Thinking about object scope

Eakins Perspective Study Of Boy Viewing Object. Thomas Eakins [Public domain], via Wikimedia Commons
Eakins Perspective Study Of Boy Viewing Object. Thomas Eakins [Public domain], via Wikimedia Commons
Thinking a bit further today about whether to limit the scope of the ‘objects of interest’ that I should be tracing (note-to-self: need to clarify the terminology). And whilst reading the Mol book I’m wondering about the relationship between the enactment/performance of knowledge and limiting the focus to a certain ‘type’ of object (i.e. texts). But texts do seem to be an interesting focus of knowledge enactment. Either outputs from enacted knowledge – reification of specific enactments past (e.g. reports – can’t think of reference here) or texts that try to change future knowledge enactments (e.g. policy documents – see Fenwick & Edward’s 2010 chapter on “(De)centring educational policy”?).

I thought it might be worth trying out a focus on texts to see what it looks like – not ruling out pulling in a wider scope. At the same time I’m now realising how the data has to be organised to generate a network relationship chart … and, although it’s not required to generate the chart, I’m starting to wonder if there’s benefit in describing the relationships (they appear to group into types of relationship & also whether they are past or future depending on where I am standing in the here and now). The table below describes the from > to relationship with a first pass at describing the type of relationship. Not quite sure yet if it’s useful or not. Below the table is the network chart that this table generates.

From Type of relationship To
MOOCs to OER is mentioned in OERSLTG report
OERSLTG report is a precursor to EUSA benchmarking report
OERSLTG report is a precursor to UoE vision
OERSLTG report is a precursor to UoE service description (draft)
EUSA benchmarking report findings informed OER 15 paper
EUSA benchmarking report findings will inform Open.Ed website
UoE vision is currently published on Open.Ed website
UoE vision is a part of LTC paper (Nov 2014)
UoE policy (draft) is a part of LTC paper (Nov 2014)
UoE service description (draft) is a part of LTC paper (Nov 2014)
Leeds OER policy is the basis of UoE policy (draft)
Leeds OER policy is the basis of GCU policy (official)
Oxford service description is the basis of UoE service description (draft)
3 x Cetis reports will inform UoE policy (revised)
3 x Cetis reports will inform UoE service description (revised)
EUSA benchmarking report will inform UoE policy (revised)
EUSA benchmarking report will inform UoE service description (revised)
UoE service description (revised) will include Open.Ed website
UoE policy (draft) became UoE policy (revised)
UoE service description (draft) became UoE service description (revised)

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