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Wcet Denver: Re-Thinking E-Learning Research
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Transcript of Wcet Denver: Re-Thinking E-Learning Research
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Overview
Chapters have appeared in:
• Mind, Culture & Activity
• AI & Society
• ijCSCL
• E-Learning
• Ubiquity
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Overview
Re-thinking assumptions about technology:
• Technology as the driving force for educational change– Technology & faculty
change– Technology & research
paradigms• Research across the
disciplines
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Technology & Educational Change
• A new technology “impacts” student outcomes, student satisfaction, education overall
• Technology as a disruptive force in organizations, institutions
• Technologies “afford” certain pedagogies by virtue of their design or function
• Technological change as occurring by law
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Example: “tipping point”
• The… "opportunity to [act] before the tipping point arrives will occur only once.“
• “…tools and techniques are developing at an accelerated rate, a rate that calls for an effective response—the preparedness of educators in schools with technology integrated into all subject areas.“
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Impact of Technology
Technology is a force acting from outside
Technology acts on its ownThe arrival of technology is
inevitableThe object impacted is
otherwise immobileThe consequences of
impact are massive
From: Darkmatter
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Laws of Technological Change
• Moore's law (the regular doubling of computer processor speeds)
• Gladwell's "tipping point" (change occurs via an "epidemic" dynamic)
• Kurzweil's "law of accelerating returns" (the exponential nature of technical innovation)
These laws may hold in terms of the spread of disease, or numbers of transistors. But…
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But…
Changes in technological capability• Bandwidth, processing power, storageDo not result in direct and proportionate
changes in: • learning abilities, • teaching performance • use of technologies• Other institutional metrics
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Wikipedia 2009
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Encoded in Research Designs
Rogers’ "Dissemination of Innovation" Model:• Technology disseminated through a
population• Adoption and resistance as the only responses• technology as a kind of "unmoved mover,"
decisively influencing education from the outside
• Technology as pre-given in its uses, design, purposes, functions, etc.
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Wikipedia 2009
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Encoded in Research Designs
quasi-experimental designs that define technology as a treatment or control
• Measure its educational effects or outcomes• produces results deemed either controversial,
inconclusive or as “fatally flaw[ed]” (Bernard et. al. 2004; Russell, 1997
• fundamental questions about technology & change are unasked and unanswered; instead, a tacit understanding is shared…
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Technological Determinism
• technological determinism: “the belief that social progress is driven by technological innovation, which in turn follows an ‘inevitable’ course.” Smith, 1994, p 38; also http://www.aber.ac.uk/media/Documents/tecdet/tecdet.html
• “optimistic” hard determinism: “the advance of technology leads to a situation of inescapable necessity [with the future being] the outcome of many free choices and the realization of the dream of progress…”(Marx & Smith, 1994; xii).
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Counter-Examples
• “progress” can sometimes fail, or be stopped dead in its tracks –or can be “co-opted” (DCMI)
• The persistence of the classroom as a site of educational practices
• The Web as being modified and adapted for education: WebCT or Moodle
• adaptation has occurred in a manner that seems to have had the end effect of reinforcing rather than disrupting many conventional educational practices and organizations.
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Technology as Negotiated
• Users interpret & “domesticate” technologies• Computer and communication technologies
are open to multiple uses, non-uses, & improvisations
• Processes of construction & negotiation• is "an 'ambivalent' process of development"
that is "suspended between different possibilities" (Andrew Feenberg, 2002, p. 15)
• Web 2.0 specially suited to this approach
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Feenberg: Technology in E-Learning?
• Technology is not a destiny for e-learning
• Technology is instead a scene of engagement & struggle