E-Learning as a Cultural Artifact. An empirical study of Iranian Virtual Institutions

Choice, design and use of technology in education settings can be dependent on culturally embedded norms, i.e., assumptions about the nature of knowledge, ways of communications, kinds of teaching and learning strategies\ud and methods, etc. By discussing the culturally inscribed norms in this article, it is argued that on the design and use of e-learning in the perspective of globalization it is critically important to recognize, understand and thus take into account the cultural situatedness. Drawing on the literature, we present a model of culturalpedagogical paradigms in higher education in general and e-learning in particular. We use this model to explore cultural-pedagogical orientations in Iranian Virtual Institutions as an instance of a developing country. This is done in a comparative perspective, looking for similarities of the teacher’s and learner’s points of view

Kaleidoscope JEIRP on Learning Patterns for the Design and Deployment of Mathematical Games: Final Report

Project deliverable (D40.05.01-F)Over the last few years have witnessed a growing recognition of the educational potential of computer games. However, it is generally agreed that the process of designing and deploying TEL resources generally and games for mathematical learning specifically is a difficult task. The Kaleidoscope project, "Learning patterns for the design and deployment of mathematical games", aims to investigate this problem. We work from the premise that designing and deploying games for mathematical learning requires the assimilation and integration of deep knowledge from diverse domains of expertise including mathematics, games development, software engineering, learning and teaching. We promote the use of a design patterns approach to address this problem. This deliverable reports on the project by presenting both a connected account of the prior deliverables and also a detailed description of the methodology involved in producing those deliverables. In terms of conducting the future work which this report envisages, the setting out of our methodology is seen by us as very significant. The central deliverable includes reference to a large set of learning patterns for use by educators, researchers, practitioners, designers and software developers when designing and deploying TEL-based mathematical games. Our pattern language is suggested as an enabling tool for good practice, by facilitating pattern-specific communication and knowledge sharing between participants. We provide a set of trails as a "way-in" to using the learning pattern language. We report in this methodology how the project has enabled the synergistic collaboration of what started out as two distinct strands: design and deployment, even to the extent that it is now difficult to identify those strands within the processes and deliverables of the project. The tools and outcomes from the project can be found at: http://lp.noe-kaleidoscope.org

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

A New Format for Learning about Farm Animal Welfare

Farm animal welfare is a knowledge domain that can be regarded as a model for new ways of organizing learning and making higher education more responsive to the needs of society. Global concern for animal welfare has resulted in a great demand for knowledge. As a complement to traditional education in farm animal welfare, higher education can be more demand driven and look at a broad range of methods to make knowledge available. The result of an inventory on “farm animal welfare,” “e-learning,” “learning resources,” and “open educational resources” in three different search engines is presented. A huge amount of information on animal welfare is available on the Internet but many of the providers lock in the knowledge in a traditional course context. Only a few universities develop and disseminate open learning resources within the subject. Higher education institutions are encouraged to develop open educational resources in animal welfare for the benefit of teachers, students, society, and, indirectly, animal welfar

Foundations of cultural design in e-learning

This article is an attempt to investigate some conceptual underpinnings of cultural dimensions to the design and use of ICT based initiatives in educational settings, particularly in Eastern contexts like Iran, promoting a sociocultural perspective on education, instruction and learning. The article move progressively from clarifying fundamental issues about social and cultural factors on globalizations of education to definitional and operational considerations, and focused on several major issues: Understanding of Culture; Cultural considerations in designing and using ICT in e-learning; Cultural dimensions in E-learning; Characterizing some common traits in Eastern pedagogical cultures. By discussing the challenges and potential opportunities with preference to social and cultural factors in globalization of education, it was pointed that there are certain context-specific social and cultural factors indices - as well as educational attainments – that affect the access to and use of its in developing countries. These factors / dimensions must be recognized and analyzed for the E-learning to be properly adapted and developed

Framing English learning at the intersection of school and out-of-school practices

From an early age Swedish students typically use and learn English as a second language in out-of-school contexts, for example when watching TV and video clips and playing computer games online. This is an important premise for learning English in school. It is hence of interest to understand relations between learning in and out of school, especially considering the digitalization of Swedish schools and new media technologies becoming available for all students. This study aims at describing students’ accounts of learning English in out-of-school contexts and their reasoning of how this learning relates to learning English in school. The data consists of interviews with 47 eleven-year-olds. Goffman’s concept of framing is used as an analytic tool. The results are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language Learning as Intention or Side-Effect. Results on what environments students regard as important for learning English are also reported

Framing English learning at the intersection of school and out-of-school practices

From an early age Swedish students typically use and learn English as a second language in out-of-school contexts, for example when watching TV and video clips and playing computer games online. This is an important premise for learning English in school. It is hence of interest to understand relations between learning in and out of school, especially considering the digitalization of Swedish schools and new media technologies becoming available for all students. This study aims at describing students’ accounts of learning English in out-of-school contexts and their reasoning of how this learning relates to learning English in school. The data consists of interviews with 47 eleven-year-olds. Goffman’s concept of framing is used as an analytic tool. The results are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language Learning as Intention or Side-Effect. Results on what environments students regard as important for learning English are also reported