ABSTRACT
This reflection concludes Section B. Overall, the innovative methods described in Section B’s chapters move away from studying learning as the acquisition of static knowledge by individuals who use artefacts to make progress visible. Instead, the chapters align with actor-network theory and new materialist approaches, which view learning as emerging from entangled interactions between human and non-human actors, such as students, teachers, artefacts, researchers, theoretical concepts and theories in development. As a result, knowledge is not individually owned and static but fluid and collaboratively created and re-created through entangled interactions. And so are theories and learning environments. The chapters of Section B show how innovative methods can re-create and revise theoretical concepts. Innovative methods can re-create implicit interaction rules when these rules are studied in simulations. Innovative methods revise the concept of epistemic artefacts, which are no longer considered a means of measuring progress. Instead, artefact creation becomes a source of entangled learning and identity development. Artefacts can also be used to coordinate dispersed learning experiences. The appropriate metaphor for such entangled learning is not knowledge acquisition but an epistemic struggle – for both learners and researchers interacting with theory.
