All posts by Jen

liveblogging John Urry’s “New Mobilities Paradigm” talk at #propel12

For the benefit of those who weren’t able to be there (and for my own use later), I liveblogged John Urry’s talk at the ProPEL conference in Stirling on 10 May 2012.

http://www.propel.stir.ac.uk/conference2012/speakers.php

New Mobilities Paradim, John Urry, Centre for Mobilities Research at Lancaster University.

John’s work has been about trying to mobilise the social sciences and develop a mobilities turn, to draw out how so many aspects of social life presuppose intermittent mobilities.

However, some of the empirical processes involved are problematic – will mobility as we understand it continue forever, or is it of a specific moment?

Tolstoy on “other contrivances” for transporting people – but “never able to commit anything but evil” in the process.

In 1800 people people in the US travelled 50 metres a day, by foot, horse and carriage. Now they travel 50km a day, mostly by car and air. But distance does not necessarily = time – a bit more than an hour a day gets you further than it used to.

World citizens move 23 billion km each year. This may quadruple by 2050.

How did this come about?

1839-41 – new and interdependent systems came into play, mainly in England and Scotland: telegram; national post; first railway age; first package tour (Thomas Cook); first Baedeker guide; first scheduled ocean steamship service; invention of photography. Forms of mass movement – not just technical, but coming together in a system. Systemness is particularly striking. A shift in the way in which environments were understood and experiences as land –> landscape (influenced by the tourist gaze).

The pleasures and uses of movement are interestingly interlinked.

Mobilities paradigm:

1. all social relationships involve diverse ‘connections’, some at a distance.

2. these stem from five interdependent ‘mobilities’: corporeal travel of people; movement of objects; imaginative travel; virtual travel; communicative travel (telephones, SMS, letters, etc.). These different forms of movement intersect.

3. physical travel involves lumpy, fragile, aged, gendered, racialised bodies.

4. on occasions and for specific periods of time face-to-face connections are made. There is still something significant about this. Five processes generate face-to-faceness: legal, formal obligations to attend; social obligations to meet and converse, often involving strong expectations of presence and attention (Goffman); obligations for co-presence to sign contracts, work on or with objects, written or visual texts; obligations to be in and experience a place directly; obligations to experience a live event.

5. many kinds of social practices that presuppose movement.

6. distance generates many problems for the sovereignty of states (groups on the move are particularly problematic)

7. part of what produces the heterogeneity of social life are material objects

8. crucial to these is the idea of affordances

9. the significance of systems for organising mobilities

10. mobility-systems are organised around processes that circulate people, objects and information at various spatial ranges and speeds

11. these various mobility-systems and routeways linger over time (canals)

12. mobility-systems are based on increasingly expert forms of knowledge

13. mobilities presuppose ‘immobilities’. Some people have to be immobile so other people can move around.

See journal “Mobilities” for examples of taking up and elaborations of these characteristics.

Some trends:

People’s lives are more spread out, so scheduled visits and meetings become more important (and meetings about meetings about meetings; a whole technology of meetings, diaries, calendars). Proliferation of locations, tech and systems to facilitate meetings.

Social networks are accomplishments, in process, weaving together material and social.

People are traveling further to accomplish their meetings.

Relational commitments are crucial to travel choices.

The greater the distances traveled, the longer the meetings will last.

Overall, “friendship miles” “family miles” “business miles” and so on become necessary in order to be a *good* social actor. These set up really strong obligations – “the gift of travel time” that shows your commitment to the people/group in question.

Zygmunt Bauman: “Mobility climbs to the rank of the uppermost among coveted values” – stratifying factor (Liquid Modernity) –> leads to the concept of “Network Capital” (Urry). In order to be good at networking, that presupposes an array of material and other resources, people to visit, movement capacities, ability to locate information, meeting places (including places en route), communication devices, time to manage and co-ordinate (especially when things go wrong). There is a large array of mobilities (many modalities) – much more complicated than govt statistics (business vs leisure) would indicate.

So: what are the future challenges for mobilities? 3 issues: Oil; climate change; China. These issues will be transformative of mobility systems.

OIL: Almost all mobility systems are dependent on one resource. 95% of transportation energy is oil-based. “almost free” resource transformed the US. Oil uniquely makes possible our mobilities. It also has made possible the movement of goods and the manufacture of goods (including food); heating. And it is running out. Continued growth of mobility processes becomes much more complicated.

CLIMATE CHANGE: increases in temperature make mobility systems more complicated and increase costs.

CHINA: China’s emissions are small per person, but growing rapidly; private cars are rising 22% each year and growing. 200 people/vehicle (1990) –> 48 (2004)

But is a reversal underway? A modest decline in US vehicle miles travelled in 2008. “Peak travel” – long term continued increase in scale and rate of movement may not continue forever. Are lots of things peaking? eg: young people in western countries are less likely than previously to have a driving license or own a car.

It takes a lot of time to introduce new energy systems – only once a century (historically) (US National Intelligence Council)

James Lovelock: “So is our civilisation doomed, and will this century mark its end with a massive decline in population, leaving a few survivors in a torrid society ruled by warlords on a hostile and disabled planet?” (will it be like Mad Max 2?)

QUESTIONS:

A remark: If US citizens wouldn’t buy so many military style vehicles, the wouldn’t depend on oil imports… why do people want to drive these things? John: the US system has been characterised (by George Bush) as ‘addicted’ to a particular lifestyle. Disagrees that oil import would be eliminated in this way, though. But the data about young people is interesting – this is not their ambition – maybe a tipping point. But in China the tipping point is going the other way – large vehicles are particularly desired.

Question: Latour discussed how geologists have named our time ‘anthropocene’ – instead of being concerned with the post-human, we should be concerned with post-nature. What implications does this have for our research strategies? John: originally this term was to do with the use and extraction of fossil fuels. The significance of energy for social thought and theory has not been explored enough (but special issue of Theory, Culture and Society addressess this). The rise of the west was dependent on fuel – ‘societies beyond oil’ – we need to think about what comes after… maybe it’s nothing.

digital futures for reflective practices paper

I was due to present a paper at the recent Networked Learning conference in Maastricht – one of my favourite conferences! – but unfortunately at the last minute wasn’t able to attend. However, the paper is available on the conference site, so I thought I would link to it. It’s based on the conclusion of my PhD thesis, and is about how we might think about reflective practices in a specifically digital context. It introduces the idea of the ‘spectacle’ and the ‘placeholder’ as useful concepts for reflection’s digital futures. I really want to do more work in this area, so this is definitely a future research direction for me. I’d like to hear from others who are interested in theorising digital reflective practices.

http://www.networkedlearningconference.org.uk/abstracts/ross.html

 

 

 

 

Manifesto for teaching online

One of the outputs from the Student Writing Online Project was our manifesto for teaching online. It’s a set of statements that try to capture something of what is generative and exciting about teaching at a distance, and in digital environments.

The manifesto has had some press in the past few weeks, and it’s been exciting! Its web site is at  http://onlineteachingmanifesto.wordpress.com/

 

Here’s a video interpretation of the manifesto, created by James Lamb.

 

 

 

 

 

 

 

 

 

Rebooting the Digital Futures for Learning course

My option course on the MSc in E-learning is called “Digital Futures for Learning“. It’s a great course (if I do say so myself!) which is designed around student-developed and peer-assessed online events on topics relating to the core themes of the course. It means that we always have a chance to learn about and discuss the very latest developments in the field, as students are developing their events and position papers about 2 weeks before they lead them.

The course runs every two years, and it’s due to run again in September. Last time (in 2010) it was built on three broad themes:

ubiquity
personalisation
collaboration

and we read about issues related to mobile learning, the internet of things, remix, the politics of personalisation, and so on. Students produced amazing seminars on topics including the ethics of research in augmented environments, augmented reality and blended learning, ‘rip mix burn’ and learning, and controller-free technology. One of the seminar archives is here.

This year, I’m thinking that the themes might be ubiquity and openness (to bring in edupunk, Open Educational Resources, big data and so on) – wondering if we need a third, as these two cover so much ground. Still considering – comments welcome!

Presentation – Fakers, fools and narcissists: How cultural narratives of blogging affect online reflective practices

Here is the Prezi from a presentation I gave this week at the IT Futures conference in Edinburgh.

It’s based on this book chapter. Of course I can’t take credit for the cartoons! But  the student and teacher quotes are all (anonymised) from my PhD interview data.

[prezi id=’http://prezi.com/mw1azga9f74g/fakers-fools-and-narcissists-how-cultural-narratives-of-blogging-affect-online-reflective-practices/’]

 

 

 

 

Jen’s PhD Series: Part 3. The masks

It’s been a while since my last post, but in the interim I had my viva (examination) and am pleased to say that it went well! And I’m even more pleased to say that it’s all over. Hooray!

masks

Very early on in my research I started to explore the idea of the ‘mask’ as a useful metaphor for high-stakes online reflection. A mask is artificial, in the sense that isn’t a natural part of the body, but it has a profound relationship with identity and with the idea of the face. That relationship has been explored in theatre, anthropology, sociology, literature and culture. Like the experiences of students and teachers, the mask turned out to be complex, and by the time I came to analyse my data I had identified six mask ‘genres’. These have structured my thesis. I’ve written about them a bit in this blog, and there’s a recently published paper of mine that describes them in some detail. In this post, I’ll describe how the mask metaphor worked, and what issues I focused on in the research.

The six mask types I used were: performance, trace, disguise, protection, discipline and transformation. Each of these helped me think in a different way about my data, and about what I was trying to do in arguing for a different kind of approach to online reflective practices.

Here’s a brief rundown of how I used the masks:

performance – masks worn to portray a character, for the benefit of an audience. In my thesis, I used this mask to explore how students perform particular sorts of reflective identities, and their awareness of different sorts of audiences.

trace – death masks, which are commemorations of a person who has died, and are more or less faithful representations, or “traces”, of that person, formed from an impression of their face after death. I asked how we might see digital archives and databases, which store the reflective writing of students, as traces, and what this implies about control and ownership.

disguise – masks that are intended to hide a person’s identity. I applied the metaphor of the mask as disguise to reflective practices themselves, showing how ‘authenticity’ and ‘development’ disguise practices of surveillance and confessional (in the Foucauldian sense* of constructing and legitimising certain kinds of knowledge as “truth”).

protection – strong masks worn to protect the face and head while doing dangerous work. I argued that the way online reflection is taught and structured through digital templates can protect students from the vulnerability of confession, but at the cost of limiting and constraining other possibilities of expression.

discipline – masks with two purposes: to restrain or injure the wearer, and to display the consequences of unacceptable behaviour to the wider community. I suggested that reflection in professional education produces identities through processes of repetition and training, with the aim of shaping the practice of would-be professionals.

transformation – masks worn during rituals or ceremonies to produce transformative effects on the wearer and the community. Reflection is intended to transform practice and selfhood through contemplation over time, but I explored how online reflection can make use of speed, risk and fragmentation to produce different kinds of identity or subjectivity shifts.

*I think it would be a good idea in the next post to talk a bit about how I used the theories of Michel Foucault to make certain kinds of arguments about reflective practices. That will be fun to write!

Here’s the paper that describes some of the conceptual issues in my research, including the masks:

Ross, J. (2011). Traces of self: online reflective practices and performances in higher education (PDF). Teaching in Higher Education, 16/1.

Mask images copyright info:

[1] Creative Commons licensed work by Giant Gingkgo, http://www.flickr.com/photos/giantginkgo/162974551/

[2] L’Inconnue de la Seine, http://commons.wikimedia.org/wiki/File:Inconnue.jpg. Retrieved 6/8/11.

[3] Stock image by Brasil2, http://www.istockphoto.com

[4] Stock image by KeithBinns, http://www.istockphoto.com

[5] © 2005 David Monniaux; http://en.wikipedia.org/wiki/File:Branks_dsc05369.jpg. Retrieved 6/8/2011.

[6] Stock image by stellalevi, http://www.istockphoto.com