Pourquoi ce travail est dans la base
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Notice bibliographique
Résumé
This short paper (and Pecha Kucha presentation) explores new mobilities and spatial re-orderings of adult work-learning practices. Attention is given to the more sophisticated digital fluencies that seem to be demanded of adult work-learners and the pedagogical implications for educators. Sociomaterial perspectives encourage thinking about how “thingly gatherings” serve in the performance of practice. The unbounded blurry nature of the web and its artefacts can perhaps be described as fluid spaces enfolding with other fluid spaces. Thus, web-based spaces are not containers in which online learning activities take place but rather sociomaterial assemblages that take on particular energies as people and things—both online and offline—negotiate how they move, mix, and mobilize in their correspondences. Analysis draws on empirical data from a research project that explored the effects of the infusion of web and mobile technologies in the enactment of the global work and everyday learning practices of the contingent workforce (the self-employed or micro-small business entrepreneurs). An array of mobilities became evident in these practices, including interactions that slide in, through, and between different cyberspaces; the persistent infusion of the digital and physical into the other; and often capricious and vacillating patterns of presence and absence. However, alongside the mobilities that become evident in these practices, immobilities were also prominent. Using the sociality of practices around mobile devices as an entry point to explore this contradiction, it seems that forces and flows of mobilities are also tied to specificities of place. Although the physical becomes entangled with the digital to enact a specific work-learning space, such spatial re-orderings are not always easily accomplished. Moreover, the often overlooked and invisible spatial negotiations evoked to enact mobility unfold in multiple work-learning places: at home, on the move, in third spaces, at the office, field-based temporary work sites, and innumerable online spaces. This multiplicity adds complexity to how work-learning spaces are conceptualized. Several digital fluencies (a mix of expertise, responsibility, criticality, and innovation) emerge, urging pedagogical and policy response. Four will be highlighted: navigating scale, negotiating openness, wayfinding (Siemens, 2011), and fragmenting-tethering. How to work through the challenges of addressing these fluencies and how best to interrupt current practices are questions facing both educators and adult worker-learners and I hope this paper prompts such discussion.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle