Here’s an attempt to visually theorize designerly learning environments as dynamically assembling in-interaction-with ways of knowing as doing as being as having as playing as emoting as worlding as ? (a wildcard to expand the space of the possible). Definitions are in development for the thoughtfully selected gerunds, which I believe represent the most important elements to attend to in designing learning environments.
Where’s teaching? It’s the innovative pedagogical practice of the theoretical diagram you are looking upon.
What’s learning? Learning is adaptation, assemblage or growth along a trajectory of participation that is recursively and radically in relation to knowing as doing as being as having as playing as emoting as worlding as ?-ing within a rich reality, complex and techno-cultural system.
Why discourses of power and labour? It is important to consider how designerly learning environments are created and perpetuated through discourses of power and labour (refer to the green arrows) as mediated by subjects, objects and artifacts, in-interaction-with ways of knowing, being, having, playing, emoting, worlding and ?-ing…
Questions?
