Multistable Technologies and Pedagogy for Resilience: A Postphenomenological Case Study of Learning by 3D Printing

Autor/inn/en	Pavel, Nenad; Medola, Fausto Orsi; Berg, Arild; Brevik, Birger
Titel	Multistable Technologies and Pedagogy for Resilience: A Postphenomenological Case Study of Learning by 3D Printing
Quelle	In: Design and Technology Education, 25 (2020) 1, (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-1431
Schlagwörter	Resilience (Psychology); Design; Printing; Foreign Countries; Assistive Technology; International Cooperation; Research and Development; Manufacturing; Patients; Rehabilitation; College Students; Brazil; Norway (Oslo) + Suchen Sie Ihr Suchwort? Buchdruck; Drucken; Ausland; Internationale Kooperation; Internationale Zusammenarbeit; Forschung und Entwicklung; Herstellung; Patient; Collegestudent; Brasilien
Abstract	Accelerated technological innovation induces disruptions in society and education. It results in both threats to and opportunities for the way the society learns and works. This case study examined the phenomenon of learning in a disruptive environment. The chosen typical case of a disruptive learning environment was comprised of multistable technology and multiple cross-disciplinary, stakeholders. To reveal how inexpert stakeholders cope with technological barriers, the study examined design studio education as a research site. There, groups of design students used 3D printing to develop assistive technologies together with patients and therapists. The empirical data collected on site was analyzed through qualitative content analysis and postphenomenological concepts. The study showed how new multistable technologies impose relational, fluid models of learning on site by revealing mediations between technology and humans. This new perspective on learning in disruptive environments informs practical sustainable pedagogical practices and theoretical approach to learning for resilience by expending vocabulary concerning technological education. It also proposes altered priorities for formal education. Instead of solely focusing on the knowledge content or learners' development, formal education should also take into account learners relations with their social and technological environment. (As Provided).
Anmerkungen	Design and Technology Education Association. 16 Wellesbourne House, Walton Road, Wellesbourne, Warwickshire, CV35 9JB, UK. Tel: +44-1789-470007; Fax: +44-1789-841995; e-mail: info@data.org.uk; Web site: http://www.data.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01