Technology-mediated learning contexts
Mary Thorpe (2009)
If face-to-face is the answer, how do you (Crook and Light, 2002) replicate the combination of informal and formal discourse opportunities that characterise the face-to-face campus.
The answer is in social networks such as Linkedin being alerted every time someone in your circle updates, or adds friends or writes something, though different, there is at least an inclining of this meeting serendipitously around the water-cooler, or passing in the corridor. Also the random offering up of 'people you might know', even if they haven't instigated it. This is beyond face-to-face, but designed to replicate the chance encounter that makes up human intersctions.
In Diaryland (1999) a similar trait is offered as within a set number of 75 friends you always know who has updated i.e. who is active and therefore around and more inclined to engage.
Differs from face-to-face
'Technologies, such as social networking, can be used to construct personal learning environments designed by the learner precisely in relation to their interests and goals across a range of practice boundaries'. (Anderson and Dron 2007)
Helping to get the best out of someone and making the case for the PLE, which afterall, is what a person takes with them as they progress, as they invariably will, from one learning institute to another, what is more, having control over this PLE, whereas any VLE is open to change beyond their control.
'Technology self-evidently involves tools, understood as both the physical resources and practical skills required to make use of them, but to focus primarily on the tool or the virtual space would be to make a categorical error, mistaking a component part for the system as a whole'. (Jones and Eshault, 2004)
Thinking of my late grandfather's garage with all its tools, the context would be the mix and combination of tools, some complimentary, some one offs, and the space (once he'd rolled the car out of the garage). Most importantly it would include him, both actively engaged in a task and from my point of view, someone who was always keen to pass on skills and insights.
Issues regarding identity -practice/familiarity
Trust and authenticity (checking/verification)
'Students may not take up the opportunities offered, or may do so to little good effect.' (Thorpe, 2008:122)
'Asynchronous conferencing for example has fostered both utopic and dystopic views of its potential'. (Haythornthwaite 2006)
The importance of the beginning of the course the same as in face-to-face, you only have one chance to make a good first impression.
'That particular aspect of getting everybody involved right at the very beginning really sets the scene for the rest of the course.' (Thorpe 2008:123)
'The designg in effect performs a mix of compulsion and engineered interaction that combines formality with informality.' (Crook and Light, 2002)
'The potential for expansive learning'. (Tuoni-Grohn and Engeström, 2003)
'This is learning that crosses the boundaries of different activity systems, expanding involvement with others and developing both individual and collective learning'. (Cole and Engeström 1993)
'A context has to be reconstructed and participation invited through the use of activities, structured formats and textural genres operating at various levels.' (Thorpe, 2008:130)
'Engeström (2007) emphasizes the importance of learning across multiple activity systems where knowledge is being developed across many sites, from the formal academic context through practioner-focused websites and fora to the workplace. Technologies, such as social networking, can be used to construct personal learning environments designed by the learner precisely in relation to their interests and goals across a range of practice boundaries (Anderson and Dron 2007)
A hybrid mix of community and network. (Thorp, 2008:129)
Progressive focusing (Straus, 1987)
Anderson, T. and Dron,J.(2007)
Crook,C and Light,P (2002) 'Virtual society and the cultural practice of study' in S.Woolgar (ed.) Virtual Society? Technology, Cyberbole, Reality. Oxford: Oxford University Press.
Jones, C. and Esnault,L(2004)
Tuoni-Grohn,T. and Engestrom,Y (2003)