Vic Lally

Investigating patterns of interaction in networked learning and computer-supported collaborative learning: A role for Social Network Analysis

The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can be integrated with existing studies on NL/CSCL, using an example from our own data, as a way to synthesize and extend our understanding of teaching and learning processes in NLCs. The example study reports empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The aim is to use these methods to study the nature of the interaction patterns within a networked learning community (NLC), and the way its members share and construct knowledge. The paper also examines some of the current findings of SNA analysis work elsewhere in the literature, and discusses future prospects for SNA. This paper is part of a continuing international study that is investigating NL/CSCL among a community of learners engaged in a master’s program in e-learning.

It's not so easy: researching the complexity of emergent participant roles and awareness in asynchronous networked learning discussions

In this paper, we explore some of the complexities of emergent role development and group awareness among participants in an asynchronous Networked Learning discussion in a higher education context. We used content analysis to provide participant profiles for learning and tutoring processes within a group of collaborating professionals. Using these we selected three distinct student participants with whom we then conducted critical event recall. Our findings suggest how distinct roles emerge, and how they effect the group dynamics. They show the importance of group process awareness, and how this may be used and developed by participants. Some implications for pedagogical and software design are discussed.

Building a Learning Community On-Line: Towards Socio-Academic Interaction

Abstract This paper reports the findings of a research project, conducted within the Division of Education at the University of Sheffield, which used computer‐mediated communication (CMC) to support postgraduate students in distance‐education contexts. Following Moores theory of transactional distance, the project aimed to identify and explore the ways in which CMC may reduce transactional distance by mediating the academic and social dialogue between distance‐education students and their tutors. In particular, we were interested in (a) the extent to which a ‘community’ of learners could be constructed within an on‐line environment and (b) the socio‐academic nature of such a community. Our research findings indicate that CMC can support the construction of an on‐line learning community capable of providing significant social and academic support to students. We suggest, however, that the construction of an effective on‐line learning community may depend upon the provision of adequate opportunities for so...

Using pattern languages to mediate theory–praxis conversations in design for networked learning

Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning.

Researching the ethical dimensions of mobile, ubiquitous and immersive technology enhanced learning (MUITEL): a thematic review and dialogue

In this article, we examine the ethical dimensions of researching the mobile, ubiquitous and immersive technology enhanced learning (MUITEL), with a particular focus on learning in informal settings. We begin with an analysis of the interactions between mobile, ubiquitous and immersive technologies and the wider context of the digital economy. In this analysis, we identify social, economic and educational developments that blur boundaries: between the individual and the consumer, between the formal and the informal, between education and other forms of learning. This leads to a complex array of possibilities for learning designs, and an equally complex array of ethical dimensions and challenges. We then examine the recent literature on the ethical dimensions of TEL research, and identify key trends, ethical dilemmas and issues for researchers investigating MUITEL in informal educational settings. We then present a summary of research dialogue between the authors (as TEL researchers) to illuminate these MUITEL research challenges, indicating new trends in ethical procedure that may offer inspiration for other researchers. We conclude with an outline, derived from the foregoing analysis, of ways in which ethical guidelines and processes can be developed by researchers – through interacting with participants and other professionals. We conclude that ethical issues need to remain as open questions and be revisited as part of research practices. Because technologies and relationships develop, reassessments will always be required in the light of new understandings. We hope this analysis will motivate and support continued reflection and discussion about how to conduct ethically committed MUITEL research.

Investigating Group Structure in CSCL: Some New Approaches

This paper reports some recent findings of a continuing international study that is investigating computer supported collaborative learning (CSCL) processes among a community engaged in a master’s program in e-learning. This study presents results of an analysis of learning and tutoring interactions in three different groups. Each group was presented with a different model to facilitate collaborative interaction, using specially designed groupware. The empirical analysis used two compatible methods: content analysis (CA) and critical event recall (CER). The study reveals the differentiated nature of participants’ interactions: the results show that the groups who used the management roles and progressive enquiry models were more actively engaged in learning and tutoring interactions than the group without an additional structure (NAS).

Networked professional development: Issues and strategies in current practice

The Computer Based Collaborative Group Work (CBCGW) Project is an institutional Teaching and Learning Technology Programme (TLTP) Project based in the Department of Educational Studies. The Project aims to support those within and beyond institutional boundaries in the exploration and uptake of collaborative work in a networked environment. This paper reviews examples of current practices in online professional development from around the world and considers some of the issues for providers of academic support. This will in turn be used to contextualize the response to these needs being developed by the Project.

Towards a Collaborative Approach to Teacher Empowerment

This paper outlines a project based on an approach to teacher empowerment through collaborative action research. Using accounts from teachers involved in the project, the conditions necessary for the development of collegiality on in‐service courses are explored. The nature and significance of agenda setting and ways of introducing tools for empowerment are described. The use of collaborative autobiography (CA), interpersonal process recall (1PR) and a general supervisory framework (GSF) are analysed in detail. The paper concludes with comment on the extent to which teachers are empowered by these tools to reconstruct the complex relationships between power, knowledge, ideology and schooling which dominate much of their working lives.

Inter-Life: A Novel, Three-Dimensional, Virtual Learning Environment for Life Transition Skills Learning.

This paper presents the findings from one of the first empirical research studies which has investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning environment, on learning and development of social and educational life transition skills in a group of looked after and accommodated children. Drawing on social constructivism in which meaningful learning is related to context and situated in practice, we report on a series of Inter-Life workshops that enabled young people to work together and through the processes of participation in authentic learning activities contributed to the development of life transition skills such as self-confidence, empathy, negotiation and mediation skills, teamwork and active problem-solving skills. The novel affordances of the Inter-Life virtual world which contributed to the development of the learning community included the ability to personalise learner engagement and activities from the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the innovative, technology-enhanced Inter-Life platform. This study presents some empirical evidence to demonstrate the efficacy of new models of learning that are mediated by innovative malleable technologies that can be shaped by the learner in a participatory manner.

Biotechnology and the food industry

Food biotechnology is specifically mentioned in the ational Curriculum. In key stage 3 pupils are xpected to explore and investigate the uses of enzymes nd microbes in the baking, brewing, and dairy industries. his paper reviews these traditional, as well as ovel applications of biotechnology in the food industry. ndustrial links with firms involved in food biotechnology re considered and suggestions are made for uitable teaching approaches.