Ultranet as a Future Social Network: An Actor-Network Analysis

Community development is seen as an increasingly important role for government and the potential of Web 2.0 tools to aid in community development seems obvious. An experimental technology relating to e-government is being introduced by the State Government of Victoria, Australia. This involves a closed social network called the Ultranet which is intended to support communities of parents, teachers and students in State schools. As the Ultranet has only recently come into operation, this paper cannot present an analysis of its operation, only a theoretical investigation of its possibilities. In the paper the Ultranet is seen as an innovation, and handled accordingly. An ActorNetwork approach is proposed as a potential analytical lens for researching the Ultranet, its application and its social impact. The paper also proposed use of actornetwork theory to identify how the Ultranet might be shaped by future use, and how it could be used to identify problematisations of this new network and the actors that it seeks to involve and hence to identify potential translations of the innovation. Analysis of these potential translations allows the creation of a theoretical framework that permits a sensible review of the introduction of the Ultranet. The framework allows for the possible production of communities of practice amongst teachers, a „door‟ for parental involvement as opposed to the „windows‟ currently common in education, with an ideal that involves a Web 2.0 supported community where all parties (students, teachers, resources provided by the Departments of Education, parents and the local community) contribute. The paper suggests that perhaps this is the future of safe, secure social networking for schools

Place-based approaches to child and family services

This paper synthesizes the conceptual and empirical literature on place-based approaches to meeting the needs of young children and their families. A specific focus of the paper is on the potential contribution of place-based approaches to service reconfiguration and coordination. Outline The paper begins by outlining the sweeping social changes that have occurred in developed nations over the past few decades and their impact on children, families and communities. It explores the ‘joined up’ problems faced by families and communities in the contemporary world, and highlights the need to reconfigure services to support families more effectively. The paper then focuses on ‘joined up’ solutions, on what we know about how to meet the challenges posed by the complex problems that characterise our society. Next, the paper explores what a place-based approach involves, and what role it can play in supporting families with young children. The rationale underpinning place-based approaches is outlined and the evidence for the effectiveness of the approach is summarised. The paper then looks at what can be learned from efforts to implement place-based initiatives in Australia and overseas, and explores the issues that need to be addressed in implementing this strategy. The ways in which the early childhood service system might be reconfigured are also considered, and the paper ends with a consideration of the policy and implementation implications.&nbsp

The stewardship of things: Property and responsibility in the management of manufactured goods

In the context of broad-based concerns about the need to move towards a more sustainable materials economy, particularly as they are expressed in debates around ecological modernisation (EM), we argue that product stewardship has radical potential as a means to promote significant change in the relationship between society and the material world. We focus on two important dimensions that have been neglected in approaches to product stewardship to date. Firstly, we argue that immanent within the basic concept of stewardship is a problematisation of dominant understandings of property ownership in neoliberal market economies. In the space opened up by notions of stewardship, different ways of enacting both rights and responsibilities to products and materials emerge which have potential to advance the sustainability of material economies. Secondly, through exploration of existing expressions of product stewardship, we uncover a neglected scale of action. Both policy and dominant articulations of EM focus primarily on the efficiency of production processes; and secondarily, the attitudes and behaviours of individual consumers. Missing from this is the 'meso-scale' of social collectives including households, neighbourhoods, more distributed communities and small scale social enterprises. Based on a review of existing research from Australia and the UK, including our own, we argue that understanding of embedded practices of material responsibility at the household scale can both reinvigorate the concept of product stewardship as a potentially radical intervention, and reveal the potential of the meso-scale as a challenging but worthwhile realm of policy intervention

Informing Parents with the Victorian Education Ultranet

Parents of school children want to be well informed and know as much as possible about their children’s school and how their children are progressing at school. In mid-2010 in Victoria, Aus-tralia the Department of Education and Early Childhood Development launched the Ultranet, a new web-based product designed to support knowledge sharing, curriculum delivery and online learning and teaching. This paper describes the Ultranet, how it has been developed and how it is to be used to inform parents, but as the Ultranet was only beginning to come into operation in late 2010 it has not been possible to include any research findings. With its facilities to inform parents and to offer collaboration features to teachers, the Ultranet appears to be something not attempted anywhere before. The paper is thus a theoretical one discussing the Ultranet’s design and possi-bilities, and is framed by using both an Actor-Network Theory (ANT) and Siemens’ Theory of Connectivism. Later papers will examine how the Ultranet performs in practice

Collaborative online projects in a global community

What is evident in recent literature reviews of the use of Information and Communication Technologies (ICT) in Education is the lack of accessible documentation on the development of, and participation in, collaborative online projects by educationalists. (Blackmore et. al. 2002, Downes et. al. 2001). The major source of information comes in the form of anecdotal evidence from teachers, project facilitators and organisations (Gragert 2000, Carr 2001, Tate 1998, Robertson 1999). Other literature reviews and research that focus on the use of ICT in education have significant gaps in this area and yet it is increasingly promoted in educational policy and supported and promoted by education systems.This paper identifies and explores the extent and impact of educational technology in the context of collaborative online projects in a global educational community. A general identification of a wide range of local and international collaborative online projects and the groups/communities in which they operate, is followed by a closer look at a selection of case study projects. The case study projects have been selected for their potential to provide new perspectives on the role of technology in education and its potential impact on teaching and learning in a global context.This paper provides definitions and examples of collaborative online projects, their history and their diversity. It explores the level of participation afforded by the projects and presents a detailed section that focuses on a sample of projects. The collaborative online projects in the case study section are The Environmental Mystery Competition, The First People\u27s Project, Lewin - an Anthology of Children\u27s\u27 Writing and The Teddy Bear Project. The case study projects will be looked at from the perspective of the project facilitators and project participants. In many of the projects items such as books and calendars are products of the projects. Examples of these items will be shown in the presentation.<br /

Birth, life and death of the Victorian Education Ultranet

This article examines the development and ultimate demise of the Ultranet, a major ICT infrastructure project in the education system of the Australian State of Victoria. The case is interesting as it was a very large project, intended for 1500 schools and funded to $180 m (Au). The study traces the design and implementation of the project as a socio-technical innovation in education. Although there are examples of how this project worked very well, its uptake was less than anticipated. The study found that potential benefits from a very large project like this can be nullified by a number of factors including: change in sponsorship of the project, an over emphasis on security concerns, failure to enrol crucial stakeholders and a naive assumption by technologists that technology with potential benefits will always be accepted. The study also found that technology projects must be delivered where a need exists and one that, most importantly, is recognised by the stakeholders. This will also be the case in other education systems around the world. If resources are not to be wasted the problem must be clearly identified and its need accepted before a solution is proposed. The Victorian Government finally abandoned the Ultranet in June 2013