Digital Didactical Designs: Teaching and Learning in CrossActionSpaces by Isa Jahnke

Author:Isa Jahnke [Jahnke, Isa]
Language: eng
Format: azw3
ISBN: 9781317400967
Publisher: Taylor and Francis
Published: 2015-08-13T16:00:00+00:00

3.9 Summary: Human Interaction Is Evolving Toward Multi-Cross-Action—Roles as Paradox, They Enable and Limit Cross-Action

Roles and role development depends on the position of the observer, the role holder and the reference groups such as other persons in other roles. Roles are not just there; it is a name for a developmental process of behavior clusters and communication patterns as social practice in a networked world.

The sections above illustrated that roles are useful for guiding and supporting individuals within an institution, but roles do also restrict actions and activities and limit a range of possibilities due to their own role expectation and due to different reference groups, which have different expectations. The reference groups are those that have the power for positive reward or negative threats to the role holder. The reference group is not a homogenous unit; it is a bundle of other diverse role holders with diverse interests.

This perspective shows that roles, built on complex interaction and communication processes over time, follow a duality (Giddens, 1984, duality of structure). Roles have two consequences for their actors. First, the roles restrict the opportunities for action and guide which information is at one’s disposal and which is not available for a specific role but is available for another role. Second, some actions get rewards, while others entail costs.

To make a short summary here, in a digital networked world, roles give a frame for MultiCrossActions in relations that are condensed patterns of social interactions based on position, function, expectations and role doing. Roles are not static but a highly dynamic phenomenon changing over time and involving a continuous learning process of negotiation. They are more than implicit and explicit expectations, commitments and perceptions. They are in a relative position to other roles, which follow an agenda of partly hidden interests and exist as formal and informal roles, biological and assigned roles. A person holds and creates several roles at the same and different times, places and situations. Roles are made in and through sociotechnical constructions in interactive role doings. They follow a trajectory of role mechanisms such as role assignment, role taking and role development and build an objective facticity—although created by humans, the next generation perceives the developed role as a strong socially manifested fact that affects communication and the behavior of individuals. Seeing multi-cross-actions from this perspective of roles, they can be changed and new roles can be developed, but it often comes with a cost or conflict since different interests lead to a clash.

Roles are like a house—built by the parents as an ongoing project but manifested as an objective facticity for their children, who strongly believe they cannot put the house away; when the children are older, they build new apartments and houses.

Roles have a relevant impact on knowledge-sharing processes and learning. Roles limit multi-cross-actions and make it more difficult to learn. A design for teaching and learning is required that takes role-based learning into consideration and goes further; a new design is needed that makes the complex

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