Intersubjectivity teaching analysing (5)

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Documents, Requests and Transactions The web can be seen as a technology which delivers documents in exchange for requests. A request might be a URL, a hyperlink, or internet search. Documents can be any form of media, whether stored, or streamed in real-time. Requests are framed by documents (context); documents are framed by requests. Often requests (when made to a search engine) will themselves be short documents (a search term). So we can write: Document Request Document Request ... Example 1: Physician Associate E-Portfolio

ActivityDocument RequestActivity Document

Example 2: Online acute oncology In professional online courses, constraints will overlap. The dynamics of interacting constraint is revealed by analysing the documents produced by learners on forums. The graph below shows the difference between the length of postings and the topic:

The relation between three types of constraint and the posting produced by learners may be written: Document Pro f essional Course Personal constraints

References Ashby, W. R. (1965). “Measuring the internal informational exchange in a system”. In: Cybernetica 1.1. ISSN: 00114227. Grathoff, Richard, ed. (1978). Theory of Social Action: Correspondence of Alfred Schutz and Talcott Parsons. English. Indiana University Press. ISBN: 978-0-25335957-5. Krippendorff, Klaus (2009). “Ross Ashby’s information theory: a bit of history, some solutions to problems, and what we face today”. In: International Journal of General Systems 38.2, pp. 189–212. ISSN: 03081079. DOI: 10.1080/03081070802621846. Luhmann, Niklas (1996). Social Systems. ISBN: 978-08047-2625-2. Schutz, A. (1974). Collected Papers I. The Problem of Social Reality: Problem of Social Reality v. 1. English. 1972 edition. Hague ; Boston: Springer. ISBN: 978-90-2475089-4.

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All learning occurs within constraints, whether produced by documents on the web, instructions of a teacher, assessment criteria or peer commentary. When seen as a problem of interacting constraints, how different is the online learning situation from the face-to-face ‘pure we-relation’ described by Schutz?

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Constraint and Online Learning

Intersubjectivity and Teaching: Analysing constraint in online and face-to-face engagement through the cybernetic lens of Ross Ashby Mark Johnson, David Taylor, Maria Limniou University of Liverpool

Intersubjectivity Alfred Schutz on the intersubjectivity of the ‘pure werelation’: “In listening to a lecturer [...] we seem to participate immediately in the development of his stream of thought. [...] We catch the other’s thought in its vivid presence [...] The other’s speech and our listening are experienced as a vivid simultaneity[...] we participate in the immediate present of the other’s thought"(Schutz 1974)

Talcott Parsons developed Schutz’s ideas into his theory of Double-Contingency: intersubjectivity concerns the expectations of ego and alter. Worth noting that Schutz was unhappy with this (see (Grathoff 1978) Parson’s idea was further developed by Niklas Luhmann(Luhmann 1996). 1


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