H809: Activities 8.6 & 8.7: Comparing Perspectives and Methodologies
Sunday, 27 Mar 2011, 18:57
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Tolmie, A. (2001) 'Examining learning in relation to the contexts of use of ICT', Journal of Computer Assisted Learning, vol. 17, no. 3, pp. 235-41.
Crook, C. and Dymott, R. (2005) 'ICT and the literacy practices of student writing' in Monteith, M. (ed.) Teaching Secondary School Literacies with ICT, Maidenhead, Open University Press.
Table 8.1: Comparing perspectives and methodologies
Factors
Tolmie
Crook and Dymott
Key features of the theory
1. Outcomes effected by interplay between technology and context so this effects research
2. difficult to manage context effects through design; need to focus on whole implementation event
3. Context -sensitive approach to evaluation required p.236
4. Socio-cognitive conflict is part of context p.236
5. Context effects will be the norm p.237
6. data should be collected from real contexts p.237
7. context primes learner to notice certain aspects p.240
Learning is mediated, situated and distributed
Use of the 5 types of writing as a cognitive framework to allow analysis of the practices involved.
Defining context
"conditions under which given resources are used" p.237
Gender norms
Past history p.238
Pre-existing activity p.239
The social environment of a group of tutors, students etc. who can be connected f2f or via technology
Aspects of learning foregrounded
Cooperative learning
Collaborative learning
How technology has changed the work environment as students can study in their rooms but stay in contact with their peers
Pros
Attempts to situate technology in context for analysis
Framework assists more focused analysis of writing process in different contexts
Cons
Subtle cues overlooked by researchers p.240
Range of possible contexts surrounding any resource may be impossible to manage within any single software design p.240
Unable to generalise as the context is always different
Not convinced gender differences are that simple. Not all men are the same!
Analysis of writing using ICT seems outdated in that students tend to use widescreens divided for easy viewing and/or multiple screens or devices.
Does not analyse students reasons for working the way that they do - just looks at surface process
Application and uses
Studying group interactions with technology and the effect on learning
Studying individual interactions with different tools
Appropriate data collection methods to use
Observation / video recording
Log of contact and activity in group work p.238
Logging
Diaries
Analysis of interactions
Appropriate data analyses to use
Qualitative: conversation analysis of different types
Quantitative: time spent on activities
Qualitative: conversation analysis of different types
Does learning happen within the head of an individual, or is it mediated, situated and distributed?
I believe that learning is mediated by tools and that, by using these tools, we alter our learning experiences. To that extent I concur with distributed learning but I also believe that learning is situated in a historical and social context and affected by our past experiences with similar activities and tools.
What does a test or exam measure?
The ability to memorise facts and apply them under time pressure.
H809: Activities 8.6 & 8.7: Comparing Perspectives and Methodologies
Tolmie, A. (2001) 'Examining learning in relation to the contexts of use of ICT', Journal of Computer Assisted Learning, vol. 17, no. 3, pp. 235-41.
Crook, C. and Dymott, R. (2005) 'ICT and the literacy practices of student writing' in Monteith, M. (ed.) Teaching Secondary School Literacies with ICT, Maidenhead, Open University Press.
Table 8.1: Comparing perspectives and methodologies
Factors
Tolmie
Crook and Dymott
Key features of the theory
1. Outcomes effected by interplay between technology and context so this effects research
2. difficult to manage context effects through design; need to focus on whole implementation event
3. Context -sensitive approach to evaluation required p.236
4. Socio-cognitive conflict is part of context p.236
5. Context effects will be the norm p.237
6. data should be collected from real contexts p.237
7. context primes learner to notice certain aspects p.240
Learning is mediated, situated and distributed
Use of the 5 types of writing as a cognitive framework to allow analysis of the practices involved.
Defining context
"conditions under which given resources are used" p.237
Gender norms
Past history p.238
Pre-existing activity p.239
The social environment of a group of tutors, students etc. who can be connected f2f or via technology
Aspects of learning foregrounded
Cooperative learning
Collaborative learning
How technology has changed the work environment as students can study in their rooms but stay in contact with their peers
Pros
Attempts to situate technology in context for analysis
Framework assists more focused analysis of writing process in different contexts
Cons
Subtle cues overlooked by researchers p.240
Range of possible contexts surrounding any resource may be impossible to manage within any single software design p.240
Unable to generalise as the context is always different
Not convinced gender differences are that simple. Not all men are the same!
Analysis of writing using ICT seems outdated in that students tend to use widescreens divided for easy viewing and/or multiple screens or devices.
Does not analyse students reasons for working the way that they do - just looks at surface process
Application and uses
Studying group interactions with technology and the effect on learning
Studying individual interactions with different tools
Appropriate data collection methods to use
Observation / video recording
Log of contact and activity in group work p.238
Logging
Diaries
Analysis of interactions
Appropriate data analyses to use
Qualitative: conversation analysis of different types
Quantitative: time spent on activities
Qualitative: conversation analysis of different types
I believe that learning is mediated by tools and that, by using these tools, we alter our learning experiences. To that extent I concur with distributed learning but I also believe that learning is situated in a historical and social context and affected by our past experiences with similar activities and tools.
The ability to memorise facts and apply them under time pressure.