There’s a chapter from the work of our ARC Laureate team featuring in this new book. Really pleased with it.
Goodyear, P., Thompson, K., Ashe, D., Pinto, A., Carvalho, L., Parisio, M., . . . Yeoman, P. (In press, 2015). Analysing the structural properties of learning networks: architectural insights into buildable forms. In B. Craft, Y. Mor & M. Maina (Eds.), The art and science of learning design (pp. 15-29). Rotterdam: Sense.
Here’s the Overview
A good repertoire of methods for analysing and sharing ideas about existing designs can make a useful contribution to improving the quality and efficiency of educational design work. Just as architects can improve their practice by studying historic and contemporary buildings, so people who design to help people learn can get better at what they do by understanding the designs of others. Moreover, new design work often has to complement existing provision, so the sensitive analysis of what already exists is an essential part of enhancing, rather than undermining, prior work (Goodyear & Dimitridis, 2013). Since many factors can affect what and how people learn, the scope of analysis for design is broad. In fact, it has to go beyond what has been explicitly designed for learning, to take into account the various configurations of things, places, tasks, activities and people that influence learning. Part of the skill of analysis is knowing how to put a boundary on what one studies (Hutchins, 2010). We believe that analysis of this kind can help improve the design of all kinds of technology-enhanced learning (TEL) systems. But to focus our argument, this chapter draws on our recent collaborative analyses of learning networks (Carvalho & Goodyear, 2014). Our thinking has been influenced quite strongly by the writings of Christopher Alexander on the properties that ‘give life’ to places and artefacts. The first part of the chapter has an ontological function – since analysis involves some decisions about the nature of the existence of its objects of inquiry. The second part illustrates the application of some of Alexander’s ideas to the analysis of the structural properties of learning networks, where the goal of analysis is to inform design.
Karen Scott (CoCo PhD 2012) has an article in the latest issue of Research in Learning Technology. Details below.
Taking over someone else’s e-learning design: challenges trigger change in e-learning beliefs and practices
As universities invest in the development of e-learning resources, e-learning sustainability has come under consideration. This has largely focused on the challenges and facilitators of organisational and technological sustainability and scalability, and professional development. Little research has examined the experience of a teacher dealing with e-learning sustainability when taking over a course with an e-learning resource and associated assessment. This research focuses on a teacher who was inexperienced with e-learning technology, yet took over a blended unit of study with an e-learning resource that accounted for one-fifth of the subject assessment and was directed towards academic skills development relevant to the degree program. Taking a longitudinal approach, this research examines the challenges faced by the new teacher and the way she changed the e-learning resource and its implementation over two years. A focus of the research is the way the teacher’s reflections on the challenges and changes provided an opportunity and stimulus for change in her e-learning beliefs and practices. This research has implications for the way universities support teachers taking over another teacher’s e-learning resource, the need for explicit documentation of underpinning beliefs and structured handover, the benefit of teamwork in developing e-learning resources, and provision of on-going support. Keywords:
e-learning sustainability; e-learning beliefs and practices; reflection; longitudinal research (Published: 30 July 2014) Citation
: Research in Learning Technology 2014, 22
: 23362 – http://dx.doi.org/10.3402/rlt.v22.23362
Really pleased with the latest book from our ARC Laureate project.
It’s been a pleasure working with Lucila Carvalho (post-doc on the project and lead editor of the book). Lucila has done an amazing job in picking case study networks, assembling the team of authors, helping everyone tune in to the analytic framework and managing the million other tasks needed in getting a book from initial concept to final publication.
APLN has been a really useful way of developing skills, shared understanding and research profile within the Laureate team too: all the postdocs and PhD students have played a role in co-authoring chapters.
On Amazon here.
We’re really looking forward to presenting at the 9th International Networked Learning Conference in Edinburgh next month. Four papers from the Laureate team:
Carvalho, L. & Goodyear, P. (2014). Analysing the structuring of knowledge in learning networks.
Goodyear, P., Carvalho, L. & Dohn, N. (2014). Design for networked learning: framing relations between participants’ activities and the physical setting.
Pinto, A. (2014). Design and functioning of a productive learning network.
Yeoman, P & Carvalho, L. (2014). Material entanglement in a primary school learning network.
and also one by our recent Visiting Scholar, Nina Bonderup Dohn:
Dohn, N (2014) A practice-grounded approach to ‘engagement’ and ‘motivation’ in networked learning
all to be found in Proceedings of the 9th International Conference on Networked Learning 2014, Edited by: Bayne S, Jones C, de Laat M, Ryberg T & Sinclair C.
It’s been a long journey, but the Handbook is now out. Many thanks to Rose Luckin for leading this mammoth task. The Handbook contains a number of entries from Sydney people, including Peter Reimann, Judy Kay, Dewa Wardak and Martin Parisio.