Costantino, Anna ORCID: https://orcid.org/0000-0001-8459-8561 (2021) On and off the screen: the challenges of exploratory practice in digital learning spaces. In: 8th Scenario Forum Symposium: "Sore Back, Square Eyes? Going Performative in Digital Teaching and Learning Spaces", 18th – 19th June, 2021, University College Cork, Ireland. (Unpublished)

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Abstract

Participatory practitioner enquiry (Exploratory Practice) aims to foster metacognitive awareness by engaging language students in a journey to understand their learning, thereby enhancing the quality of life in the classroom. Both learners and educators identify and consider puzzling aspects of the learning context, which are then explored through activities such as drama or visual narratives. It is an alternative to routinised, logocentric assessment practices such as written reflections. I have implemented Exploratory Practice in the higher education language department where I teach. Activities deployed as investigative tools allow learners and educators to mutually and creatively engage with reflexivity in a continuous process of enquiry that harnesses the multimodal affordances of classroom materiality. As language classes moved online during the pandemic, however, it became challenging to implement this exploratory pedagogical approach, which seeks ways to attune to the entangled complexity of the material classroom and its ecologies. While language students continued to engage in reflection and classroom activities were adapted to the online environment, opportunities for mutually exploring learning in digital spaces were missed. Exploratory Practice is important in both physical and digital learning environments because it heuristically allows educators to fathom the notion of ‘entanglement’ and its scope in classroom performative dynamics, as experienced and understood through classroom enquiry. In this presentation, I identify some of the missed opportunities for Exploratory Practice in the online environment and discuss the challenges and benefits of participatory practitioner enquiry in digital learning spaces.

Item Type:	Conference or Conference Paper (Paper)
Uncontrolled Keywords:	classroom enquiry, digital learning, entanglement, Exploratory Practice, materiality, metacognition, reflexivity
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education T Technology > T Technology (General)
Faculty / School / Research Centre / Research Group:	Faculty of Law, Arts and Social Sciences Faculty of Law, Arts and Social Sciences > School of Humanities and Social Sciences
Last Modified:	30 Jul 2025 13:04
URI:	https://gala.gre.ac.uk/id/eprint/50881

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