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

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educationaldesign.

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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?

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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

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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).

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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

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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.

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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.

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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.

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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.

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Slidesource:Goodyear2011.

There’satreatmentofthiscasein:

Goodyear,P.,&Carvalho,L.(2013).Theanalysisofcomplexlearningenvironments.InH.Beetham &R.Sharpe(Eds.),Rethinkingpedagogyforadigitalage:designinganddeliveringe-learning (pp.49-63):RoutledgeFalmer.

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ThesenextfourslidesarefromphotographstakenbyGilbertImportante.GilbertwasawardedhisPhDin2017,forastudytitled:

Learningthroughtechno-humanentwinement:implicationsfortheadoptionoftechnologiesdrawnfromagriculturalandICTinterventionsinthePhilippines

ThisphotocomesfromaprojectwherefarmersareusingGISmappingforsoilfertilitycategorization– dataareimmediatelyreportedtotheDepartmentofAgriculturedatabase

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Source:GilbertImportante

Farmerwithtechniciandoinginterviewforsoilcharacterization

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UseofGISmappingbyfarmersforsoilfertilitycategorization

Map,GPS,notepad,car– entangledinactivitiesoffarmers&technicians– asaredatabases,communicationsinfrastructure,categorisation systems,thesoil,varietiesofrice,farmingpracticesforimprovingsoilfertility,etc.

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Source:GilbertImportante

PhilippineRiceInformationSystem(PRISM)

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Imaynotdwellonthisslide,butincludeditbecause(a)itwaswrittenbyTonyBechersoonafterhebecamedirectoroftheNCET,(b)itgivesanicelinktoBrettBligh’swork,50yearslater,(c)of the typography.

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PhotofromTinaHinton

TheX-LabintheCharlesPerkinsCentreHubbuildingatSydneyUni.TheCPCisaverylargeresearchandeducationcentre,ahomeforinterdisciplinaryresearchfocussedonObsesity,Diabetes&Cardiovasculardisease.TheX-labopenedthreeyearsago.

ResearchsiteforTinaHinton,whoisstudyingforhersecond PhD.She’sanacademicwhoteachesinthisspaceandplayedasubstantialroleinitsdesign.

Mounted,moveabledesktopcomputersintheXLabwhichallowaccesstomultiplemodesofcommunication,includingmultipleconcurrenthighdefinitiondigitalvideoinputstoeachstudentcomputerfromtheinstructor’sPC,afacecameraandadigitalvisualizerlocatedabovetheinstructors’workarea,alongsideaccesstodigitalandonlineresources.

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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

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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”

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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.

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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.

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