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Exploring autopoietic principles in technology-enhanced learning.

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Abstract and Figures

Autopoiesis, literally meaning 'self-maintaining', is a theoretical concept from systems biology that defines living systems based on their underpinning processes rather than their composing structures. Since its introduction more than four decades ago, the fundamental ideas of autopoiesis have been transferred and explored across disciplines, including psychology, creative arts, economy, and sociology, yet they still remain to be fully explored and applied in the field of technology-enhanced learning. Today's mobile learning technologies have a key role to play in the transformative potential of educational practice. However, such processes are embedded within an inherent and unpredictable complexity, not only in the design and development of educational experiences, but also within the socio-cultural contexts where users and learners reside. This represents a limitation when digital educational experiences are developed as a one-off event, either due to a lack of long-term considerations, or simply due to a lack of resources, as their meaningfulness tends to decay overtime. One ambitious solution is to confer the processes associated with the design and development of educational digital experiences with similar autopoietic properties found within living systems. The underpinning rationale is that, by conferring such properties to the design and development of digital experiences, technology-enhanced learning systems not only would have the capacity to self-maintain their coherence and meaningfulness overtime , but also to act as active facilitators of the emergence of the learning process on learners. Such an epistemological view of mobile learning technologies aims to ultimately promote a more efficient and low cost type of design and development of digital experiences in education. In this session, the underlying theoretical and conceptual arguments for the inclusion of autopoietic principles in technology-enhanced learning will be introduced and explored.
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Maturana H, Varela F (1973) De máquinas y seres vivos [On machines
and living beings]. Editorial Universitaria, Santiago, Chile
http://kindling.xyz/wp-content/uploads/2016/08/Systems-thinking-01.png
Sustainability Office, University of British Columbia: http://sustain.ok.ubc.ca/__shared/assets/systems-map51147.jpg
http://www.karenoikonen.com/systems-thinking#1
Learning
Process
Digital
Affordances Users
Learning
Process
Digital
Affordances Users
Dimension:
Social
Cultural
Ecological
Educational
etc...
Learning
Process
Digital
Affordances Users
Individual
Evolution
Collective
Evolution
Collective
Dynamics
Individual
Dynamics
Dimension:
Social
Cultural
Ecological
Educational
etc...
Learning
Process
Digital
Affordances Users
Individual
Evolution
Collective
Evolution
UI UX
Collective
Dynamics
Individual
Dynamics
Dimension:
Social
Cultural
Ecological
Educational
etc...
Learning
Process
LT
Socio-
Cultural
Complexity
Science
Ed
Digital
Affordances
Collective
Dynamics
DP
Users
Individual
Dynamics
Dimension:
Social
Cultural
Ecological
Educational
etc...
Individual
Evolution
Collective
Evolution
UI UX
Learning
Process
LT
Socio-
Cultural
Complexity
Science
Ed
Digital
Affordances
Collective
Dynamics
Technology-Enhanced
Autopoietic Learning System
(Facilitator)
DP
Users
Individual
Dynamics
Dimension:
Social
Cultural
Ecological
Educational
etc...
Structural Coupling +
Emergent Phenomena
Individual
Evolution
Collective
Evolution
Socio-Cultural Medium
UI UX
(Aguayo et al., forthcoming)
Learning
Process
LT
Socio-
Cultural
Complexity
Science
Ed
Digital
Affordances
Collective
Dynamics
Technology-Enhanced
Autopoietic Learning System
(Facilitator)
DP
Users
Individual
Dynamics
Dimension:
Social
Cultural
Ecological
Educational
etc...
Structural Coupling +
Emergent Phenomena
Individual
Evolution
Collective
Evolution
Socio-Cultural Medium
UI UX
(Aguayo et al., forthcoming)
... The embodied reports methodology (Dañobeitia 2017) is grounded on appropriate epistemological understandings coming from neurophenomenological cognitive science (Lutz and Thompson 2003;Varela 1996), which proved to be applicable within paramedicine clinical simulation based on VR and MR learning experiences. By extension, we also see potential for such theoretical underpinnings to be applied within other technology-enhanced learning situations and contexts (Aguayo 2018), yet this remains to be explored. ...
Article
Full-text available
This paper is based on the second stage of a design-based research (DBR) project encompassing the initial prototyping of virtual reality (VR) simulation in para-medicine education using self-reported and biometric feedback data. In this discussion paper we present the range of reflections and theoretical possibilities that arose from the piloting experience and their implications in redesigning practice in paramedicine education. We focus on the foundational literature and episte-mological understandings coming from neurophenomenological cognitive science applied in technology-enhanced learning, using mixed reality (MR) in paramedi-cine simulation learning as a case. We do so following the logic of a DBR method-ological framework, in part demonstrating the usefulness of DBR when reflecting on applied practice to inform newer theoretical developments, leading to further integrated solutions in future practice. In addition, we also put attention on a conceptual shift from a focus on VR, to a focus on MR with emphasis on the associated benefits offered by MR learning situations within paramedicine education. Finally, we discuss the benefits of incorporating self-reported and biometric feedback data in paramedicine education in particular, and in technology-enhanced learning in general, for the design of meaningful learning experiences informed by emotional and physiological responses of learners.
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