https://arjenwals.files.wordpress.com/2015/09/lotzwalskronlidmcgarytransgressivesociallearning.pdf

Transformative, transgressive social learning: rethinking higher education pedagogy in times of systemic global dysfunction

https://ro.ecu.edu.au/cgi/viewcontent.cgi?article=3190&context=ecuworkspost2013

The power of story: Narrative inquiry as a methodology in nursing research

The metaphor of resonance often describes the fit between a message and an audience’s worldviews. Yet scholars have largely ignored the cognitive processes audiences use to interpret messages and i...

A Theory of Resonance

A growing number of HCI scholars have started to take materiality as an entry point for acquiring a deeper understanding of the possibilities and constraints of design. Steadily moving beyond a distinction between the physical and the digital, a few have also started to look at materials as part of the unfolding of social and cultural practices. Yet, to date, relatively little is known about how these practices develop within the situated experience of materials, and how this situational whole can be supported by design. By contributing to both growing materiality scholarship and emerging practice-oriented approaches in HCI, this paper articulates a framework of materials experience that discusses how materials shape ways of doing and ultimately, practice, and how this is rooted in the experience of those materials.

Foundations of Materials Experience: An Approach for HCI

Although gamification in the workplace is burgeoning, organizations frequently have difficulty sustaining user engagement with a gamified information system (IS). The focus of this study is how a gamified IS in the workplace engages users and encourages them to continue system use. By proposing the concepts of flow experience (FE) and aesthetic experience (AE) as different ways to provide deep and meaningful user engagement, this study develops a model that explores the antecedents of FE and AE and their roles in explaining an individual’s continuance intention to use of a gamified IS. The model is tested using data collected from 178 users of a gamified IS in a global consulting company. The results demonstrate that although FE and AE are complementary forces, AE is more salient than FE for explaining continuance intention. The research proposes AE as a parsimonious yet powerful construct that extends the research on user engagement. The findings contribute to research on gamification by shifting...

Gamification in the Workplace: The Central Role of the Aesthetic Experience

In Art as Experience, Dewey brings together the deep and enduring connection between art and human experience. Art is understood not as a commodity or solitary object but as an intensely meaningful...

Art as experience

Traditionally media production with young people has been characterised by an aspiration to ‘give voice’ or ‘empower youth’, but this core value is under threat. Recently, the rationale for undertaking youth media production has shifted to focus instead on enabling young people to acquire digital skills to serve the needs of rapidly changing creative industries to be entrepreneurs in a gig economy. In this paper, we share qualitative data from a young people’s media production project run in libraries in a city in the United Kingdom where participants were invited to create videogames/stories. We adopt Potter and McDougall’s notion of Third Spaces as negotiated, contested and political to enable us to identify the ways in which pedagogical choices of setting, software and style of facilitation combined to support young people’s critical and creative engagement with digital media and society. We reframe notions of third spaces, seeing less a bridge between linguistic and cultural domains and instead of arguing that Third Spaces are productively disruptive. We conclude by proposing a new set of pedagogical principles for critical reflection in the development and funding of digital media production with young people.

/pdf/negotiated-contested-and-political-the-disruptive-third-3w46l7tjcc.pdf

Negotiated, contested and political: the disruptive Third Spaces of youth media production

In May 2017, a group of museum researchers and practitioners met to discuss the writing of Elee Kirk (1977–2016), whose pioneering doctoral study of young children visiting a natural history museum connects with our own work and practice in a number of different ways Kirk [2015 “Budding Photographers: Young Children’s Digital Photography in a Museum” In Museums and Visitor Photography: Redefining the Visitor Experience, edited by T Stylianou-Lambert MuseumsEtc] advocates for research that views children’s everyday museum visiting ‘beyond their potential for learning’ (p 238) This paper offers edited transcripts of the discussion sparked by reading Kirk [2015 “Budding Photographers: Young Children’s Digital Photography in a Museum” In Museums and Visitor Photography: Redefining the Visitor Experience, edited by T Stylianou-Lambert MuseumsEtc], documenting the conversation under a number of themes that emerged during the discussion, and reflecting on how each are picked up in more detail 

/pdf/coda-posthumous-conversations-a-reading-group-to-discuss-the-4a48xck6e3.pdf

Louisa Penfold

Papers

Art as experience

Negotiated, contested and political: the disruptive Third Spaces of youth media production

Coda: posthumous conversations. A reading group to discuss the work of Dr Elee Kirk