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

Towards an ontology of networked learning

Networked learning, conceived of as networks of people, informational resources and technologies, constitutes what has been termed a ‘highly interwined’ technology. In this paper we develop our earlier argument that sociotechnical networks can form the basis for a non-determinist theory of learning technology. Firstly, we argue that Kling et al’s sociotechnical interaction network (STIN) is compatible with a realist ontology, drawing on Fleetwood’s ‘ontology of the real’ and Lawson’s proposition of the social nature of the artefact in networks of ‘positioned practices’. This, we suggest, gives a more secure basis for the STIN concept, and provides a clear alternative to actor network theory (ANT)-based views of sociotechnical networks which do not distinguish between the influence of human and material agents. This also, we argue, provides an alternative way of anchoring concepts from the social informatics literature, often influenced by Giddens’ structuration theory, in ways that can help networked learning research. Secondly, we explore some potential implications of such an approach for theories of networked learning and learning more widely. In particular, we suggest a possible ontology of elements of learning technology. The use of the word ‘learning’ here is somewhat problematic, as it is routinely used rather loosely to describe changes at multiple levels but which are likely to have rather different underlying mechanisms. A more thorough ontology of learning technology would allow us to distinguish between these uses and identify potentially distinct mechanisms at play in different forms and levels of learning. Thirdly, we use this approach to explore how viewing learning technologies as sociotechnical networks helps to clarify our thinking about identities in social networking for personal, learning and professional purposes

The learning network on sustainability: An e-mechanism for the development and diffusion of teaching materials and tools on design for sustainability in an open-source and copy left ethos

This is the post-print version of the Article. The official published version can be obtained from the link below - Copyright @ 2011 InderscienceThis paper presents the intermediate results of the Learning Network on Sustainability (LeNS) project, Asian-European multi-polar network for curricula development on Design for Sustainability. LeNS is a mechanism to develop and diffuse system design for sustainability in design schools with a transcultural perspective. The main output of the project is the Open Learning E-Package (OLEP), an open web-platform that allows a decentralised and collaborative production and fruition of knowledge. Apart from the contents, the same LeNS web-platform is realised in an open-source and copy left ethos, allowing its download and reconfiguration in relation to specific needs, interests and geographical representation

Learning architectures and negotiation of meaning in European trade unions

As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wengers learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments

Sustainable Participation? Mapping out and reflecting on the field of public dialogue on science and technology

The field of public participation in issues relating to science, technology and the environment is booming. To date much effort has gone into developing new participatory approaches and their evaluation, while most of what we know comes from individual case studies of engagement. This report builds on one of the first ever studies of public participation experts, their networks, roles and relations, to present a broader analysis of the UK public dialogue field as a whole. It draws on a recent project that involved 21 of the UK’s leading thinkers, practitioners, and policy makers in this area reflecting on the following critical questions. • What is the nature of participatory governance networks and the roles and relations of different actors within them? • Who counts as an expert on public participation and how are these meanings changing over time? • What are the implications of increasing institutionalisation, commercialisation and professionalisation of public dialogue? • To what extent are UK science and policy institutions learning about and learning from public dialogue? Taken together, these insights indicate that the field of public dialogue on science and technology has reached a critical moment and highlight a series of challenges and recommendations for its future sustainability

Community ICT projects: do they really work? Reflections from the West End Connect project one year on

The West End suburb of Brisbane is an example of a socially, culturally and economically diverse community in Australia. The suburb has traditionally been home to Indigenous and migrant populations as well as being a refuge for many of Brisbane’s homeless people. The demographics of this suburb, however, are being significantly altered by new property developments with wealthier residents choosing to move close to the city. West End is rapidly becoming a digitally divided community. In 2004/05, academics from the Queensland University of Technology, worked with staff from the State Library of Queensland and the Ethnics Community Council of Queensland, and members of two West End community groups – the Women’s Ethnic Network and the African Women’s Network on a community Information and Communication Technology (ICT) project. Twelve community members from the groups participated in a ten month project that began with focus groups to discuss how ICT was used in the daily life of participants and what they perceived were their personal training needs and the training needs of the larger community group they represent. Training sessions (i.e. Beginning Email) were delivered based on these focus groups. Three months after the sessions, participants were interviewed about their ongoing feelings with ICT; whether they had shared their training experiences with other community members and what impact they felt the training had on their life. All participants reported that the training had a positive impact on their lives and their community. This paper presents the results of a focus group with the participants one year after their initial training experience to determine what ongoing impact, if any, the training had on their life and their community. The study is limited by its small sample size. Nonetheless, three observations can be noted: Firstly, ICT and ICT training does empower and change people’s lives. Secondly, ICT training for community groups should be provided via specialized learning environments that will allow the group members to learn and grow at their own pace and style. Thirdly, ICT training that directly involves only a small number of community members can still have considerable impact on the larger community group through shared narratives and support by the training participants with the other community members. Drawing upon the researcher’s experience of conducting the West End Connect project from beginning to end (and beyond), and having consulted the existing literature in the field of ICT projects, the following literature based recommendations (or is that predictions?) for future community ICT projects are offered: (i) community ICT projects should identify and utilize ‘communities of practice’; (ii) community ICT projects should be inspired to be community ICT initiatives; and, (iii) community ICT projects should use community leaders or educators