connections between theory and practice: rhizomatic teaching with digital technologies

Connections between theory and practice:

rhizomatic teaching with digital technologies

Louise DrummGlasgow Caledonian University

[email protected]

ALT-C, University of Warwick, 7th September 2016

@louisedrumm

mailto:[email protected]

Research question:What role does theory play in university

teaching with digital technologies?

Aim: To explore beliefs and experiences of lecturers using digital technologies in their teaching with a view to developing a

theoretical understanding of their teaching practices.

@louisedrumm

Research design• Qualitative project• 2 x universities (Scotland and Ireland)• Semi-structured interviews with 25

lecturers • Pre-interview questionnaire• Across 7 disciplines • Rhizome Theory (Deleuze & Guattari

1987) as theoretical framework

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Theorisations of practice presented

by participants

Utility 21Folk pedagogy 18Technology truisms 15Educational Theories 11

Diagram generated with http://circos.ca/@louisedrumm

Louise Drumm

This is 16 out of 25 who were interviewed.

Louise Drumm

edit diagramme for labels

Pragmatists Pedagogues

Augmenters Broadcasters

A Typology of Digital Teaching Behaviours@louisedrumm

Please note: Most lecturers displayed more than one of these behaviours

Core Teaching

Core Student Activity

Add-ons to learningAlternative

Routes to learning




What are lecturers doing with

technology?

Core Teaching




Engagement

Enhancement Levelling


Flexibility

What reasons do lecturers give for using

technology?


Routes to learning

Core Teaching




Engagement

Enhancement

Online lecturesDigital content

MCQsWikisDiscussionsBlogsVirtual Worlds

Lecture captureDigital contentSocial MediaScreencasting

Levelling

Classroom clickersVideoDiscussions


Flexibility

What tools do they use for this teaching?


Routes to learning

Core Teaching


Pragmatists

Flexibility

Pedagogues


‘Independent learning’Social learning

Engagement

Enhancement

‘Learning styles’

Online lecturesDigital content

MCQsWikisDiscussionsBlogsVirtual Worlds

Lecture captureDigital contentSocial MediaScreencasting

Levelling

Classroom clickersVideoDiscussions Bigger picture

learning


How do ‘theorise’ their teaching approach?


Routes to learning

Experiential learning

Active learning

Theorised Practice & Untheorised PracticeAlice (Business)Group work with wikis:

Lynn (Social Sciences)International group work with wikis:

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“So when you teach the module, you don't actually teach it, you facilitate it. You have to construct learning environments and …then let the students work in, and with each other. So you're relying on some social learning for them to do certain things”

“they've got traditional teaching and they've got what they learn themselves, and what they teach other students on the wiki”

Technology Truisms

Abigail, Business

Janice, Business

Lynn, Social Sciences

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Generational Differences and Digital Natives

“we have to use the modes that they're comfortable with, to try and transfer that knowledge”

“that's their language”

“babies have iPads these days”

Folk Pedagogies

and Neuromyths

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Learning Styles

“So I post things…that were another way of learning that topic, maybe a video, maybe an illustration or something that sort of added to a different way of

learning for the students…you know the whole VARK thing”

“I’m a very visual learner…whereas other people who work better when they read

a text”“we are aware of…all the different learning styles… so, in a lecture you

don't get to hit all of them. But if you can give people some video

material, something to read, something to do “

Pearce, PhysicsGreg, Biomedical Sciences

Nuala, Social Work

Findings• Theory vacuum filled by myths• Powerful orthodoxies and technology truisms are sticky• Use of evidence-based theory articulated in some disciplines• Academic development provides ideas, teaching qualification

provides theory but lecturers struggle to join the two• Teacher-centred teaching practice much more common than student-

focused social constructivist learning

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Recommendations & Questions• Acknowledge utility of technology• Value both teacher-centred and student-focuses practices• Question hierarchies of edtech orthodoxies• Beware theory vacuums which can be filled by pseudo theory• Enable lecturers link the literature to their teaching practices• Value lecturers’ ‘Bought sense…’• Recognise that technology is not neutral

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