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

How might learning technology impact on the modern delivery of learning in Scotland?

This document has been prepared following a meeting on 23 June 2010 between Michael Russell, Scottish Cabinet Secretary for Education and Lifelong Learning, and the Association for Learning Technology (ALT), represented by Seb Schmoller, Chief Executive and Dr Linda Creanor, ALT Trustee. The purpose of the document is to highlight areas which are of particular relevance to education in Scotland and to respond to specific questions raised at the meeting in Edinburgh. It has been written by members of the ALT-Scotland group, consisting of institutional ALT representatives from Scottish colleges and universities as well as Scottish-based ALT committee members whose backgrounds encompass all sectors of Scottish education

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

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

Life, learning and technology: views from the learners

There has been a rapid spread of personal information technology and social networking along with increasing demand for flexibility and choice in learning. This is fuelling international research interest in the holistic experience of e-learners. Over the course of a year, the Learner Experience of e-Learning study (LEX) interviewed learners from across the post-16 educational sectors in the UK in order to compile a snapshot of those very personal learning experiences. Through rigorous interview and analysis techniques, the study successfully explored the beliefs and intentions of learners in relation to their use of technology for learning, as well as the strategies and behaviours they displayed towards integrating e-learning with other aspects of their lives. This paper outlines the background to the study and its methodology, provides a critical evaluation of the main findings and concludes by highlighting the key implications for tutors in the planning and practice of e-learning

A self-management programme to reduce falls and improve safe mobility in people with secondary progressive MS: the BRiMS feasibility RCT

This is the final version, also available from NIHR journals library via the DOI in this record.Abstract Background Balance, mobility impairments and falls are common problems for people with multiple sclerosis (MS). Our ongoing research has led to the development of Balance Right in MS (BRiMS), a 13-week home- and group-based exercise and education programme intended to improve balance and encourage safer mobility. Objective This feasibility trial aimed to obtain the necessary data and operational experience to finalise the planning of a future definitive multicentre randomised controlled trial. Design Randomised controlled feasibility trial. Participants were block randomised 1 : 1. Researcher-blinded assessments were scheduled at baseline and at 15 and 27 weeks post randomisation. As is appropriate in a feasibility trial, statistical analyses were descriptive rather than involving formal/inferential comparisons. The qualitative elements utilised template analysis as the chosen analytical framework. Setting Four sites across the UK. Participants Eligibility criteria included having a diagnosis of secondary progressive MS, an Expanded Disability Status Scale (EDSS) score of between ≥ 4.0 and ≤ 7.0 points and a self-report of two or more falls in the preceding 6 months. Interventions Intervention – manualised 13-week education and exercise programme (BRiMS) plus usual care. Comparator – usual care alone. Main outcome measures Trial feasibility, proposed outcomes for the definitive trial (including impact of MS, mobility, quality of life and falls), feasibility of the BRiMS programme (via process evaluation) and economic data. Results A total of 56 participants (mean age 59.7 years, standard deviation 9.7 years; 66% female; median EDSS score of 6.0 points, interquartile range 6.0–6.5 points) were recruited in 5 months; 30 were block randomised to the intervention group. The demographic and clinical data were broadly comparable at baseline; however, the intervention group scored worse on the majority of baseline outcome measures. Eleven participants (19.6%) withdrew or were lost to follow-up. Worsening of MS-related symptoms unrelated to the trial was the most common reason (n = 5) for withdrawal. Potential primary and secondary outcomes and economic data had completion rates of > 98% for all those assessed. However, the overall return rate for the patient-reported falls diary was 62%. After adjusting for baseline score, the differences between the groups (intervention compared with usual care) at week 27 for the potential primary outcomes were MS Walking Scale (12-item) version 2 –7.7 [95% confidence interval (CI) –17.2 to 1.8], MS Impact Scale (29-item) version 2 (MSIS-29vs2) physical 0.6 (95% CI –7.8 to 9) and MSIS-29vs2 psychological –0.4 (95% CI –9.9 to 9) (negative score indicates improvement). After the removal of one outlier, a total of 715 falls were self-reported over the 27-week trial period, with substantial variation between individuals (range 0–93 falls). Of these 715 falls, 101 (14%) were reported as injurious. Qualitative feedback indicated that trial processes and participant burden were acceptable, and participants highlighted physical and behavioural changes that they perceived to result from undertaking BRiMS. Engagement varied, influenced by a range of condition- and context-related factors. Suggestions to improve the utility and accessibility of BRiMS were highlighted. Conclusions The results suggest that the trial procedures are feasible and acceptable, and retention, programme engagement and outcome completion rates were sufficient to satisfy the a priori progression criteria. Challenges were experienced in some areas of data collection, such as completion of daily diaries.National Institute for Health Research (NIHR

Learning technology in context: a case for the sociotechnical interaction framework as an analytical lens for networked learning research

Persistent gaps between claims made for learning technologies and the reality of their use are in part attributable to widespread implicit technological determinism. While the concept of networked learning goes some way to redress this, a more systematic use of sociotechnical finding theories developed in the fields of technology studies and information systems can help us to avoid mechanistic accounts. We illustrate this with the concept of the “sociotechnical interaction network” (Kling et al., J Am Soc Inf Sci Technol 54:47–67, 2003) from the social informatics literature in analysing case material from the world of transnational trade union education. This draws our attention to the social, as well as technological, accomplishments in accessing online learning activities and the ways in which learners draw on prior technological knowledge in overcoming difficulties they encounter. Such approaches are increasingly salient as educators seek to position learning technologies in learners’ ever more elaborate sociotechnical environments