In this chapter, I argue that human action in such CrossActionSpaces does not rely on inter actions but rather can be understood as several cross-actions within and across such spaces. These cross-actions are evolving from interaction and communication and happen within a context. That means that the characterization of cross-actions can be best understood when starting with existing concepts of human behavior, interaction and communication. Every communication organizes itself (consciously or implicitly) in and around such spaces, social systems, communities and networks. Patterns of behavior expectation occur, well known as the emergence of social roles. Wherever humans are, they create expectations and assumptions about the Others. We meet new people, and we create stereotypes based on their looks, based on their behavior, based on what they say and how they say it, and we put them in some of our mind boxes. We expect at the next meeting a similar kind of behavior based on how we judge them. This is a social phenomenon that I illustrate in detail in this chapter. We all create conscious or implicit expectations that guide us and them, which enables communication and learning, but also can hinder and restrict us and them in our learning. Reflections about those patterns of behavior expectations (roles) are relevant to break through established learning barriers and to become an active agent of a reflective maker. This chapter illustrates the development of a networked world toward multiple cross-actions that are heavily relying on the basic elements of communication and patterns of expectations, known as roles. The roles that humans take and play are a kind of paradox; they enable but also limit learning as communication. In a networked world, I argue, there is need for a complementary teaching and learning theory that describes teachers’ applied designs-in-practice and the learners’ interaction in constructing learning from the approach of CrossAction Spaces. Before I describe new models of designing for learning in co-expanded communication spaces in Chapters 4 and 5, I focus on human activities in such spaces and propose to call it MultiCrossActions in Relations (McAiR)—in short, CrossAction.In this chapter, I argue that human action in such CrossActionSpaces does not rely on inter actions but rather can be understood as several cross-actions within and across such spaces. These cross-actions are evolving from interaction and communication and happen within a context. That means that the characterization of cross-actions can be best understood when starting with existing concepts of human behavior, interaction and communication. Every communication organizes itself (consciously or implicitly) in and around such spaces, social systems, communities and networks. Patterns of behavior expectation occur, well known as the emergence of social roles.
Wherever humans are, they create expectations and assumptions about the Others. We meet new people, and we create stereotypes based on their looks, based on their behavior, based on what they say and how they say it, and we put them in some of our mind boxes. We expect at the next meeting a similar kind of behavior based on how we judge them. This is a social phenomenon that I illustrate in detail in this chapter. We all create conscious or implicit expectations that guide us and them, which enables communication and learning, but also can hinder and restrict us and them in our learning. Reflections about those patterns of behavior expectations (roles) are relevant to break through established learning barriers and to become an active agent of a reflective maker.
This chapter illustrates the development of a networked world toward multiple cross-actions that are heavily relying on the basic elements of communication and patterns of expectations, known as roles. The roles that humans take and play are a kind of paradox; they enable but also limit learning as communication.
In a networked world, I argue, there is need for a complementary teaching and learning theory that describes teachers’ applied designs-in-practice and the learners’ interaction in constructing learning from the approach of CrossAction Spaces. Before I describe new models of designing for learning in co-expanded communication spaces in Chapters 4 and 5, I focus on human activities in such spaces and propose to call it MultiCrossActions in Relations (McAiR)—in short, CrossAction.