- Jun 2024
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HartmutRosa therefore sees teachers as setting the tone, as a tuning forkthat sets learners in motion in relation to the world. “Unlockingsections of the world,” he explains, “getting things to speakwhich were previously mute does not happen by itself. In fact,it depends decisively on the teacher
this conception of teachers as a sort of tuning fork might be relevant for a new understanding of digital technologies. One could say that the ideal of a worlding, digital technology is to serve as such a tuning fork, to broaden horizons and incite curiosity.
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It gathers students and teacherstogether, around the table, rather than committing them tosecure isolation.
It could be said of Hypothes.is that it creates digital spaces of mutual production of knowledge. It connects students rather than isolate them.
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“Correspondence … is the process by which beings or thingsquite literally co-respond or answer to one another over time, asfor example in the exchange of letters or of words in conversation… It is in attending to one another, as they go along together,that beings correspond
It is useful to know that correspondence in the context of learning can take place over a longer time as in letters, as this supports the view that Hypothes.is is a tool of entering into correspondence with the world in co-creation over a learning matter.
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Ingold describes this process of entering into an exchange withthe section of the world to which the learning action relates ascorrespondence, and he sees it as the decisive moment of attentionand world-disclosing.
Here again, the importance of context and limits into which affinitive attention can expand is emphasized. It seems also to be suggested that the section of the world relating to the learning action can take any form, such as YouTube videos, ChatGPT, professionals on the subject, friends, Hypothes.is and so on.
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I have to take myself back and free myself fromdisturbing thoughts so that the content of the learning materialand the insights and contexts of experience expressed in it cancome to the fore in me as unhindered as possible, in order to beable to advance my learning action on a new, more comprehensivebasis
This seems more to relate to freeing oneself of defensive reasoning, tuning in to curiosity as well as keeping oneself within the context of the learning matter. If the content of the learning material does not reflect the learning matter in a way that emotionally relates to the learner's conduct of everyday life, the affinitive learning movement will be hindered by the static and unchanging words in the learning material. Hypothes.is precisely works by letting multiple contexts of experience come to the fore as unhindered as possible.
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However, the role of the digital is limited to access,provisioning, and the form of the learning material, in otherwords, to the operative dimension. When the material is available,only then does the tentacular learning process get moving.
An important counter-argument to this is that the very way we search for learning material is constitutive of the context with which the learner associates the learning material. As digital technologies enable new ways of relating to the learning material and their contexts, they change the character and clarity of affinitive attention. Clicking a hypothes.is annotation is a unique type of operation in which the following definitive and affinitive movements happen in ways not previously possible.
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The learner activelyrelates to the learning materials and sources of knowledge, doessomething with them, and enters into a dialogue with them. Onlythen does tentacular learning unfold
The argument for digital technologies is that they provide fundamentally new ways of relating to sources of knowledge, doing things with them and entering into dialogue with them.
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- May 2024
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more incentive for individuals to be primarily self-concerned,“rational selfish” and motivated by “the drive to better theirown condition”
This is an example of the prisoners dilemma being promoted by the way digital learning technologies are constructed. Scholia and hypothesis might present the antithesis to this problem, as these platforms constantly remind the user that the way their learning is dependent on others. Since hypothesis is always present at the side of the screen the learner is also constantly being reminded that they are able to contribute to the public knowledge database.
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Digital technologies arein no way opposed to learning as a worlding practice. On thecontrary, they can be quite powerful in expanding learningprocesses in various contexts. However, as Ralf Lankau pointsout: “Nobody learns digitally”
It seems possible that the arguments made against digital technologies for learning could also be made for any other human technology. Perhaps the underlying argument is that learning exists in the relation itself between the subject at hand and the learner. in that case, " nobody learns technologically". The point that seems to be made is that a digital technology for world making and learning needs to promote the relations themselves between the learner and the text. It could be argued that this is a quality of semantic tools.
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Learning content requires active engagement,and as it becomes more complex, it requires collaboration anddialogue with others
Tools supportive of this stimulate social interaction rather than isolation.
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