Andrew Morrison

Bio: Andrew Morrison is an academic researcher from Oslo School of Architecture and Design. The author has contributed to research in topics: Narrative & Participatory design. The author has an hindex of 12, co-authored 56 publications receiving 594 citations. Previous affiliations of Andrew Morrison include University of Oslo.

Weathering wikis: Net-based learning meets political science in a South African university

Abstract: Wikis represent flexible tools functioning as open-ended environments for collaboration while also offering process and group writing support. Here we focus on a project to innovate the use of wikis for collaborative writing within student groups in a final-year undergraduate political science course. The primary questions guiding our research were in what ways could wikis assist collaborative learning in an undergraduate course in political science and how we could support educators’ in the effective use of wikis? Curiously, wikis may serve as a mediating artifact for collaborative writing even among students who are reluctant to post online drafts. The paper raises questions concerning the nature and limits of lecturer and tutor power to deliver transformative educational innovations in relation to the capacity of students to embrace, comply with, or resist such innovation. In analysing the negotiation of the use of wikis in the course by and among the lecturer, tutors, and students, we draw on two principles in activity theory, which Yrjo Engestrom argued are central to his model of expansive learning: multi-voicedness and contradictions [Engestrom, Yrjo. (1987). Learning by expanding: An activity-theoretical approach to developmental research. Helsinki: Orienta-Konsultit; Engestrom, Yrjo. (2001). Expansive learning at work: Toward an activity theoretical reconceptualization. Journal of Education and Work 14(1), 133–156.]. We add a third principle, transparency, to more fully capture what we observed.

Participatory design through a cultural lens: insights from postcolonial theory

Abstract: This paper examines challenges faced in participatory design's confrontation with cultural complexity in contexts of intercultural encounter and transnational exchange. We argue that there is need for more elaborate approaches to culture, technology, and participation in relation to participatory design. By examining issues at the crossroads between knowledge and power, agency and representation we identify a variety of ways in which Postcolonial Theory might inform Participatory Design.

Digital media revisited: theoretical and conceptual innovation in digital domain

Abstract: Arguing that "first encounters" have already applied traditional theoretical and conceptual frameworks to digital media, the contributors to this book call for "second encounters," or a revisiting. Digital media are not only objects of analysis but also instruments for the development of innovative perspectives on both media and culture. Drawing on insights from literary theory, semiotics, philosophy, aesthetics, ethics, media studies, sociology, and education, the contributors construct new positions from which to observe digital media in fresh and meaningful ways. Throughout they explore to what extent interpretation of and experimentation with digital media can inform theory. It also asks how our understanding of digital media can contribute to our understanding of social and cultural change.The book is organized in four sections: Education and Interdisciplinarity, Design and Aesthetics, Rhetoric and Interpretation, and Social Theory and Ethics. The topics include the effects on reading of the multimodal and multisensory aspects of the digital environment, the impact of practice on the medium of theory, how digital media are dissolving the boundaries between leisure and work, and the impact of cyberspace on established ethical principles.

Exploring urban data visualization and public participation in planning

Abstract: Regulations in urban governance stipulate that large amounts of urban data be made available to the public with the intention of informing and enhancing decision making by businesses and citizens. Yet, the Planning and Building Permit Archive for the City of Oslo as one such source of data, only enables pinhole access by the public, denying public dissemination of planning and urban development issues beyond individual building and planning cases. Based on a set of experiments by the designer Even Westvang in a project called SeePlan, the article discusses how visualizing data from the Planning and Building Permit Archive may extend the available repertoire for the public to participate in urban planning.

经验与教育 = Experience and education

Abstract: Experience and Educationis the best concise statement on education ever published by John Dewey, the man acknowledged to be the pre-eminent educational theorist of the twentieth century. Written more than two decades after Democracy and Education(Dewey's most comprehensive statement of his position in educational philosophy), this book demonstrates how Dewey reformulated his ideas as a result of his intervening experience with the progressive schools and in the light of the criticisms his theories had received. Analysing both "traditional" and "progressive" education, Dr. Dewey here insists that neither the old nor the new education is adequate and that each is miseducative because neither of them applies the principles of a carefully developed philosophy of experience. Many pages of this volume illustrate Dr. Dewey's ideas for a philosophy of experience and its relation to education. He particularly urges that all teachers and educators looking for a new movement in education should think in terms of the deeped and larger issues of education rather than in terms of some divisive "ism" about education, even such an "ism" as "progressivism." His philosophy, here expressed in its most essential, most readable form, predicates an American educational system that respects all sources of experience, on that offers a true learning situation that is both historical and social, both orderly and dynamic.

스크린 위의 삶 = Life on the screen : identity in the age of the internet

Abstract: From the Publisher: A Question of Identity Life on the Screen is a fascinating and wide-ranging investigation of the impact of computers and networking on society, peoples' perceptions of themselves, and the individual's relationship to machines. Sherry Turkle, a Professor of the Sociology of Science at MIT and a licensed psychologist, uses Internet MUDs (multi-user domains, or in older gaming parlance multi-user dungeons) as a launching pad for explorations of software design, user interfaces, simulation, artificial intelligence, artificial life, agents, "bots," virtual reality, and "the on-line way of life." Turkle's discussion of postmodernism is particularly enlightening. She shows how postmodern concepts in art, architecture, and ethics are related to concrete topics much closer to home, for example AI research (Minsky's "Society of Mind") and even MUDs (exemplified by students with X-window terminals who are doing homework in one window and simultaneously playing out several different roles in the same MUD in other windows). Those of you who have (like me) been turned off by the shallow, pretentious, meaningless paintings and sculptures that litter our museums of modern art may have a different perspective after hearing what Turkle has to say. This is a psychoanalytical book, not a technical one. However, software developers and engineers will find it highly accessible because of the depth of the author's technical understanding and credibility. Unlike most other authors in this genre, Turkle does not constantly jar the technically-literate reader with blatant errors or bogus assertions about how things work. Although I personally don't have time or patience for MUDs,view most of AI as snake-oil, and abhor postmodern architecture, I thought the time spent reading this book was an extremely good investment.

Multimedia in Learning

Abstract: A wide variety of media can be used in learning, including distance learning, such as print, lectures, conference sections, tutors, pictures, video, sound, and computers. Any one instance of distance learning will make choices among these media, perhaps using several.

Speech Genres and Other Late Essays

Abstract: Note on Translation Introduction by Michael Holquist Response to a Question from the Novy Mir Editorial Staff The Bildungsroman and Its Significance in the History of Realism (Toward a Historical Typology of the Novel) The Problem of Speech Genres The Problem of the Text in Linguistics, Philology, and the Human Sciences: An Experiment in Philosophical Analysis From Notes Made in 1970-71 Toward a Methodology for the Human Sciences Index