Multistable Technologies and Pedagogy for Resilience A Postphenomenological Case Study of Learning by 3D-printing

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Nenad Pavel Fausto Orsi Medola, PhD Arild Berg, PhD Birger Brevik, PhD

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.

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How to Cite
PAVEL, Nenad et al. Multistable Technologies and Pedagogy for Resilience. Design and Technology Education: an International Journal, [S.l.], v. 25, n. 1, p. 116-129, feb. 2020. ISSN 1360-1431. Available at: <https://ojs.lboro.ac.uk/DATE/article/view/2712>. Date accessed: 09 apr. 2020.
Section
Research