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This case study investigates learning in a disruptive environment using a multistable technology setup with crossdisciplinary stakeholders. In a design studio context, groups of design students co-developed assistive technologies with patients and therapists using 3D printing. Qualitative content analysis and postphenomenological concepts reveal how new multistable technologies reshape relational and fluid learning models. 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It results in both threats to and opportunities for the way the society learns and works. This case study examined the phenomenon of learning in a disruptive environment. The chosen typical case of a disruptive learning environment was comprised of multistable technology and multiple crossdisciplinary, stakeholders. To reveal how inexpert stakeholders cope with technological barriers, the study examined design studio education as a research site. There, groups of design students used 3D printing to develop assistive technologies together with patients and therapists. The empirical data collected on site was analyzed through qualitative content analysis and postphenomenological concepts. The study showed how new multistable technologies impose relational, fluid models of learning on site by revealing mediations between technology and humans. This new perspective on learning in disruptive environments informs practical sustainable pedagogical practices and theoretical approach to learning for resilience by expending vocabulary concerning technological education. It also proposes altered priorities for formal education. Instead of solely focusing on the knowledge content or learners’development, formal education should also take into account learners relations with their social and technological environment.  \nKeywords  \npivot, multistability, field of awareness, 3D printing, resilience, integrity  \nIntroduction – disruptive workplaces  \nThe emergence of new technologies will bring major changes in the work market, but also opportunities that are yet to be explored. This is reported by Organization for Economic Cooperation and Development (OECD) in “Education 2030”(OECD, 2018) . The future workplace environment will be one characterized by the solution of evolving and ill-structured problems, a  \ncross-cultural workforce, unpreceded technological development, and threats to the environment and well-being. The abilities of future students are characterized in this way:  \n“Students will need to apply their knowledge in unknown and evolving circumstances. For this, they will need a broad range of skills, including cognitive and meta-cognitive skills (e.g. critical thinking, creative thinking, learning to learn and self-regulation); social and emotional skills (e.g. empathy, self-efficacy and collaboration); and practical and physical skills (e.g. using new information and communication technology devices) .”(OECD, 2018, p. 5)  \nThere is a need to explore how formal higher education can provide conditions for preparing learners for this kind of workplace and the pedagogies that can support this kind of learning. Further, there is a need to explore the role of technologies in the learning process. The research question, therefore, is: How can human-technology mediation facilitate resilient learning? The purpose of this study was to define a conceptual framework of learning for resilience through technology.  \nTheoretical perspective – a brief introduction to postphenomenological concepts  \nThe aim of the study was to address the issues of preparing learners for the future rapid changing technologically informed workplace. The study therefore strove to define learning for resilience in the context of technology usage. To study and define learning and knowing through technology we engaged in postphenomenological discourse and methodology.  \nIn the postphenomenological view, human intention is mediated through technology. For example, humans do not see the hands on the clock; they see the time of the day automatically. This mediation that technologies ","cbCaipPfAN3QnR3j","https://ap.wps.com/l/cbCaipPfAN3QnR3j","pdf",710327,14,"English","# Abstract\n# Introduction – disruptive workplaces\n# Theoretical perspective – a brief introduction to postphenomenological concepts","[{\"question\":\"What problem does the study address about education in disruptive environments?\",\"answer\":\"It examines how learning happens when technological innovation disrupts education, focusing on how stakeholders cope with technological barriers.\"},{\"question\":\"How was 3D printing used in the case study?\",\"answer\":\"Design students used 3D printing in a design studio setting to develop assistive technologies together with patients and therapists.\"},{\"question\":\"Which theoretical concepts does the study rely on to explain human-technology mediation?\",\"answer\":\"It draws on postphenomenological concepts such as mediation, transparency, multistability, pivoting, fusion, and field of awareness (including field composition and sedimentation).\"}]","Multistable Technologies and Pedagogy for Resilience - A Postphenomenological Case Study of Learning by 3D printing | PDF",1792089781,35]