Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes

Research output: Contribution to journal › Journal article › Research › peer-review

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Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes. / Miranda, Lyana; Pischetola, Magda.

In: Explorations in Media Ecology, Vol. 19, No. 4, 01.12.2020, p. 503-519.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Miranda, L & Pischetola, M 2020, 'Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes', Explorations in Media Ecology, vol. 19, no. 4, pp. 503-519. https://doi.org/10.1386/eme_00065_1

APA

Miranda, L., & Pischetola, M. (2020). Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes. Explorations in Media Ecology, 19(4), 503-519. https://doi.org/10.1386/eme_00065_1

Vancouver

Miranda L, Pischetola M. Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes. Explorations in Media Ecology. 2020 Dec 1;19(4):503-519. https://doi.org/10.1386/eme_00065_1

Author

Miranda, Lyana ; Pischetola, Magda. / Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes. In: Explorations in Media Ecology. 2020 ; Vol. 19, No. 4. pp. 503-519.

Bibtex

@article{175001f5977d44e89a5db51c94fc1da8,
title = "Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes",
abstract = "The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.",
keywords = "complexity theory, media ecology, emergent learning, Teaching technology",
author = "Lyana Miranda and Magda Pischetola",
year = "2020",
month = dec,
day = "1",
doi = "10.1386/eme_00065_1",
language = "English",
volume = "19",
pages = "503--519",
journal = "Explorations in Media Ecology",
issn = "1539-7785",
publisher = "Intellect Ltd.",
number = "4",

}

RIS

TY - JOUR

T1 - Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes

AU - Miranda, Lyana

AU - Pischetola, Magda

PY - 2020/12/1

Y1 - 2020/12/1

N2 - The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.

AB - The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.

KW - complexity theory

KW - media ecology

KW - emergent learning

KW - Teaching technology

U2 - 10.1386/eme_00065_1

DO - 10.1386/eme_00065_1

M3 - Journal article

VL - 19

SP - 503

EP - 519

JO - Explorations in Media Ecology

JF - Explorations in Media Ecology

SN - 1539-7785

IS - 4

ER -

ID: 318545565