habits & HABITATS Ethnography of a school based learning ecology PIPPA YEOMAN The University of Sydney Center for research on computer supported learning and cognition

DESCRIPTIVE & META THEORIES Activity Theory (Vygotsky, Leont’ev, Luria, Engstrom) Bloom’s Taxonomy (Bloom) Distributed Cognition (Hutchins) BEHAVIOURIST Classical Conditioning (Pavlov) Operant Conditioning (Skinner), Social learning Theory (Bandura) CONSTRUCTIVIST Cognitive apprenticeship (Collins et al.) Communities of practice (Lave & Wenger) Discovery Learning (Bruner) Social Development Theory (Vygotsky) Problem-Based Learning Situated Learning (Lave) COGNIVITIST Attribution Theory (Weiner) Cognitive Load Theory (Sweller) Elaboration Theory (Reigeluth) Cognitive Theory of Multimedia Learning (Mayer) Stage Theory of Cognitive Development (Piaget) MOTIVATIONAL & HUMANIST Emotional Intelligence (Goleman) Experiential Learning (Kolb) Maslow’s Hierarchy of Needs (Deci & Ryan) CONNECTIVIST George Siemens (rooted in Vygotsky, Papert, Clark & Social Constructivism) OTHER THEORIES Affordance Theory (Gibson) Multiple Intelligence Theory (Gardner) Socio-material (Sorenson, Fenwick) Networked Learning (Goodyear, Hodgson & Steeples) Brain-based education (Immordino-Yang) DESIGN THEORIES ADDIE Model of Instructional Design Elaboration Theory (Reigeluth) IDENTITY THEORIES Erikson’s Stages of Development (Erikson) Identity Status Theory (Marcia) SELF-THEORIES Entity and Incremental Theory (Dweck) Theories of Learning

190 0 Classroom, circa 1900

196 0 Classroom, circa 1960

2014 ? Classroom, circa 2014?

How do we think about things in learning environments? The means to an end The trappings of progress

How do we think about space Backdrop Container in learning environments?

ANALYTICAL FRAMEWORK Goodyear & Carvalho, 2014, p. 59 (Emergent) Activity Tasks Artifacts, tools, texts, etc Dyads, groups, teams; roles; divisions of labor Physically Situated Socially Situated Outcomes

Epistemic design (Emergent) Activity Tasks Artifacts, tools, texts, etc Dyads, groups, teams; roles; divisions of labor Set design Social design Outcomes With a focus on what CAN be designed Goodyear & Carvalho, 2014, p. 59 ANALYTICAL FRAMEWORK

Theoretical framing of the study Anthropology Material Tim Ingold (2011, 2012 & 2013 ) Archaeology Entanglement Ian Hodder (2012 & 2014) Architecture Wholeness Christopher Alexander (2003, 2004, 2006) Education Patterns & Structures Peter Goodyear (2000, 2010 & 2014) Lucila Carvalho (2014)

Research question | methodology How do materials participate in practice; and How do we account for their participation ? Estrid S Ø rensen (2009)

habits & HABITATS

What did I see? things as medium and mode capable of shaping interaction

1-to-1 mobile computing gives access to Information anytime anywhere A personalised suite of tools for creating, curating, organising and sharing A learning landscape of tasks Links to resources, tools and learning others Personalised tracking of progress and submission A forum for group and individual feedback An audience of more than one, anytime anywhere

The effects on orchestration Limited/No access One to many orientation Single locus of attention Single guiding text Whole class progression Uniform instruction Asynchronous tracking 1-to-1 MOBILE computing Many to many orientation Multiple centres of attention Broad access to information Individual progression Differentiated instruction Real time tracking

Practical implications: autonomy | distributed responsibility | time

Practical implications: Selection | use of tools DIGITAL PHYSICAL A A V V B B E E R R W O S S P

Practical implications: for the ownership | co-construction of space

Material qualities of things Entanglement of humans & things Wholeness induced by dynamic adjustment of the whole Patterns & structures of activity and materials

Pippa Yeoman THE UNIVERSITY OF SYDNEY Center for research on computer supported learning and cognition Thank you & questions