the practice to a space, at the same time they are shaped by the actions that compose those practices (Schatzki, 2010). In a first instance, participant observation has been conducted focusing on students’ activity in specific locations in AGORA. For instance, in the social study room, particularly, around a big table where a group of students work together. Following Schatzki (2012), the observation has paid attention to basic actions that students perform (the nexus of doings and sayings that constitute students’ practices), and to recognizable task and projects and their organization: practical understandings, teleoaffective structures, and general understandings. In addition, material arrangements are observed in relation with those activities, in particular, paying attention to how they channel, prefigure and facilitate studying practices. A main interest refers to how ICT resources are bound with other entities and are shaped by the studying practices. In a second instance, qualitative interviews will be conducted to deepen the understanding of those relations between practices and material arrangements.

Expected Outcomes

Practice theory offers an interesting perspective to explore educational practices, particularly, to understand how today’s studying practices are being co-constructed by a wider use of ICT resources. Based on the results of observations and interviews, we can provide three main outcomes under this approach. Firstly, we expect to present a portrait of how studying is constituted by practice-arrangement bundles that shape the ‘site’ of studying. Secondly, we will analyze the interaction between education and technologies eluding the contrast between computer-based resources and other educational artifacts, as well, digital and physical interactions. In our research, we assume that students interact with those resources without establishing a separation between them, or in other words, ‘suspending’ the division between digital and physical interactions. Finally, analyzing practices of study in a contemporary educational space as AGORA, provides a unique perspective to understand educational practice-arrangement bundles compared with other studies in formal environments.

References

Cartelli, A. (2012). Teaching in the knowledge society: Between technology and competences. In A. Jimoyiannis  (Ed.), Research on e-learning and ICT in education (pp. 43–54). New York: Springer New York.   Conole, G. (2013). Designing for Learning in an Open World. New York, NY: Springer New York.  doi:10.1007/978-1-4419-8517-0   KU Leuven, (2013) Super-modern AGORA Learning Centre opens its doors, KU Leuven news. Retrieved from http://www.kuleuven.be/english/news/supermodern-agora-learning-centre-opens-its-doors202c Mooij, T. (2004). Optimising ICT effectiveness in instruction and learning: Multilevel transformation theory and a pilot project in secondary education. Computers and Education. doi:10.1016/S0360-1315(03)00063-0 Schatzki, T. (2002). The site of the social: A philosophical account of the constitution of social life and change. Pennsylvania: The Pennsylvania State University Press. Schatzki, T. (2010). The timespace of human activity: On performance, society, and history as indeterminate teleological events. Lanham: Lexington Books. Schatzki, T. (2012). A primer on practices: Theory and research. In Higgs, J. Barnett, R. Billet, S. Hutchings, M. & Trede, F. (eds) Practice-Based Education: Perspectives and Strategies. Rotterdam: Sense Publishers. Underwood, J. (2014) Digital technologies: An effective educational change agent? In Karagiannidis, C., Politis, P., & Karasavvidis, I. (Eds.). (2014). Research on e-Learning and ICT in Education. New York, NY: Springer New York. doi:10.1007/978-1-4614-6501-0

Author Information

Jairo Jimenez (presenting / submitting)

KU Leuven

Faculty of Psychology and Educational Sciences / Laboratory for Education and Society

Bogota

Jan Masschelein

KU Leuven, Belgium

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