Lone Dirckinck-Holmfeld

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 research 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: A Brief History and New Trends

This chapter looks at the history, meaning and development of networked learning and how it has developed in both the UK and Denmark, as well as in other parts of Europe and the USA. Networked learning is an approach that takes a critical and inquiring perspective, and focuses on the potential of information and communication technology to support connections and collaboration. The chapter examines how networked learning has largely been influenced by an understanding of developments in technology to support learning alongside thinking stemming from the traditions of open learning and other radical pedagogies. The philosophical and pedagogical roots of networked learning are explained, and the development of the Networked Learning Conference is outlined, indicating its pivotal position in our understanding of this form of learning and teaching. The impact on networked learning of Web 2.0 is also examined, showing how it may provide the support for a shift in learning infrastructure and bring networked learning out of the research lab and into practice, providing many different learning designs. The conclusion is that the various scholars and practices associated with networked learning have an identifiable educational philosophy. The chapter also provides a brief summary of the overall structure of the book

The Theory, Practice and Pedagogy of Networked Learning

This chapter draws on the different chapters in this book in an attempt to address four key questions that are important in taking us forward in our understanding of the nature and purpose of networked learning. The ontological and epistemological foundations of networked learning are critically examined. It is argued that networked learning comes from an ontological position that assumes an understanding and view of the world, including learning and teaching that is socio-culturally influenced and constructed. We identify, e-quality, inclusion, critical reflexivity and relational dialogue as key theoretical perspectives and values associated with the pedagogical and socio-technical design of networked learning. Equally important to us, however, is the nature of meaning and understanding of knowledge and of the world that is constructed and how it contributes to the wellbeing of society and the world in which we live. Networked learning places a high value on cooperation and collaboration in the learning process; self-determination; difference; trust; investment of self in the networked learning process; and the role technology plays in connecting and mediating. The popularisation of Web 2.0 practices and technologies has revitalised these educational terms. However, the chapter indicates that an institutional and managerial commitment is required in order for networked learning to become widely accepted in institutions. Our point of view on networked learning is a relational and transformative one, which is equally shaped by the underlying theoretical educational perspective and values with which we approach the pedagogical and the socio-technical design of learning. Learners have agency, and learning is mediated through socio-technical learning infrastructures, pedagogical principles and organisational cultures. The chapter provides new insights building on a relational perspective between agency and structure.

Dialogue design - With mutual learning as guiding principle

This article describes a large European research and development project on Multimedia and Network in Co-operative Research and Learning (MANICORAL) from the point of view of participating human-computer interaction (HCI) researchers. The project developed the methodology of dialogue design, drawing on two sources: participatory design (PD) and dialogue research (DR). Action research is understood as the historical basis for the two strands, where PD has focused on research in working life, and DR has focused on living conditions. However, dialogue design as a methodology differs in a number of aspects. In dialogue design, the carrying principal is mutual learning, focus is on working life of high resource groups, and users are themselves developing parts of the technologies. The techniques applied and the role of HCI researcher as mediator creating dialogues are introduced and reflected upon. Dialogue design is discussed within the theoretical concepts of communication and learning.

Conditions for productive learning in networked learning environments: a case study from the VO@NET project

In this article we bring together experiences from two international research projects: the Kaleidoscope ERT research collaboration and the VO@NET project. We do this by using a shared framework identified for cross-case analyses within the Kaleidoscope ERT to analyse a particular case in the VO@NET project, a training course called ‘Green productivity for industry’ (GPI). Based on the experiences from a Danish research project on workplace learning we argue that the use of ICT within training or certificate courses has predominantly focused on self-study and individual skill acquisition, rather than problem-based learning (PBL) and collaborative learning. The latter approaches seem to be dominant within higher education Masters programmes. We argue that the GPI course represents a more collaborative and problem-based approach and that it features a good match between structural conditions and the actual pedagogical design, which we call ‘adapted PBL’. We discuss the notion of PBL theoretically and relate it to the shared analytical framework. We further expand this framework by incorporating three analytical levels or perspectives on design.

Transforming University Practice through ICT--Integrated Perspectives on Organizational, Technological, and Pedagogical Change

The article focuses on the use of information and communication technology (ICT) for strengthening and transforming university practice in line with the social and technological conditions of the new ideas for interactive universities. The purpose is to use ICT as a change-agent in order to establish new practices – new pedagogical methods, new methods for collaboration and new forms of interplay between physical and virtual learning environments. The article is based on an ongoing case in which both the authors have been engaged: the IT Innovation project (ITI) and E-learning Lab North Jutland (ELL) at Aalborg University in Denmark. The article presents the different initiatives and strategies for innovation of the university and subsequently discusses the work in the perspective of organizational learning and planning theory.

Power Users and patchworking – An analytical approach to critical studies of young people’s learning with digital media

This paper sets out to problematise generational categories such as “Power Users” or “New Millennium Learners” by discussing these in the light of recent research on youth and information and communication technology. We then suggest analytic and conceptual pathways to engage in more critical and empirically founded studies of young people’s learning in technology and media‐rich settings. Based on a study of a group of young “Power Users”, it is argued that conceptualising and analysing learning as a process of patchworking can enhance our knowledge of young people’s learning in such settings. We argue that the analytical approach gives us ways of critically investigating young people’s learning in technology and media‐rich settings, and study if these are processes of critical, reflexive enquiry where resources are creatively re‐appropriated. With departure in an analytical example, the paper presents the proposed metaphor of understanding learning as a process of patchworking and discusses how we might use this to understand young people’s learning with digital media. Les “Power Users” et la construction en “patchwork” – Une approche analytique des études critiques portant sur l’apprentissage chez les jeunes avec l’aide des médias numériques. Le présent article vise à faire ressortir la problématique des catégories de générations, celles par exemple des “Power Users” ou des “Apprenants du Nouveau Millénaire” en les examinant de façon critique à la lumière des recherches récentes sur la jeunesse et les TICE. Nous suggérons ensuite des voies d’approche analytiques et conceptuelles pour nous engager dans des études plus critiques et plus solidement empiriques de l’apprentissage chez les jeunes dans des environnements à fort contenu technologique et médiatique. En nous appuyant sur l’étude d’un groupe de jeunes “Power Users”, on avance l’hypothèse selon laquelle le fait d’analyser et de conceptualiser l’apprentissage comme un processus de construction de patchwork peut améliorer notre connaissance de l’apprentissage chez les jeunes se trouvant dans de tels environnements. Nous avançons l’idée que cette approche analytique nous fournit les moyens d’étudier de façon critique l’apprentissage chez les jeunes se trouvant dans des environnements à fort contenu technologique et médiatique et de déterminer s’il s’agit là de processus de recherche critique et réflexive dans lequel ils se réapproprient les ressources de façon créative. En s’appuyant sur un exemple analytique, cet article présente une proposition, celle d’une métaphore pour comprendre l’apprentissage comme un processus de patchwork et discute de la façon dont nous pourrions l’ utiliser pour comprendre de quelle façon les jeunes apprennent avec les medias numériques. „Power User” und „Patchworking” – eine analytische Annäherung an kritische Studien über das Lernen junger Leute mit digitalen Medien Dieser Artikel problematisiert generationspezifische Kategorien wie „Power Users” und „New Millenium Learners” welche hier vor dem Hintergrund der jüngsten Forschungsergebnisse im Bereich Jugend und Informations‐ und Telekommunikationstechnologie (ITK) diskutiert werden. Darauf aufbauend werden analytische und konzeptionelle Wege vorgeschlagen, wie auf empierischer und auf Fakten basierender Grundlage das Lernen junger Menschen in einem technologie‐ und medienreichen Umfeld studiert werden kann. Eine Gruppe junger „Power Users” ist die Grundlage unserer Argumentation, dass Konzeptionalisierung und Analyse des Patchwork Lernprozesses junger Leute unser Verständnis von ihrer Herangehensweise an den Lernprozess verbessern kann. Wir argumentieren, dass die analytische Herangehensweise uns hilft, das Lernen junger Leute im ITK Kontext zu analysieren und wir untersuchen, ob diese Prozesse kritisch und reflexiv sind und dazu beitragen, Ressourcen kreativ zu nutzen. Der Artikel schließt mit einem analytischen Beispiel in dem wir die zuvor diskutierte Metapher – Lernen als einen Patchworkprozess zu verstehen – nutzen, um zu diskutieren wie dieses Verständnis genutzt werden kann, um unser Wissen über das Lernen junger Leute mit digitalen Medien zu erweitern. Los “Power Users” y la construcción en “patchwork” – Un enfoque analítico sobre los estudios críticos acerca del aprendizaje de los jóvenes con los medios digitales. El propósito del presente artículo es de hacer resaltar la problemática de las categorías de generaciones, entre ellas los “Power Users” o los “discentes del Nuevo Milenio”, a través de una discusión de esas categorías a la luz de las últimas investigaciones sobre la juventud y las TICs. Sugerimos después algunos caminos analíticos y conceptuales para meterse en estudios con una base más crítica y más fuertemente empírica, del aprendizaje de los jóvenes en entornos con una fuerte dimensión tecnológica y mediatizada. Basandose en el estudio de un grupo de jovenes “Power Users”, se argumenta que el hecho de analizar y conceptualizar el aprendizaje como si fuese un proceso de “patchworking”, puede en realidad realzar nuestro conocimiento de la manera de aprender de los jovenes en entornos de ese tipo. Argumentamos que el enfoque analítico nos ofrece maneras de investigar críticamente el aprendizaje de los jóvenes dentro de entornos fuertemente tecnológicos y mediatizados y de estudiar si se trata de procesos de investigación crítica y reflexiva en los cuales se produce una re‐apropiación creativa de los recursos. Con una salida hacia un ejemplo analítico este artículo presenta la propuesta de una metáfora para entender el aprendizaje como si fuese un proceso de construcción de un “patchwork” con una discusión sobre las posibilidades de uso de esto para entender como los jóvenes aprender con los medios digitales.

User requirements capture for a multimedia CSCW system

The early stages of a Europen Union funded multimedia CSCW project scheduled to run for several years are described. The project, called Manicoral, concerns the definition, design, development and implementation of a CSCW as well as a study of cultural, collaborative and communications aspects of a scientific community to whom the interaction media are new. The CSCW system encompasses both data visualisation and communications tools. These are being developed iteratively together with user requirements which are expected to change as the project matures and the user groups become accustomed to using the tools. The Scandinavian perspective and Human Factors analyses are broughttogether in a wholistic conceptual framework in the project to cover both technical requirements and collaboration, communication and cultural issues. Methods applied so far and early results are reported.

Grand Challenge Problem 10: TELEARC an Agile and Productive Networking of TEL Small and Medium Sized Research Labs

Small and medium sized research labs (SMLs) are dominating European TEL research. This is justified by the great numbers of countries and regions in Europe needing to develop a research and innovation competence to facilitate the diverse educational systems contextualized in various institutional settings across Europe. However, to strengthen the various research practices and to develop a common scientific language on TEL research the Grand Challenge Problem is to establish a vivid network and a community of practice among the research labs. TELEARC (Technology Enhanced Learning European Advanced Research Consortium) has been established to realize such a network. The chapter presents the framework of TELEARC.

CSCL and the transformation of education

The symposium addresses the challenges educational systems are exposed to in the transformation towards the knowledge and learning society. It will focus on the following aspects: • CSCL and a socio-cultural understanding of human learning • CSCL and innovative approaches to teaching and learning The aim of the symposium is to establish a dialogue between the researchers within the area of CSCL and education policy makers in various countries, the EU and internationally. It concerns all levels of the educational system from primary school to higher education and vocational adult training.