Skip to main content
CUC2022: Otvaranje u zatvorenom svijetu - postdigitalna znanost i obrazovanje / CUC2022: Opening up in a closed world - postdigital science and education

Cijeli program »

Collaborative Immersive Qualitative Analysis – A scenographic turn in postdigital research

Educational research is under heavy influence of the algorithmic and computational approaches to studies of educational practice. Methods and techniques such as Learning Analytics and Data Visualization seemingly provide “visualized facts” of human actions (Kitchin et al., 2015). Human actions can be tricky to translate into a piece of code and while the visualized facts hold a tremendous persuasive power, it is also clear that practice is reduced, recoded or abstracted into proxies of the event (Crescenzi-Lanna, 2020). In this presentation, we introduce Collaborative Immersive Qualitative Analysis (CIQA) (Davidsen & McIlvenny, 2022) as a postdigital and networked research environment for to studies of educational practice. CIQA brings together qualitative research and recent developments within Virtual Reality (VR) to explore new ways of approaching analysis of human action and educational practice. We turn to research in scenography and theatre (Burian, 1974; Howard, 2002) to highlight that a postdigitial research environment is about actualizing, inhabiting and sensing the educational practice more than producing visualized and cartographic facts. CIQA is about actualizing the scenography of an educational setting more than a step-by-step method – it is a way of inhabiting the educational practice again and again and a way of researching and actualizing “the messy, entangled and unpredictable nature of the socio-technical relationships that constitute education” (Jandrić & Knox, 2021, pp. 5–6) together with fellow peers in VR. CIQA is made possible due to recent developments in VR and 360° video (360VR). The BigSoftVideo group in Aalborg University (Denmark) have pioneered immersive research environments with software packages like AVA360VR and CAVA360VR. With CAVA360VR we offer a networked environment for postdigital research – originally used for live distance video data sessions (McIlvenny, 2020). In CAVA360VR researchers can watch and annotate a 360° video recording with peers that are not physically present in the same space but are virtually present in a shared scenography. To illustrate the actualization of a scenography, we will analyse examples of collaborative immersive qualitative analysis to unfold the boundaries and practices of a postdigital research environment.

References Burian, J. (1974). The scenography of Josef Svoboda. Wesleyan University Press. Crescenzi-Lanna, L. (2020). Multimodal Learning Analytics research with young children: A systematic review. British Journal of Educational Technology, 51(5), 1485–1504. Davidsen, J., & McIlvenny, P. (2022). Towards Collaborative Immersive Qualitative Analysis. In Weinberger, Armin, W. Chen, D. Hernández-Leo, & B. Chen (Eds.), CSCL2022 conference proceedings. ISLS. Howard, P. (2002). What is scenography? Routledge. Jandrić, P., & Knox, J. (2021). The postdigital turn: Philosophy, education, research. Policy Futures in Education, 147821032110627. Kitchin, R., Lauriault, T. P., & McArdle, G. (2015). Knowing and governing cities through urban indicators, city benchmarking and real-time dashboards. Regional Studies, Regional Science, 2(1), 6–28. McIlvenny, P. (2020). New Technology And Tools To Enhance Collaborative Video Analysis In Live ‘Data Sessions. QuiViRR: Qualitative Video Research Reports, 1, a0001–a0001.

Jacob Davidsen
Aalborg University, Aalborg, Denmark

Paul McIlvenny
Aalborg University, Aalborg, Denmark

Thomas Ryberg
Aalborg University, Aalborg, Denmark

Potrebno predznanje:


Powered by OpenConf®
Copyright ©2002-2021 Zakon Group LLC