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Abstract

Über die Beziehung von Mensch und Ding, Subjekt und Technologie, Affirmation und Subversion. Am Beispiel Learning Analytics und Bildung unter Unbestimmtheit und Unsicherheit. Dieser Beitrag möchte in Erfahrung bringen, (a) wie sich sozio-technische Phänomene mit Ansätzen sozio-materieller Praktiken fassen lassen und (b) wie wir Technologien als Erkenntnisobjekte verstehen können, die fortlaufend neue Fragen über Menschsein, soziale Prozesse und unser Zusammenleben aufwerfen, mit denen wir bei ihrer Entwicklung nicht gerechnet haben. Als Erkenntnisobjekte sind Technologien „produktive Dinge” (Knuuttila, 2005), da sie nicht bloss etwas repräsentieren, sondern materielle sich entfaltende epistemische Objekte sind (vgl. Knorr Cetina, 2001). Sie liefern keine Erkenntnisse oder Antworten, sondern offene Fragen, die uns überraschen, weil wir sie bei ihrer Entwicklung nicht in sie hineingesteckt haben.
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Produktive Dinge: Fragen, die wir nicht gestellt haben
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Chapter
Um das Verhältnis von Kollektivität und Individualität im Kontext von Medienbildungsprozessen zu diskutieren, rekurriert der Beitrag auf die praxeologische Bildungstheorie und stellt Anschlüsse zur Akteur-Netzwerk-Theorie (ANT) her. Medienbildungsprozesse werden hierbei als habituelle Transformationen verstanden, wobei sich diese nicht allein auf menschliche Subjekte beschränken. Im Anschluss an Schäffer (2013) wird von einem ‚Quasi-Habitus‘ medialer Artefakte ausgegangen, wodurch unterschiedliche (Nicht-)Passungsverhältnisse zwischen Menschen und medialen Artefakten zustande kommen können. Eine zentrale Annahme des Beitrags besteht darin, dass sich erst durch den Blick auf dieses Gefüge von menschlichen und nicht-menschlichen Akteure habituelle Veränderung als eine spezifische Form verteilter Vernetzungsdynamik herauskristallisiert. Zur Analyse des Stellenwerts von Medien in Bildungsprozessen richtet sich der vorgeschlagene Blick somit auf unterschiedliche Dimensionen der Veränderung sozio-medialer Habituskonfigurationen. Es wird dargelegt, inwiefern eine so gefasste relationale Perspektive als Bezugspunkt einer praxeologisch fundierten Medienbildungstheorie und -forschung einerseits Einsichten in das komplexe Zusammenspiel von Menschen und medialen Artefakten bieten kann, andererseits aber eine kritische Prüfung eines anthropozentrisch gedachten Subjektbegriffes erforderlich macht.
Conference Paper
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This paper explores into the constitutive entanglement of material (also digital) artifacts and activities of collaborative learning. Drawing on examples of students building the " University of the Future " in the virtual world of Minecraft, we depict how the epistemic function and the material qualities of the shared artifact are intertwined with the students' efforts to articulate and transform their ideas and conception of the subject matter (the conception of higher education which underlies the " University of the Future "). Challenging techno-centric as well as human-centered notions of technology, we argue for an emergent nature of epistemic artifacts.
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Im Anschluss an den gegenwärtig (wieder) aktuellen Diskurs um die „Pädagogik der Dinge“ greift Benjamin Jörissens Beitrag Bildung der Dinge. Design und Subjektivation unter Rekurs auf Arnd-Michael Nohls Gedanken einer „transaktionalen Bildungstheorie“ zunächst den Gedanken auf, dass Bildungsprozesse grundsätzlich nicht getrennt von dinglichen Lebenswelten gedacht werden können. Er verhandelt vor modernisierungstheoretischer Folie sodann den Umstand, dass seit der Moderne Dingwelten selbst komplexe Beobachtungsoperationen verkörpern, dass mit dem ubiquitären Design eine epistemische Symmetrie eingeführt wurde, insofern den Dingen immer komplexeres Wissen immanent ist. „Bildung“ der Dinge erscheint vor diesem Hintergrund als verschränkter Prozess, der auf der Ebene der Transformation subjektivierender Relationierungen von menschlichen und anderen Akteuren zu verorten ist, und damit auf der Ebene von Praktiken, in deren Zentrum gegenseitige Verhältnisse von Beobachtung, Wissen und Macht stehen.
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Even though there has been a considerable interest in creativity and design as collaborative efforts more recently, there is yet a need for models that provide an integrative perspective on collaborative creative design. While cognitivist accounts of creativity are still quite dominant in the field of design research, it is argued in this article that respective models fall short of accounting for the emergent properties and structures that arise out of the interaction of human actors with their environment. To be able to account for the social and material contingencies out of which different forms of creative design take shape, a practice-oriented perspective is explicated and its implications are discussed. The intent of this article is to open up a new research agenda that helps to understand how creative practices take shape and are enacted in specific settings.