This page is referenced by:

• 1 2022-06-04T15:43:12+00:00 Glossary 19 alphabetic listing of glossary items with links to notes that describe each item plain 2023-06-28T15:29:30+00:00 Here is an alphabetic listing of the glossary items included in this dissertation document. Each item is linked to a note where the item is defined, described, and/or examples provided. These glossary items are also embedded throughout the document as notes within pages, where they provide 'just in time' clarification for you, the reader.
  • Actor Network Theory
  • Affinity Spaces
  • Alternative Dissertation
  • Artificial Intelligence (AI)
  • Black Box technology
  • Block Chain
  • ChatGPT
  • Computer Assisted Qualitative Data Analysis Software (CAQDAS)
  • Creative Commons
  • Cynefin framework
  • Data Gathering
  • Digital Rights Management (DRM)
  • Educommunication
  • Emirec
  • Episteme / Phronesis
  • Faculty of Education (FoE)
  • #FemEdTech
  • Free and Open Software (FOSS)
  • Homo Faber
  • Hupomnemata
  • Interpretive Phenomenological Analysis (IPA)
  • Learning Management Systems (LMS)
  • Makerspace
  • Massive Open Online Course (MOOC)
  • Media and Information Literacy (MIL)
  • Organization for Economic Co-operation and Development (OECD)
  • Open Educational Practices (OEPr)
  • Paywall
  • Platforms
  • PDF
  • Portable Graphics Network (PNG)
  • Post-Intentional Phenomenology (P-IP)
  • Practice - both noun and verb
  • Research Ethics Board (REB)
  • Safety, Security, Privacy, Permission (SSPP)
  • Social Sciences and Humanities Research Council, Canada (SSHRC)
  • Teacher Candidates (TCs)
  • Teacher Educators (TEds)
  • Teacher Educator Technology Competencies (TETCs)
  • TPACK
  • Tri-Council Policy Statement: Ethical Conduct for Research Involving Humans
  • UNESCO
  • Uniform Resource Locator (URL)
  • Universal Serial Bus (USB)
  • Visitors / Residents
  
   
• 1 2023-04-24T16:16:10+00:00 Dimension Three 12 discussion of dimension three: connecting plain 312 2023-10-02T15:27:58+00:00

  Connecting

  Except I have always sought to dismantle the screen, or to see through it. Because critical pedagogy, or critical digital pedagogy, is a humanising pedagogy—seeking the human behind the screen (Morris, 2020).

  As Morris suggests, humanizing teaching and learning practices by engaging through the screen rather than to the screen is essential for educators in order to make human connections within digitally enabled teaching and learning spaces. From the findings, the participants actively model the use of MDL to bring humanizing qualities into their teaching within their OEPr. I reconsider the findings and the research to explore the participants’ connections as both process and product – noesis (mode of experiencing) and noema (what is experienced) (Rosenberger & Verbeek, 2015) – through a lens of humanizing teaching and learning through their computer screens. Although connections can be both cognitive and social in nature, this discussion focuses primarily on the social connections that participants experience in their OEPr that require or apply MDL.
  
            As revealed in the findings, the participants’ lived experiences and artifacts share their stories of how they foster relationships, seek opportunities for connections, and build on the learning of others in humanizing ways. This is exemplified for example by Aquila's story of one student's experience of creating moccasins. It is also evident in Vega’s description of unconditional hospitality as being attuned and deeply listening to others, being reciprocal, sharing accessibly, understanding the barriers preventing connections, and by avoiding inflicting harm on others. Vega’s comments of unconditional hospitality echo my own experiences and conceptions of intentionally equitable hospitality (Bali et al., 2019) for video enabled dialogues within open and shared conference conversations, as arranged and presented by the grassroots organization Virtually Connecting, where media-making processes and products focus on equity of connections.

  From the frameworks

  Connecting is referenced in most of the frameworks I explore for this discussion (see Table 4).
  • Hoechsmann and Poyntz (2012) define connecting as essential “thinking or actions that produce meaningful connection with significance for those participating in the network” (p. 160) and connecting "between different problems and with drawing conclusions across seemingly different discourses and practices" (p. 147). 
  • Connecting is not explicitly mentioned in the MediaSmarts Canada framework (McAleese & Brisson-Boivin, 2022).
  • UNESCO (2013) considers individual cognition where connections are made when retrieving and restating information and media content, as well as the physical computer hardware connectivity via the internet which enables people to take advantage of crowdsourcing with/for information.
  • Belshaw (2011) identifies connecting as an element that supports the eight digital literacies and draws on the theory of connectivism (Siemens, 2018) to suggest that digital environments enable and enhance analog connections within a participatory practice.
  • In their examination of international digital literacy frameworks, Martinez-Bravo et al., (2022) identify connecting as a dimension within the operational dimension with links to the use of digital tools to real-world purposes, but also within the social dimension in how people form hybrid identities to connect and exchange “needs, motivations, solve problems or to create new products/ideas” (p. 6).
  • DigCompEDU focuses on how educators connect the wealth of materials, resources, and content through a process of using, modifying, and sharing in order to benefit student learning. This framework suggests that educators can then apply these connections to student learning when “exploring a topic, experimenting with different options or solutions, understanding connections, coming up with creative solutions or creating an artefact and reflecting on it” (Redecker, 2017, p. 22).
  • The DQ global standards do not have explicit links to conceptions of connectivity but connecting could be implicitly related to collaboration and teamwork, active listening, analytic thinking, and systems analysis within the twelve future-readiness skills this framework identifies as compiled from international literature and reports. (DQ website, n.d.).
            In efforts to connect to the person/people on the other side of the screen, the participants’ experiences reveal levels and degrees of connectedness within their professional and teaching networks (Lucier, et al., 2012), their participation in communities of practice (COP) particularly around OEPr (Wenger-Trayner & Wenger-Trayner, 2015), and building relationships within a personal/professional learning networks (PLN) (Oddone, 2019; Tour, 2017). Participants’ stories mention how they design courses and connections with a focus on equity, care, and social justice (Bali & Zamora, 2022) and an awareness of elements of design for resistance (Wallis & Rocha, 2022). Teacher agency is briefly examined as a factor in the participants’ efforts toward connecting within their teaching and learning and their OEPr. Each of these will be explored in relation to connections within the findings.
  
            Thestrup and Gislev (Mackenzie et al., 2022) suggest that acting globally and feeling connected requires a mindset found on the playground or in the makerspace, and where the internet connects people and places. Such playful mindsets include “experimental, non-linear, immediate and multimodal digital literacy practices” linking MDL processes and products within “content, tools of learning, contexts, peers, levels of challenge, time and place” (Tour, 2017 p. 15). This playful ethos is evident in the participants’ stories of MDL within their OEPr as they uncover connections from/to texts, self, and the world within nuanced and multiple layers of engagement, and maintain a focus on their students as the primary audience. Their MDL processes and productions connect participants to national and global networks within physical and digital spaces, for example Rigel’s connections to #FemEdTech or Lyra’s connections to the Canadian Association for Teacher Education (CATE) and  OTESSA. Connecting through organizations and hashtags, as mentioned in the participants' lived experiences, supports and develops MDL through the process of seeking, making, and maintaining connections, but also through purposeful collaborations on productions and research. For example, Andromeda and Izar's connection to GO-GN, and Leonis’ connections to global contexts through research and video productions to support courses they teach. The participants’ stories suggest a playful and open mindset in their relationship with technology in order to see ‘through’ rather than ‘with’ or ‘in’ technological hardware and software. Participants divulge how they become explorers of technologies to discover the functions of the tools through which they can connect with others and provide enriching learning opportunities. For some of the participants this includes self-reflective practices that occur through blogging and/or social media connections.