120 | JADE
PHILIP DEVINE
translator. Thus we can assign insight and form to digital futures
for teaching and learning, uncovering the future and acknowledging
the possible impact of the posthuman trope as defined by Hayles
(2001; 2004), on education for the 21st Century.
Catching the Babel Fish
By using the semantic tool kit; the conjoined lenses of Facilitation,
Instruction and Analytic Meaning, I will now begin to locate simple
or complex digital artefacts, ‘working or abandoned’, ‘theoretical or
practical’ that point towards a ubiquitous future for teaching and
learning within a physical and virtual digital matrix.
In part: Learning Analytics 101, Edudemic (after: OpenColleges)
Facilitation:
(activities for others that are assisted or made easier, teaching)
Rather than facilitating learning, it could be argued that the industrial
model of teaching and learning could be seen to frustrate learning by
means of limiting the agency of the learner (Robinson, RSA, 2010).
I define agency as the capacity of (in this case) the learner (and/or
facilitator) to act in the world, resonating with the location of agency
within digital artefacts that set out to facilitate learning, reflecting
the ubiquity of computing, the internet of things and on to cognitive
environments, categorised by Crang and Graham (2007, p.792)
as ‘Augmenting space’, ‘Enacting space’ or ‘Transducting space’.
The significance of agency within digital artefacts (to facilitate
the uncovering of knowledge and ability to make transparent) is
thrown into stark relief by a physical representation of landscape
by Swiss architects Herzog & de Meuron and Artist Ai Weiwei. The
Serpentine Gallery Pavilion 2012, described by Herzog (2012, 01:58)
(b) as “to reveal what is invisible, being a leading energy”, attempts