Lucila Carvalho
Biographic Data
| ID | 3620650 |
|---|---|
| NAME | Lucila Carvalho |
| GIVEN NAMES | Lucila |
| FAMILY NAME | Carvalho |
| SIGNATURE | CARVALHO L |
| AFFILIATIONS | Massey University |
| ORCID | 0000-0001-6528-1948 |
| VERIFIED | Yes |
| TOTAL WORKS | 20 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 20 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
From Anthropophagy to Gambiarra in Postdigital Education
The current social, environmental, and geopolitical global crises call for educators’ engagement in more imaginative and future-focused postdigital education practices. Students need to learn to work together, to creatively, critically, and productively collaborate, in order to develop the capacities they will need to tackle the complex environmental and social problems our world is facing. This article argues that existing pluriversal narratives…
Ecosystems of Postdigital Learning
Postdigital Learning Design for Human Flourishing
Learning Spaces of Higher Education for Postdigital Citizens
Citizen science research is often interdisciplinary, responsive to public concerns and inclusive of community knowledge. It can also involve multiple voices coming together to address ‘wicked’ problems. In this paper, we introduce CmyView, a visual and creative methodology that is suitable for research projects in citizen science, particularly those focusing on learning spaces. CmyView’s conceptual framing is informed by research in embodied cogn…
Alternative Futures in the Postdigital Classrooms of the Global South
When planning a learning event, teachers will carefully craft learning tasks, while choosing specific social arrangements and selecting material and digital tools for their students. Each learning event is also often influenced by wider socio-economic and political structures in society. Postdigital learning spaces are complex, hybrid, interconnected environments, shaped by a multitude of elements. Drawing on the notions of the postdigital classr…
Chatting with Dall-E in a Postdigital Architectural Classroom
Technological innovations, and most notably the use of GenAI, have increasingly become part of the contemporary architectural classroom. Alongside such developments, numerous ethical dilemmas have emerged, around the pedagogical and social organisation of the learning spaces, as well as questions around how such innovations are shaping student learning activity and outcomes. With a focus on using GenAI as a co-creator in teaching and learning, th…
Epistemic placemaking
If university students can do many of their activities anywhere, how do students decide what is best done at different locations? This paper introduces the concept of ‘epistemic placemaking’ as a capability to understand how to best equip and arrange places for knowledge work. Epistemic placemaking involves making choices based on the understanding of how where we work (study, learn, inquire, collaborate) affects what we do, feel and achieve. It …
(Auto)formação Além das Fronteiras
Este artigo explora um programa de estudo educacional e intercultural - fruto da parceria entre a Universities New Zealand e a Universidade de São Paulo - que envolveu a visita, em meados de 2023, de 10 licenciandos da Nova Zelândia a vários locais de ensino em São Paulo e a realização de atividades remotas e presenciais. As impressões dos estudantes sobre essas iniciativas foram registradas em diários de bordo e redes sociais, constituindo o cor…
Positive, Postdigital Spaces for Learning
Materials and Places for Learning
People are more likely to thrive when they feel connected, when they feel they belong to a group, to a place, or when they feel part of a community. Places can play a powerful role in shaping one’s attachment to others and to institutions as part of the development of one’s identity. People’s experiences of places are linked to their sensorial impressions of material and digital elements, and to their perceptions of how multiple elements intercon…
The role of teachers in a sustainable university
An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transiti…
The Postdigital Learning Spaces of Higher Education
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Activity-Centred Analysis and Design (Acad)
Designing for Transition
Fad
A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: fr…
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Framing learning entanglement in innovative learning spaces
Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and…
Foregrounding knowledge in e-learning design
The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LC…
Processing and Visualizing Data in Complex Learning Environments
The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large …
Framing learning entanglement in innovative learning spaces
Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and…
Processing and Visualizing Data in Complex Learning Environments
The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large …
Processing and Visualizing Data in Complex Learning Environments
The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will be of most interest in a specific learning context and how to process, visualize, and analyze large …
Foregrounding knowledge in e-learning design
The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the knowledge comprising the subject area, matters as much as the content. Drawing on one dimension of LC…
Fad
A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a result, the study of the artefacts generated and used by educational designers is also changing: fr…
Spaces of inclusion and belonging
Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resources, workshops, group gatherings, and others. Our project examines what constitutes significant plac…
Framing learning entanglement in innovative learning spaces
Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty-first-century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to align their pedagogical models with new spaces for learning, direct instruction is still common, and…
Designing for Transition
Networked Learning in 2021
Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. The…
Activity-Centred Analysis and Design (Acad)
The Postdigital Learning Spaces of Higher Education
Materials and Places for Learning
People are more likely to thrive when they feel connected, when they feel they belong to a group, to a place, or when they feel part of a community. Places can play a powerful role in shaping one’s attachment to others and to institutions as part of the development of one’s identity. People’s experiences of places are linked to their sensorial impressions of material and digital elements, and to their perceptions of how multiple elements intercon…
The role of teachers in a sustainable university
An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digital’. In this paper, we argue that this convergence demands us to go beyond ‘the great online transiti…
Positive, Postdigital Spaces for Learning
Learning Spaces of Higher Education for Postdigital Citizens
Citizen science research is often interdisciplinary, responsive to public concerns and inclusive of community knowledge. It can also involve multiple voices coming together to address ‘wicked’ problems. In this paper, we introduce CmyView, a visual and creative methodology that is suitable for research projects in citizen science, particularly those focusing on learning spaces. CmyView’s conceptual framing is informed by research in embodied cogn…
Alternative Futures in the Postdigital Classrooms of the Global South
When planning a learning event, teachers will carefully craft learning tasks, while choosing specific social arrangements and selecting material and digital tools for their students. Each learning event is also often influenced by wider socio-economic and political structures in society. Postdigital learning spaces are complex, hybrid, interconnected environments, shaped by a multitude of elements. Drawing on the notions of the postdigital classr…
Chatting with Dall-E in a Postdigital Architectural Classroom
Technological innovations, and most notably the use of GenAI, have increasingly become part of the contemporary architectural classroom. Alongside such developments, numerous ethical dilemmas have emerged, around the pedagogical and social organisation of the learning spaces, as well as questions around how such innovations are shaping student learning activity and outcomes. With a focus on using GenAI as a co-creator in teaching and learning, th…
Epistemic placemaking
If university students can do many of their activities anywhere, how do students decide what is best done at different locations? This paper introduces the concept of ‘epistemic placemaking’ as a capability to understand how to best equip and arrange places for knowledge work. Epistemic placemaking involves making choices based on the understanding of how where we work (study, learn, inquire, collaborate) affects what we do, feel and achieve. It …
(Auto)formação Além das Fronteiras
Este artigo explora um programa de estudo educacional e intercultural - fruto da parceria entre a Universities New Zealand e a Universidade de São Paulo - que envolveu a visita, em meados de 2023, de 10 licenciandos da Nova Zelândia a vários locais de ensino em São Paulo e a realização de atividades remotas e presenciais. As impressões dos estudantes sobre essas iniciativas foram registradas em diários de bordo e redes sociais, constituindo o cor…
From Anthropophagy to Gambiarra in Postdigital Education
The current social, environmental, and geopolitical global crises call for educators’ engagement in more imaginative and future-focused postdigital education practices. Students need to learn to work together, to creatively, critically, and productively collaborate, in order to develop the capacities they will need to tackle the complex environmental and social problems our world is facing. This article argues that existing pluriversal narratives…
Ecosystems of Postdigital Learning
Postdigital Learning Design for Human Flourishing
Digital Education and Society (11 works) · Psychology (10 works) · Computer Science (8 works) · Mathematics education (8 works) · Sociology (7 works) · Pedagogy (6 works) · Higher Education Practises and Engagement (4 works) · Educational Environments and Student Outcomes (3 works) · Instructional design (3 works) · Online and Blended Learning (3 works)