Learning relationships from theory to design

Fowler, Christopher; Mayes, J. Terry

doi:10.1080/0968776990070302

Cited by 40 publications

(26 citation statements)

References 15 publications

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“…Alternatively, the user might require different types of representation to support different sorts of interaction. For example, while a case study might be well suited to providing inspiration for a new teaching approach, it might be difficult to derive an operable description of a lesson from it-a lesson plan might be better suited to the Beetham (2002), Conole and Oliver (2001), and Mayes and Fowler (Fowler & Mayes, 1999;Mayes, 2001). Their work thus emphasises that teachers are in the position of learners when changing practice, and representations need to support the stages of a learning cycle.…”

Section: Mediating Representationsmentioning

confidence: 99%

Mediating between practitioner and developer communities: the Learning Activity Design in Education experience

Falconer¹

2007

Research in Learning Technology

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The slow uptake by teachers in post-compulsory education of new technological tools and technology- enhanced teaching methods may be symptomatic of a general split in the e-learning community between development of tools, services and standards, and research into how teachers can use these most effectively (i.e. between the teaching practitioner and technical developer communities). This paper reflects on the experience of transferring knowledge and understanding between these two communities during the Learning Activity Design in Education project funded by the UK Joint Information Systems Committee. The discussion is situated within the literature on ‘mediating representations' and ‘mediating artefacts', and shows that the practical operation of mediating representations is far more complex than previously acknowledged. The experience suggests that for effective transfer of concepts between communities, the communities need to overlap to the extent that a single representation is comprehensible to both. This representation may be viewed as a boundary object that is used to negotiate understanding. If the communities do not overlap a chain of intermediate representations and communities may be necessary. Finally, a tentative distinction is drawn between mediating representations and mediating artefacts, based not in the nature of the resources, but in their mode and context of use

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Section: Mediating Representationsmentioning

confidence: 99%

Mediating between practitioner and developer communities: the Learning Activity Design in Education experience

Falconer¹

2007

Research in Learning Technology

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“…Nevertheless, McLoughlin and Luca (2000) commented that " [o]ne of the most pressing issues is to discover how to support intellectually productive interaction and foster higher forms of cognition" (p. 3). It has also been advocated by Fowler and Mayes, (1999) that "engagement and construction are both about doing and discovering" (p. 5). In an online environment, discussion forums can provide a valuable means of engaging with course material and constructing knowledge through dialogue.…”

Section: Online Engagementmentioning

confidence: 99%

Exploring discipline differentiation in online discussion participation

Redmond

Devine

Bassoon

2014

AJET

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Online discussion forums are often the only interaction or communication a student in an online learning environment will have with the course instructor and fellow students. Discussion forums are intended to elicit a range of thinking skills from the students, from purely social interaction to metacognition in order to achieve deep learning. Given the increasing use of online learning environments, it is timely to question whether students from different disciplines use online discussion forums in different ways, particularly in terms of their level of thinking. If there is differentiation, educators need to provide discipline specific opportunities for undergraduate students to interact in dynamic online discussions as part of a rich learning experience. This ethnographic study explored the types of online postings provided by students as part of their learning journey in two undergraduate online courses, one in an Engineering program and another in a Teacher Education program at a regional university. The goal of the research was to identify evidence of higher order thinking within students' online posts. Data were analysed according to Henri's Content Analysis Model for Asynchronous Conferencing.

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“…These local practices are affected in learning situations by inputs from other, equally local, neighbouring practices in wider networks of practice. In designed learning situations, a key neighbouring community to that of the learners will be that of the educators, giving rise to what Fowler and Mayes (1999) have identified as 'first order' learning relationships. Central to the learning interventions discussed here, the participants are simultaneously members of local (in a geographic sense) communities of practice and the learning communities constituted in the courses and networks.…”

Section: Local and Globalmentioning

confidence: 99%

Learning architectures and negotiation of meaning in European trade unions

Creanor

Walker

2005

ALT-J

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As networked learning becomes familiar at all levels and in all sectors of education, cross-fertilisation of innovative methods can usefully inform the lifelong learning agenda. Development of the pedagogical architectures and social processes, which afford learning, is a major challenge for educators as they strive to address the varied needs of a wide range of learners. One area in which this challenge is taken very seriously is that of trade unions, where recent large-scale projects have aimed to address many of these issues at a European level. This paper describes one such project, which targeted not only online courses, but also the wider political potential of virtual communities of practice. By analysing findings in relation to Wenger's learning architecture, the paper investigates further the relationships between communities of practice and communities of learners in the trade union context. The findings suggest that a focus on these relationships rather than on the technologies that support them should inform future developments. Introduction… learning-whatever form it takes-changes who we are by changing our ability to participate, to belong, to negotiate meaning. (Wenger, 1998, p. 226) As we strive to come to terms with the possibilities of networked learning and its potential to afford a valuable, personalised learning experience for all participants, we become more aware of the variables that can influence the outcome (Creanor, 2002). Our perspective is strongly influenced by Jones (2004), who proposes the network metaphor as a means of unifying different aspects of research into advanced learning technologies based on computer networks. We see networked learning as a concept encompassing a range of online learning opportunities, many of which are gradually becoming familiar within educational practices at all levels, encouraged in the United Kingdom by government strategies and funding bodies (for example, Department for Education and Skills, 2005; Scottish Further and Higher Education Funding *Corresponding author. Academic Practice Unit, Glasgow Caledonian University, 6 Rose Street, Glasgow G3 6RB, UK. Email: l.creanor@gca.ac.uk 110 L. Creanor and S. Walker Councils, 2003). In order to establish firmly the lifelong learning ethos, collaboration across traditional educational boundaries is encouraging an exchange of experiences and good practice between formal and less formal contexts, thus affording valuable insights into emerging practices and the design of the learning experience in a variety of situations.One area where innovative methods are being trialled on a large scale is the trade union sector, where the lifelong learning agenda is being implemented in the United Kingdom via ambitious initiatives to raise skill levels and engage nontraditional learners in the workplace, underpinned by a major investment in online courses and the development of supportive environments (Creanor & Walker, 2005). Across Europe also, federations are recognising the range of possibilities (Bridgford & S...

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Learning relationships from theory to design

Cited by 40 publications

References 15 publications

Mediating between practitioner and developer communities: the Learning Activity Design in Education experience

Mediating between practitioner and developer communities: the Learning Activity Design in Education experience

Exploring discipline differentiation in online discussion participation

Learning architectures and negotiation of meaning in European trade unions

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