A relational, indirect, meso-level approach to CSCL design in the next decade

This paper reviews some foundational issues that we believe will affect the progress of CSCL over the next ten years. In particular, we examine the terms technology, affordance, and infrastructure and we propose a relational approach to their use in CSCL. Following a consideration of networks, space, and trust as conditions of productive learning, we propose an indirect approach to design in CSCL. The work supporting this theoretical paper is based on the outcomes of two European networks: E-QUEL, a network investigating e-quality in e-learning; and Kaleidoscope, a European Union Framework 6 Network of Excellence. In arguing for a relational understanding of affordance, infrastructure, and technology we also argue for a focus on what we describe as meso-level activity. Overall this paper does not aim to be comprehensive or summative in its review of the state of the art in CSCL, but rather to provide a view of the issues currently facing CSCL from a European perspective

Networked learning, stepping beyond the net generation and digital natives

This chapter critically examines the idea that young people have undergone a change in which exposure to digital and networked technologies has caused a step change in the character of a whole generation. The empirical and theoretical basis for this argument is reviewed and critical theoretical perspectives are assessed. Evidence from earlier research is compared and contrasted with evidence gathered from students who are said to be part of the new generation. The chapter explores the consequences of these ideas from the standpoint of networked learning. One aim of the chapter is to suggest ways in which the changes that have taken can be more adequately theorized in relation to the idea of networked learning. Arguments used to support generational change rely on a technological determinism and alternative accounts understand young people as active agents. I suggest ex-panding the notion of the agent to include persons enacting roles in collective or-ganizations. Overall the importance of the debate is that determinist arguments can close down debate and networked learning would be impoverished if this occurs

Investigation 3. A relational, indirect, meso-level approach to CSCL design in the next decade.

This chapter reviews some foundational issues that we believe will affect the progress of CSCL over the next ten years. In particular, we examine the terms technology, affordance, and infrastructure and we propose a relational approach to their use in CSCL. Following a consideration of networks, space, and trust as conditions of productive learning, we propose an indirect approach to design in CSCL. The work supporting this theoretical paper is based on the outcomes of two European networks: E-QUEL, a network investigating e-quality in e-learning; and Kaleidoscope, a European Union Framework 6 Network of Excellence. In arguing for a relational understanding of affordance, infrastructure, and technology we also argue for a focus on what we describe as meso-level activity. Overall this paper does not aim to be comprehensive or summative in its review of the state of the art in CSCL, but rather to provide a view of the issues currently facing CSCL from a European perspective