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H810: Seale Chapter 13 : issues identified in relation to creating accessible e-learning for students with disabilities

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Edited by Jonathan Vernon, Thursday, 3 Jan 2013, 23:08

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Fig.1 Groundhog Day staring Bill Murray

At what point does the protagonist in the film 'Groundhog Day' -  TV weatherman Phil Connors played by Bill Murray - unite the Punxsutawney community? How does he do it? And what does this tell you about communities of practice? (Wenger 1998)

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Fig. 2. Chick Peas - a metaphor for the potential congealing effect of 'reificaiton'

Issues related to creating accessible e-learning

Pour some dry chickpeas into a tall container such as a measuring jug add water and leave to soak overnight. The result is that the chickpeas swell so tightly together that they are immovable unless you prize them out with a knife - sometimes the communities of practice are embedded and immovable and the only answer could be a bulldozer - literally to tear down the buildings and start again.

'Congealing experiences into thingness'. Seale (2006:179) or derived from Wenger (1998)

This is what happens when 'reification causes inertia' Wenger in Seale (2006:189).

'Reification' is the treatment of something abstract as a material or concrete thing. Britannica, 2012.

To ‘reify’ it to thingify’. Chandler (2000) , ‘it’s a linguistic categorization, its the conceptualization of spheres of influence, such as ‘social’,’educational’ or ‘technological’.’ (ibid)

'Reification creates points of focus around which the negotiation of meaning becomes organized'. Seale (2006)

It has taken over a century for a car to be tested that can take a blind person from a to b - the huge data processing requirements used to scan the road ahead could surely be harnessed to 'scan the road ahead' to make learning  materials that have already been digitised more accessible.

Participating and reification - by doing you give abstract concepts form.

1) Institutional and individual factors need to be considered simultaneously.
2) Inclusivity (and equity), rather than disability and impairments, should be the perspective i.e. the fix is with society rather than the individual.
3) Evidence based.
4) Multifaceted approach.
5) Cultural and systemic change at both policy and practice levels.
6) Social mobility and lifelong learning were ambitions of Peter Mandelson (2009).
7) Nothing should be put or left in isolation - workshops with children from the British Dyslexia Association included self-esteem, literacy, numeracy, study skills and best use of technology.
8) Encouraging diversity, equity of access and student access.
9) Methods should be adapted to suit the circumstances under which they are being applied.
10) Technical and non-technical people need to work together to tackle the problems.
11) A shared repertoire of community practices ...
12) Design for participation not use .... so you let the late arrivals to the party in even if they don't drink or smoke (how would you integrated mermaids?)
13) Brokering by those who have multiple memberships of groups - though the greater the number of groups to which they belong the more likely this is all to be tangential.
14) Might I read constellation and even think collegiate?
15) If we think of a solar system rather than a constellation what if most are lifeless and inaccessible?
16) Brokers with legitimacy may cross the boundaries between communities of practice. Wenger (1998)
17) Boundary practices Seale (2003)

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Fig. 3. John Niell, CBE, CEO and Group Chairman of UGC

Increasingly I find that corporate and institutional examples of where a huge change has occured are the product of the extraordinary vision and leadership of one person, who advocates putting the individual at the centre of things. Paying lip service to this isn't enough, John Neil CBE, CEO and now Chairman of the Unipart Group of Companies (UGC) called it 'The Unipart Way'.

REFERENCE

Britannica (2012) Definition of reification. (Last accessed 22 Dec 2012 http://www.britannica.com/EBchecked/topic/496484/reification)

Chandler, D (2000) Definition of Reify. (Last accessed 22 Dec 2012 http://www.aber.ac.uk/media/Documents/tecdet/tdet05.html)

Seale, J. (2006) E-Learning and Disability in Higher Education: Accessibility Research and Practice, Abingdon, Routledge; also available online at http://learn2.open.ac.uk/ mod/ subpage/ view.php?id=153062 (last accessed 23 Dec 2012).

Wenger, E. (1998) Communities of Practice: Learning, Meaning and Identity. Cambridge: Cambridge University Press.

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H800 wk 24 Activity 3 Wenger vs. Goodyear

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Edited by Jonathan Vernon, Monday, 28 May 2012, 17:53

For this exercise I fond myself dipping into other tutor groups. On reflection, after a highly disruptive week all I needed to have done was pick through the course reading, in chronological order, made notes, expressed my thoughts, then answer the questions. Using the notes of others is not a fix; you must still engage with the content and make it your own.

  1. What are the four dimensions of design for learning that Wenger identifies?
  2. How does Wenger’s account differ from the account given by Goodyear as the indirect nature of design and summarised in Figure 1?
  3. How do you think that a designer can support ‘the work of engagement, imagination and alignment’?

 

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The challenge of designing for learning.

QQ1

  1. Participation and reification
  2. The design and the emergent
  3. The local and the global
  4. Identification and negotiability

 

QQ2 How does Wenger’s account differ from the account given by Goodyear as the indirect nature of design and summarised in Figure 1?

 

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Goodyear is saying that design can only accommodate so much as a learner will always bring with them their own interpretations to the design therefore learning and design are separate entities.Wenger is saying that learning design embrace far more, that it less prescriptive and more engaging than imagined. (From Joanne Pratt)

Space and Place - can be linked to - Designed and Emergent Organisation and Community - can be linked to - Identification and Negotiability Tasks and Activity - can be linked to - Participation and Reification Local and Global seem to sit outside of Goodyear. (From Daniella)

How do you think that a designer can support ‘the work of engagement, imagination and alignment’?

A designer can only do so much with the software they are given.  However knowing that software inside out; its limitations, its benefits will help with how a designer enables the above. (From Joanne Pratt)

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By paying attention to the Figure 10.3. (From Daniella)

 

From Jonathan

Q1 As above

Q2  'Each of these dimensions involves distinct – but interrelated – trade – offs and challenges: they present their own opportunities and obstacles and their own resources and constraints. A given design entails choices, inventions, and solutions along each dimension'. (Wenger 1998:236)

Q3 In Wenger's words:

It is a tool that can guide a design by outlining:

1) the general questions, choices, and trade-offs to address – these define the dimensions of a design “space”

2) the general shape of what needs to be achieved – the basic components and facilities to provide

i.e. there is ampple scope for variety and imagination, as with the architectural design analogy he uses. Which applies equally as an analogy for how people (students) behave once inside the designed 'building'.

 

'The benefit of such a multiplicity of related but distinct dimensions is that it opens up the space of design by decoupling the issues involved'. (Wenger, 1998:236)

'The challenge of design, then, is to support the work of engagement, imagination, and
alignment'. (Wenger, 1998:236)


FURTHER NOTES

Etienne Wenger is probably most recognised for his work promoting the idea of communities of practice. The idea of a community of practice has been applied to groups who interact to achieve a common purpose or enterprise and share a common repertoire. (From course notes)

 

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