Comments on: So, how do we define a space that has no boundaries? http://edc13.education.ed.ac.uk/phild/2013/02/25/so-how-do-we-define-a-space-that-has-boundaries/ Experiential aesthetics the mechanics of learning behaviour Thu, 28 Mar 2013 09:42:59 +0000 hourly 1 http://wordpress.org/?v=3.4.1 By: Phil Devine http://edc13.education.ed.ac.uk/phild/2013/02/25/so-how-do-we-define-a-space-that-has-boundaries/#comment-715 Phil Devine Thu, 07 Mar 2013 09:37:08 +0000 http://edc13.education.ed.ac.uk/phild/?p=827#comment-715 Hi Jen - Looked at this link, looks like it's purchase only - unless we access through course? Am I getting this wrong? Hi Jen – Looked at this link, looks like it’s purchase only – unless we access through course? Am I getting this wrong?

]]> By: Phil Devine http://edc13.education.ed.ac.uk/phild/2013/02/25/so-how-do-we-define-a-space-that-has-boundaries/#comment-560 Phil Devine Mon, 04 Mar 2013 14:12:39 +0000 http://edc13.education.ed.ac.uk/phild/?p=827#comment-560 Hi Jen, I touch on this in my ethnography - there's definitely a relationship between a cultural / intellectual narrative which in the virtual domain is described in a more concrete manor, almost as a mind-map (?) Not one artifact only. Consider my Ethnography, we see the various humanist narratives in sport combine with heritage, and the victorian drama of mountains (UK). These stories can be sorted, integrated, stolen (for want of a better word), and used (as in cinema) to make product that appeals to a market. If a community communicates online, then the narrative of that communication anticipated to sell to or develop that community identity. I see no reason why education can't learning from this (?). (if that makes sense) Hi Jen, I touch on this in my ethnography – there’s definitely a relationship between a cultural / intellectual narrative which in the virtual domain is described in a more concrete manor, almost as a mind-map (?) Not one artifact only.

Consider my Ethnography, we see the various humanist narratives in sport combine with heritage, and the victorian drama of mountains (UK). These stories can be sorted, integrated, stolen (for want of a better word), and used (as in cinema) to make product that appeals to a market. If a community communicates online, then the narrative of that communication anticipated to sell to or develop that community identity.

I see no reason why education can’t learning from this (?).

(if that makes sense)

]]> By: Jen Ross http://edc13.education.ed.ac.uk/phild/2013/02/25/so-how-do-we-define-a-space-that-has-boundaries/#comment-467 Jen Ross Fri, 01 Mar 2013 11:48:07 +0000 http://edc13.education.ed.ac.uk/phild/?p=827#comment-467 I wonder if you might find 'sociomateriality' a useful concept, here, Phil, in considering 'space' and its implications. (Have we talked about this already?) This special issue might be a good place to start: http://www.tandfonline.com/toc/rpcs20/20/1 Intellectual space/branded space - I'd like to know more about what you are thinking about this. I wonder if you might find ‘sociomateriality’ a useful concept, here, Phil, in considering ‘space’ and its implications. (Have we talked about this already?) This special issue might be a good place to start: http://www.tandfonline.com/toc/rpcs20/20/1

Intellectual space/branded space – I’d like to know more about what you are thinking about this.

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