Goodyear Lancaster 22 Sept 2017 v4 compressed · 9/22/2017 · acknowledge the complex meshworksof...
23
Abstract 1967 was also an important year in the history of educational technology. In this talk, I plan to use three reference points in order to characterise a few significant developments in this history: 50 years ago, the present day and a midpoint around 1992. The early 90s were a particularly fertile time for educational technology research and development – at Lancaster and more generally. R&D projects at Lancaster in the early 90s forged connections between novel conceptions of learning – as participation in communities of practice – and rudimentary digital technologies for sharing and co-creating knowledge. This laid foundations for new ways of working in higher education that are important in the department’s operations today. It anticipated technological developments and social practices that have transformed people’s expectations and experiences of communication, community formation, learning and work. More recently, research on networked learning has broadened its scope to acknowledge the complex meshworks of people, materials, tools, places, ideas and activities that constitute knowing and coming to know. I will draw upon lessons learned in Lancaster in that pivotal early 90’s period, as well as on contemporary research, to speak about the growing importance of design and of ways in which research can be oriented so that it creates useful knowledge for vernacular 1
Transcript of Goodyear Lancaster 22 Sept 2017 v4 compressed · 9/22/2017 · acknowledge the complex meshworksof...
Abstract
1967wasalsoanimportantyearinthehistoryofeducationaltechnology.Inthistalk,Iplantousethreereferencepointsinordertocharacteriseafewsignificantdevelopmentsinthishistory:50yearsago,thepresentdayandamidpointaround1992.Theearly90swereaparticularlyfertiletimeforeducationaltechnologyresearchanddevelopment– atLancasterandmoregenerally.
R&DprojectsatLancasterintheearly90sforgedconnectionsbetweennovelconceptionsoflearning– asparticipationincommunitiesofpractice– andrudimentarydigitaltechnologiesforsharingandco-creatingknowledge.Thislaidfoundationsfornewwaysofworkinginhighereducationthatareimportantinthedepartment’soperationstoday.Itanticipatedtechnologicaldevelopmentsandsocialpracticesthathavetransformedpeople’sexpectationsandexperiencesofcommunication,communityformation,learningandwork.
Morerecently,researchonnetworkedlearninghasbroadeneditsscopetoacknowledgethecomplexmeshworks ofpeople,materials,tools,places,ideasandactivitiesthatconstituteknowingandcomingtoknow.IwilldrawuponlessonslearnedinLancasterinthatpivotalearly90’speriod,aswellasoncontemporaryresearch,tospeakaboutthegrowingimportanceofdesignandofwaysinwhichresearchcanbeorientedsothatitcreatesusefulknowledgeforvernacular
1
educationaldesign.
1
Moreonthe1090here:https://en.wikipedia.org/wiki/ICT_1900_series
I’m using this slidemerely to markthe fact.Thephoto isopento many readings.
Isthe manmarvelling(encouraging us to marvel)atthe machine,while the womenwho makeit function lookon?
2
Foundationsbeing laid inthe late60s
TheUCLAcourseisdescribed inSilvern &Silvern (1967)AGraduate LevelUniversityCourseinMethods ofComputer-Assisted Instruction,IEEETransonHumanFactorsinElectronics.It’saforerunner ofLancaster’s MScIT&Learning(which began in1989)
TUTORwasintended to allow university instructors/professorsto write their own CAI
Logopowered the first‘coding’craze inthe early 1980s,esp.after the publication ofPapert’s bookMindstorms.Logoand Prolog programming constituted one legofthe‘AI&Education’fieldfrom around 1980;IntelligentTutorings systemscomprising theother.
NCETwentthrough several changesofidentity (egCET)eventually becoming BECTA(chaired for awhile by DavidHargreaves),which wasclosed in2010asa‘cost-saving’measure.Afalse economy.
NDPCALwasavery substantial R&Dprogram;it shaped the landcapeofCALinthe70s.Its evaluation – by the UAECAREteam- wasparticularly insightful
3
Collins,A.(1990).Towardadesignscienceofeducation.Brown,A.(1992).Designexperiments:theoreticalandmethodologicalchallengesincreatingcomplexinterventionsinclassroomsettings.JournaloftheLearningSciences,2(2),141-178.
ThisperiodalsosawthefirstacademicprogramintheLearningSciences,atNorthwestern University;JournaloftheLearningSciencesfirstappearedin1991)
TheNATOAETprogramfundedaverylargenumberofworkshopsandadvancedstudyinstitutes;manyoftheproceedingspublishedinaSpringerseries;madeasubstantialcontributiontoR&DcapacitybuildinginEurope.
TheEdTechhighgroundwasalsobeginningtoshift– fromdominancebyAI/CogScicomputationalmodellingparadigmstowardsagreateropennesstoideasfromsociologyandanthropology.LucySuchman’s 1987bookmarkedthebeginningoftheendofaperiodofsocialnaivete inAI(andEd).
4
Hodgson,V.,Lewis,R.,&McConnell,D.(1989).InformationTechnology-basedopenlearning:astudyreport (InTER/12/89).
Goodyear,P.(1995).Situatedactionanddistributedknowledge:aJITOLperspectiveonelectronicperformancesupportsystems.EducationalandTrainingTechnologyInternational,32(1),45-55.
Goodyear,P.,&Steeples,C.(1992).IT-basedopenlearning:tasksandtools.JournalofComputerAssistedLearning,8(163-176).
Boder,A.(1992).Theprocessofknowledgereificationinhuman-humaninteraction.JournalofComputerAssistedLearning,8(3),177-185.doi:10.1111/j.1365-2729.1992.tb00402.x
Lewis,R.,Goodyear,P.,&Boder,A.(1992).JustinTimeOpenLearning (NL/1/92).
Bonamy,J.,&Haugluslaine-Charlier,B.(1995).Supportingprofessionallearning:beyondtechnologicalsupport.JournalofComputerAssistedLearning,11(4),196-202.Manenti,Y.(1995).Capitalising onknowledge:organisational issuesandconstraints.JournalofComputerAssistedLearning,11(4),225-230.doi:10.1111/j.1365-2729.1995.tb00138.x
5
Steeples,C.,&Jones,C.(Eds.).(2002).Networkedlearning:perspectivesandissues.London:Springer.Hodgson,V.,deLaat,M.,McConnell,D.,&Ryberg,T.(2014).Thedesign,experienceandpracticeofnetworkedlearning.Dordrecht:Springer.Carvalho,L.,&Goodyear,P.(Eds.).(2014).Thearchitectureofproductivelearningnetworks.NewYork:Routledge.Carvalho,L.,Goodyear,P.,&deLaat,M.(Eds.).(2016).Place-basedspacesfornetworkedlearning.NewYork:Routledge.
6
Iselectedtwo(ofseveralpossible)linesofdevelopmentthathadoriginsinourworkonJITOL,tracingthemforwardintomorerecentprojects.
Thefirstcentres onrelationsbetweenknowledgeandactioninprofessionalpractice;varietiesofworkingknowledgeetc.
Foreducationalresearcherswhodon’tknowTimIngold’s work,thefollowingaregoodintroductions:
Ingold,T.(2000).Theperceptionoftheenvironment:essaysinlivelihood,dwellingandskill.Abingdon:Routledge.Ingold,T.(2011).Beingalive:essaysonmovement,knowledgeanddescription.Abingdon:Routledge.Ingold,T.(2013).Making:anthropology,archaeology,artandarchitecture.Abingdon:Routledge.
Dall'Alba,G.(2009).Learningtobeprofessionals.Dordrecht:Springer.Dall'Alba,G.,&Barnacle,R.(2007).Anontologicalturnforhighereducation.StudiesinHigherEducation,32(6),679-691.
7
Asmallfollowupproject,buildingonJITOL,wasSHARP– ‘ShareableRepresentationsofPractice’.Papersfromitinclude:
Goodyear,P.,&Steeples,C.(1998).Creatingshareablerepresentationsofpractice.AssociationforLearningTechnologyJournal,6(3),16-23.
Goodyear,P.,&Steeples,C.(1999).Asynchronousmultimediaconferencingincontinuingprofessionaldevelopment:issuesintherepresentationofpracticethroughuser-createdvideoclips.DistanceEducation,20(1),31-48.
Steeples,C.,&Goodyear,P.(1999).Enablingprofessionallearningindistributedcommunitiesofpractice:descriptorsformultimediaobjects.JournalofNetworkandComputerApplications,22,133-145.
8
Thesecondthemeconcernedunderstandinglearningastakingplacewithinheterogeneousnetworksofpeopleandthings.
It’sinformedbythe‘socio-material’andnetworkturnsinsocialandeducationaltheorising,anddrawsonworkbypeoplesuchasOrlikowski,Barad,Ingold,Knappett,Schatzki,Shove.
Forintrosseeopeningandclosingchaptersof:
Carvalho,L.,&Goodyear,P.(Eds.).(2014).Thearchitectureofproductivelearningnetworks.NewYork:Routledge.Carvalho,L.,Goodyear,P.,&deLaat,M.(Eds.).(2016).Place-basedspacesfornetworkedlearning.NewYork:Routledge.
Fenwick,T.,Edwards,R.,&Sawchuk,P.(2011).Emergingapproachestoeducationalresearch:tracingthesociomaterial.Abingdon:Routledge.
9
Slidesource:Goodyear2011.
There’satreatmentofthiscasein:
Goodyear,P.,&Carvalho,L.(2013).Theanalysisofcomplexlearningenvironments.InH.Beetham &R.Sharpe(Eds.),Rethinkingpedagogyforadigitalage:designinganddeliveringe-learning (pp.49-63):RoutledgeFalmer.
10
11
ThesenextfourslidesarefromphotographstakenbyGilbertImportante.GilbertwasawardedhisPhDin2017,forastudytitled:
Learningthroughtechno-humanentwinement:implicationsfortheadoptionoftechnologiesdrawnfromagriculturalandICTinterventionsinthePhilippines
ThisphotocomesfromaprojectwherefarmersareusingGISmappingforsoilfertilitycategorization– dataareimmediatelyreportedtotheDepartmentofAgriculturedatabase
12
Source:GilbertImportante
Farmerwithtechniciandoinginterviewforsoilcharacterization
13
UseofGISmappingbyfarmersforsoilfertilitycategorization
Map,GPS,notepad,car– entangledinactivitiesoffarmers&technicians– asaredatabases,communicationsinfrastructure,categorisation systems,thesoil,varietiesofrice,farmingpracticesforimprovingsoilfertility,etc.
14
Source:GilbertImportante
PhilippineRiceInformationSystem(PRISM)
15
Imaynotdwellonthisslide,butincludeditbecause(a)itwaswrittenbyTonyBechersoonafterhebecamedirectoroftheNCET,(b)itgivesanicelinktoBrettBligh’swork,50yearslater,(c)of the typography.
16
PhotofromTinaHinton
TheX-LabintheCharlesPerkinsCentreHubbuildingatSydneyUni.TheCPCisaverylargeresearchandeducationcentre,ahomeforinterdisciplinaryresearchfocussedonObsesity,Diabetes&Cardiovasculardisease.TheX-labopenedthreeyearsago.
ResearchsiteforTinaHinton,whoisstudyingforhersecond PhD.She’sanacademicwhoteachesinthisspaceandplayedasubstantialroleinitsdesign.
Mounted,moveabledesktopcomputersintheXLabwhichallowaccesstomultiplemodesofcommunication,includingmultipleconcurrenthighdefinitiondigitalvideoinputstoeachstudentcomputerfromtheinstructor’sPC,afacecameraandadigitalvisualizerlocatedabovetheinstructors’workarea,alongsideaccesstodigitalandonlineresources.
.
17
Learninginsmallandlargegroups,withcohortsfrommultipledisciplines(includingbiomedical,veterinaryandhealthsciences,andmolecularbiosciences),differentyearsofstudy,aswellasarangeofunitsofstudyanddegreeprograms.Theyallowacademic,technicalandsupportstafftoworksidebyside.
Publishedstudies:
Hinton,T.,Yeoman,P.,Carvalho,L.,Parisio,M.,Day,M.,Byrne,S.,...Goodyear,P.(2014).Participatinginthecommunicationofscience:identifyingrelationshipsbetweenlaboratoryspacedesignsandstudents’activities.InternationalJournalofInnovationinScienceandMaths Education,22(5),30-42.
Hinton,T.,Yeoman,P.,Ashor,L.,&Poronnik,P.(2016).Spacesenablingchange.InL.Carvalho,P.Goodyear,&M.deLaat (Eds.),Place-BasedSpacesforNetworkedLearning (pp.207-224).London:Routledge
18
Wehavesome(incompletebutneverthelessuseful)bodiesofknowledgeonwhichtodrawinreasoningaboutsomeofthesekeyrelationships
Forexample,whatgoesonwhenstudentsinterprettaskrequirementsandimprovisetheirownlearningactivitiesisaterritorythathasbeenstudiedbyresearchersinterestedin‘studentsapproachestolearning’orSAL.ThishasalonghistoryinHE(deep&surfaceetc).
Oneimportantclaiminthisdiagramisthatrelationshipsbetween‘things’(artefacts,featuresoflearning/workplacesetc)andactivities(H-T)arenotpedagogicalrelationships.AreasofR&Dlikeergonomicsmaybemoreappropriate.Iconjecturethatthiscouldproveusefulinconvincingcampusinfrastructuremanagers,architects,builders&othersofthenecessity ofsomedesignelements– offeringsharperargumentsthanwetypicallyfindwithpedagogicalargumentation.
“Studentsneedxtodothejob/completethetask”
19
Afewposs takeawaypoints
TheEdTech/TELfieldhaschangedfromfocussing onresearchobjectsthatwereesoteric– whenstudents’accesstotechnologydependedonprovisionbyresearchers/innovators– tounderstandingdigital/mediapracticesthatareverywidespread(atleastamongricherstudentsintherichercountries).‘Digitalnative’doesnotmeandigitallycapable– ANDunisneedtobemoreambitious/thoughtfulwithrespecttodigitalcapabilties thatenhancestudents’epistemic(knowledgecreating)capacitiesaswellastheircapacitiestocollectivelyshapeworthwhileactionintheworld.
Helpingstudentslearntocreateappropriateepistemic&productiveenvironmentsiskeyhere.Seeclosingchaptersof:
Markauskaite,L.,&Goodyear,P.(2017).Epistemicfluencyandprofessionaleducation:innovation,knowledgeableactionandactionableknowledge.Dordrecht:Springer.
20
Pasteur’sQuadrant– ideadevelopedinDonaldStokes’bookonacademicR&D;broughtintoed resdebatebyAlanSchoenfeld inhis1999AERAPresaddress.
Schoenfeld,A.(1999).Lookingtowardthe21stcentury:challengesofeducationaltheoryandpractice.EducationalResearcher,28(7),4-14.Stokes,D.(1997).Pasteur'squadrant:basicscienceandtechnologicalinnovation.Washington:BrookingsInstitute.
Mymainpointherewasaboutthedepartment’ssuccess(overtheyears)ofdoingworkin‘Pasteur’sQuadrant’– whereutilityandfundamentalunderstandingcanbecombinedandwherefundsintendedforspecificapplication-orientedR&Dorevaluationcanalsobeusedtocreatemorebroadlyvaluableoutcomes/outputs.
MycontentionisthattheDepartmentofEdResatLancasterlearnttodothiswellinthe1990s&thatthistakesanunusualcombinationofresearchleadership,strategy&culture.Istillthinkthisisararetalent– notfoundinmanyeducationalresearchdepartments.ItallowedustosustainalargeresearchcommunityatLancasteranddowellinRAEetc.Ithelpsoneseeresearchexcellenceandpracticalimpactascomplementaryratherthanincompetition.
21
22
