47,279 research outputs found
The STIN in the Tale: A Socio-technical Interaction Perspective on Networked Learning
In this paper, we go beyond what have been described as 'mechanistic' accounts of e-learning to explore the complexity of relationships between people and technology as encountered in cases of networked learning. We introduce from the social informatics literature the concept of sociotechnical interaction networks which focus on the interplay between participants, technology, learning artefacts and practices. We apply this concept to case material drawn from transnational trade union education to identify and to analyse three aspects of networked learning: the local sociotechnical networks of learners; the construction of an overarching, global sociotechnical network for learning; and the evolution of such networks over time. Finally we identify issues for further research highlighted by these models
Content analysis: What are they talking about?
Quantitative content analysis is increasingly used to surpass surface level analyses in Computer-Supported Collaborative Learning (e.g., counting messages), but critical reflection on accepted practice has generally not been reported. A review of CSCL conference proceedings revealed a general vagueness in definitions of units of analysis. In general, arguments for choosing a unit were lacking and decisions made while developing the content analysis procedures were not made explicit. In this article, it will be illustrated that the currently accepted practices concerning the âunit of meaningâ are not generally applicable to quantitative content analysis of electronic communication. Such analysis is affected by âunit boundary overlapâ and contextual constraints having to do with the technology used. The analysis of e-mail communication required a different unit of analysis and segmentation procedure. This procedure proved to be reliable, and the subsequent coding of these units for quantitative analysis yielded satisfactory reliabilities. These findings have implications and recommendations for current content analysis practice in CSCL research
Using pattern languages to mediate theoryâpraxis conversations in design for networked learning
Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning
Designing for interaction
At present, the design of computer-supported group-based learning (CS)GBL) is often based on subjective decisions regarding tasks, pedagogy and technology, or concepts such as âcooperative learningâ and âcollaborative learningâ. Critical review reveals these concepts as insufficiently substantial to serve as a basis for (CS)GBL design. Furthermore, the relationship between outcome and group interaction is rarely specified a priori. Thus, there is a need for a more systematic approach to designing (CS)GBL that focuses on the elicitation of expected interaction processes. A framework for such a process-oriented methodology is proposed. Critical elements that affect interaction are identified: learning objectives, task-type, level of pre-structuring, group size and computer support. The proposed process-oriented method aims to stimulate designers to adopt a more systematic approach to (CS)GBL design according to the interaction expected, while paying attention to critical elements that affect interaction. This approach may bridge the gap between observed quality of interaction and learning outcomes and foster (CS)GBL design that focuses on the heart of the matter: interaction
Necessary skills and practices required for effective participation in high bandwidth design team activities
Technology is continually changing, and evolving, throughout the entire construction
industry; and particularly in the design process. One of the principal manifestations of
this is a move away from team working in a shared work space to team working in a
virtual space, using increasingly sophisticated electronic media. Due to the significant
operating differences when working in shared and virtual spaces adjustments to
generic skills utilised by members is a necessity when moving between the two
conditions. This paper reports an aspect of a CRC-CI research project based on
research of âgeneric skillsâ used by individuals and teams when engaging with high
bandwidth information and communication technologies (ICT). It aligns with the
projectâs other two aspects of collaboration in virtual environments: âprocessesâ and
âmodelsâ. The entire project focuses on the early stages of a project (i.e. design) in
which models for the project are being developed and revised. The paper
summarises the first stage of the research project which reviews literature to identify
factors of virtual teaming which may affect team member skills. It concludes that
design team participants require âappropriate skillsâ to function efficiently and
effectively, and that the introduction of high band-width technologies reinforces the
need for skills mapping and measurement
Towards technological rules for designing innovation networks: a dynamic capabilities view.
Inter-organizational innovation networks provide opportunities to exploit complementary resources that reside beyond the boundary of the firm. The shifting locus of innovation and value creation away from the âsole firm as innovatorâ poses important questions about the nature of these resources and the capabilities needed to leverage them for competitive advantage. The purpose of this paper is to describe research into producing design-oriented knowledge, for configuring inter-organizational networks as a means of accessing such resources for innovation
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A literature review of the use of Web 2.0 tools in Higher Education
This review focuses on the use of Web 2.0 tools in Higher Education. It provides a synthesis of the research literature in the field and a series of illustrative examples of how these tools are being used in learning and teaching. It draws out the perceived benefits that these new technologies appear to offer, and highlights some of the challenges and issues surrounding their use. The review forms the basis for a HE Academy funded project, âPeals in the Cloudâ, which is exploring how Web 2.0 tools can be used to support evidence-based practices in learning and teaching. The project has also produced two in-depth case studies, which are reported elsewhere (Galley et al., 2010, Alevizou et al., 2010). The case studies focus on evaluation of a recently developed site for learning and teaching, Cloudworks, which harnesses Web 2.0 functionality to facilitate the sharing and discussion of educational practice. The case studies aim to explore to what extent the Web 2.0 affordances of the site are successfully promoting the sharing of ideas, as well as scholarly reflections, on learning and teaching
Developing the scales on evaluation beliefs of student teachers
The purpose of the study reported in this paper was to investigate the validity and the reliability of a newly developed questionnaire named âTeacher Evaluation Beliefsâ (TEB). The framework for developing items was provided by the two models. The first model focuses on Student-Centered and Teacher-Centered beliefs about evaluation while the other centers on five dimensions (what/ who/ when/ why/ how). The validity and reliability of the new instrument was investigated using both exploratory and confirmatory factor analysis study (n=446). Overall results indicate that the two-factor structure is more reasonable than the five-factor one. Further research needs additional items about the latent dimensions âwhatâ âwhoâ âwhenâ âwhyâ âhowâ for each existing factor based on Student-centered and Teacher-centered approaches
Supporting sustainable eâlearning
This paper draws upon work carried out within phase one of a national forum for support staff, funded by the UK Learning and Teaching Support Network Generic Centre. It sets out themes in current Learning Technology research within the context of institutional practice. It reports the responses of a range of eâlearning support staff to new developments in the reuse and sharing of Learning Objects. The article highlights tensions across support units, inconsistencies in support provision and confusion over issues concerning different modes of teaching. It also forewarns a growing gap between institutional practice and research in the development of approaches to sustainable eâlearning
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