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<p>This study discusses the Postdigital Laptop Ensemble at the University of Siegen (PULSE) as a model postdigital resonant educational space. Situated within postdigital discourse, the course treats laptops and portable digital devices as musical instruments within a hybrid classroom, fostering collaborative, creative, and embodied learning experiences. Drawing on Hartmut Rosa’s theory of <i>resonance</i>, this study examines how spatial design and technology-mediated interactions in PULSE cultivate a <i>Resonanzraum</i>—a dynamic space of mutual transformation. Through qualitative methods, including (1) a student survey, (2) autoethnographic reflections, and (3) an analysis of audio-visual data, we identify six themes that contribute to the emergence of resonance: (1) spatial comfort, (2) collaboration, (3) spatial constraints/affordances, (4) technology-mediated agency, (5) iterative learning, and (6) future classroom implications. The findings suggest that PULSE creates an inclusive postdigital educational space that enhances student agency and multimodal engagement. However, scalability challenges, such as resource disparities, highlight the need for adaptive implementations. This study aims to bridge <i>resonance</i> and postdigital research, proposing PULSE as a model for designing equitable, sustainable, and participatory learning spaces that align with evolving pedagogical demands.</p>

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Laptop Orchestra: A Model Postdigital Resonant Educational Space

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年6月20日

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  • Lawrence Wilde,
  • Charles White

摘要

This study discusses the Postdigital Laptop Ensemble at the University of Siegen (PULSE) as a model postdigital resonant educational space. Situated within postdigital discourse, the course treats laptops and portable digital devices as musical instruments within a hybrid classroom, fostering collaborative, creative, and embodied learning experiences. Drawing on Hartmut Rosa’s theory of resonance, this study examines how spatial design and technology-mediated interactions in PULSE cultivate a Resonanzraum—a dynamic space of mutual transformation. Through qualitative methods, including (1) a student survey, (2) autoethnographic reflections, and (3) an analysis of audio-visual data, we identify six themes that contribute to the emergence of resonance: (1) spatial comfort, (2) collaboration, (3) spatial constraints/affordances, (4) technology-mediated agency, (5) iterative learning, and (6) future classroom implications. The findings suggest that PULSE creates an inclusive postdigital educational space that enhances student agency and multimodal engagement. However, scalability challenges, such as resource disparities, highlight the need for adaptive implementations. This study aims to bridge resonance and postdigital research, proposing PULSE as a model for designing equitable, sustainable, and participatory learning spaces that align with evolving pedagogical demands.