Learning in third space 2016
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This document discusses the concept of third space learning, which aims to bridge informal learning in life experiences ("home") with formal learning in schools. It explores how new media practices and mobile technologies can help create hybrid learning spaces that reject traditional binaries. Introducing elements of popular culture, peer-based learning, and interest-driven practices into schools can help form a third space that enhances collaboration, social learning, and media education. The document also examines how virtual and networked publics challenge boundaries between private and public spheres. Overall, third space learning envisions more dynamic, multimodal learning experiences that better reflect learners' participation in everyday life.
![– Kupiainen, 2013
”I am […] interested in young people’s own media practices,
what they bring to the school, how these practices change
school spaces and teaching and learning, how they are utilized
in schooling, and finally how media education with its own
goals helps children and young people enhance their media
literacy practices. ”](https://image.slidesharecdn.com/learninginthirdspace2016-160302125111/85/Learning-in-third-space-2016-5-320.jpg)
![Tactics and strategies
Kupiainen, R. 2013,
Media and Digital Literacies in Secondary School
”Michel de Certeau (1984) called strategy the logic of closure and internal administration of
institutions (Lankshear & Knobel, 2011). In his theory, de Certeau distinguished between two
social forces: production and consumption. Production is controlled through those who have
power, who create, maintain, and impose disciplined spaces, make timetables and procedures, and
organize the life in spaces. They control through strategies, which are processes directed toward
disciplining places and maintaining power (Gomez, Stone, & Hobbel, 2004). ”
”In de Certeau’s theory, tactics is an art of the weak. He illustrated this by explaining the practices
of North African migrants living in Paris. According to de Certeau, these migrants insinuate into
the system imposed on them “the ways of ‘dwelling’ (in house or a language) peculiar to [their]
native Kabylia” (p. 30; cf. Lankshear & Knobel, 2011, p. 243). They create their own plural space
to be by the “art of being in between.” ”](https://image.slidesharecdn.com/learninginthirdspace2016-160302125111/85/Learning-in-third-space-2016-15-320.jpg)
Learning in third space 2016
- 1. Learning in 3rd space Prof. II Reijo Kupiainen (Photos and media are not included)
- 2. Third space • The idea of third space comes from hybridity theory (Homi Bhabha) • Originally hybridity is a cross between two separate cultures: not diversity but hybridity: two cultures meet and interact -> something new • Cultural hybridity is a in-between place, which brings together contradictory knowledges, practices, and discourses: signs can be appropriated, translated, rehistoricized, and read anew (c.f. remixing culture)
- 3. ”Third Space theory” (Pahl & Rowsell 2005, Literacy and Education) HOME Popular culture Multimodal texts SCHOOL Writing, speaking and listening literacy Out-of-school literacies School literacies
- 4. ”Third Space theory” (Pahl & Rowsell 2005, Literacy and Education) HOME Popular culture Multimodal texts SCHOOL Writing, speaking and listening literacy THIRD SPACE Drawing and writing using home and school literacy Out-of-school literacies School literacies
- 5. – Kupiainen, 2013 ”I am […] interested in young people’s own media practices, what they bring to the school, how these practices change school spaces and teaching and learning, how they are utilized in schooling, and finally how media education with its own goals helps children and young people enhance their media literacy practices. ”
- 6. Home (out-of-school): informal learning School: formal learning Interest-driven practices Curriculum-based practices Peer-based learning Teacher-based learning Engaging in of participants’ own accord, ”pulled” to learning ”Pushed” on learners, direct learning in particular channels Learning goals are open-ended, depended by available resources and personalised Learning goals are specifiable in advance and uniform among students
- 7. Home School Vernacular literacies Institutional literacies Outside the domain of power, ”in the streets” Control over people’s literacy practices Common in private spheres Common in public spheres Mary Hamilton (2000), Sustainable literacies and the ecology of lifelong learning.
- 8. Third-space learning: a bridge between a ”home” and a ”school” Home Institution School Street Physical LEPersonal (virtual) LE Private Public LMS: Learning management system ILE: Informal learning environment
- 9. Virtual Physical Integrated Decentralised Global Local Formal Informal Space Place Form Structure Source: Smeds et al. 2010, InnoSchool project
- 10. Third-space learning: a bridge between a ”home” and a ”school” Home Institution School Street Physical LEVirtual (personal) LE Private Public LMS: Learning management system ILE: Informal learning environment
- 11. Rejection of binaries (1) Home School
- 12. Rejection of binaries (1) Home Heterotopos School
- 13. Rejection of binaries (1) Home Heterotopos School Michel Foucault (1967). On other spaces. http://foucault.info/documents/heteroTopia/foucault.heteroTopia.en.html
- 14. Rejection of binaries (1) Home Heterotopos School Michel Foucault (1967). On other spaces. http://foucault.info/documents/heteroTopia/foucault.heteroTopia.en.html - heterotopias: places that are ambivalent and uncertain, either because they are new and as-yet unknown or because they are impossible archaic representations of former modes of social order that have become obsolete. (Kevin Hetherington (1997). The badlands of modernity: Heterotopia and social ordering)
- 15. Tactics and strategies Kupiainen, R. 2013, Media and Digital Literacies in Secondary School ”Michel de Certeau (1984) called strategy the logic of closure and internal administration of institutions (Lankshear & Knobel, 2011). In his theory, de Certeau distinguished between two social forces: production and consumption. Production is controlled through those who have power, who create, maintain, and impose disciplined spaces, make timetables and procedures, and organize the life in spaces. They control through strategies, which are processes directed toward disciplining places and maintaining power (Gomez, Stone, & Hobbel, 2004). ” ”In de Certeau’s theory, tactics is an art of the weak. He illustrated this by explaining the practices of North African migrants living in Paris. According to de Certeau, these migrants insinuate into the system imposed on them “the ways of ‘dwelling’ (in house or a language) peculiar to [their] native Kabylia” (p. 30; cf. Lankshear & Knobel, 2011, p. 243). They create their own plural space to be by the “art of being in between.” ”
- 16. Media in education • Makes the school space ”smoother” and changes social order (heterotopia) • Enhances collaboration between peers/students • Enhances ”collegial pedagogy”: students and teachers are needed (Soep & Chávez, 2010) • Enhances ”social learning”, learning to be a participant (Brown & Adler, 2008) • Enhances media education: learning about the media
- 17. Rejection of binaries (2) ”Street” Institution
- 18. Rejection of binaries (2) ”Street” Mobile Institution
- 19. Rejection of binaries (2) ”Street” Mobile Institution
- 20. Rejection of binaries (2) ”Street” Mobile Institution http://www.teachthought.com/technology/12-principles-of-mobile-learning/
- 21. Content curation Source: http://www.business2community.com/content-marketing/content-curation-tools-selection-evaluation-criteria-worth- considering-01315342#yXiFATVEPviUF3T3.97 E.g.: https://fi.pinterest.com/rkupiainen/media-education/
- 22. ”Camera pen” pedagogy • http://kaikkikuvaa.fi/edu/ • http://www.mystinenportaali.com/mediakasvatus/ kamerakyna.html
- 23. Rejection of binaries (3) Physical Virtual
- 24. Rejection of binaries (3) Physical Augmented Virtual
- 25. Rejection of binaries (3) Physical Augmented Virtual
- 26. QR-codes in a ”Digital Book Project”
- 27. Augmented reality • Apps used: Explain Everything & Aurasma • Also used: ThingLink
- 28. Rejection of binaries (4) Private Public
- 29. Rejection of binaries (4) Private Networked publics Public
- 30. Rejection of binaries (4) Private Networked publics Public - Networked publics are spaces that are constructed through networked technologies and collective spaces that emerge from the intersection of people, technology, and practice (danah boyd (2011). Social network sites as networked publics: Affordances, dynamics, and implications. In Z. Papacharissi, (Ed.) A Networked self: Identity, community, and culture on social network sites)
- 33. Third-space learning • Creating new learning spaces in education • Learning in hybrid, networked, bridged (between lifeworld and schooling), dynamic, multimodal, and open time- space. • ”Learning in the context of everyday experiences of participation in the world” (Etienne Wenger)
- 34. Problems • ”Knowmad society” (knowledge + nomad) (Besselink, de Bree, Cobo, Hart et al., Knowmad Society • Connected with everybody, everywhere, anytime • Flexible workers in the new economy • Lifelong learning = ”life imprisonment learning” • Technological determinism
- 35. Thank you!