Theorising with sociomateriality: interdisciplinary collaboration in socio-technical learning environments

Abstract

In this paper, we explore the possibilities offered by sociomateriality for academics to engage with complex learning environments. The focus is on a longitudinal design-based research (DBR) study that includes an interdisciplinary, collaborative student project between Information Systems (IS) and Urban Planning (URP) from two different higher education institutions in Cape Town, South Africa. In the project, student groups collaborate to find potential digital innovations for sustainability challenges in their local communities. The aim is to position the student as an active community member with intimate knowledge of local sustainability challenges, and to develop social digital innovations for the benefit of local communities. We apply sociomateriality as a theoretical lens to rethink socio-technical learning environments and propose four pedagogical propositions of relationality, reflexivity, responsiveness, and recognition to guide the pedagogical decision-making when designing complex learning environments. We conclude the paper by mapping student reflections and experiences to the four pedagogical propositions to illustrate how the theoretical sociomaterial elements translate into the learning environment.