This paper reports on a study undertaken of the contribution material elements make to online lea... more This paper reports on a study undertaken of the contribution material elements make to online learning in a higher degree course. The approach departs from dominant social constructivist and cognitivist approaches to pedagogy and focuses on how learning is an effect emerging from multiple heterogeneous human and non-human agents acting in social software settings. The analysis mapped the contributions made by material entities, actions and online practices and using a sensitivity adopted from Actor Network Theory (ANT) studies of innovation and science practices. The study, gave participant status to technical things, that acted in relation to what emerged as learning in this social software setting. 1. Learning online as an effect of technologies and people together online In what follows I outline ways my research addressed materiality in learning especially in a higher education online setting. Message posts were produced with digital technologies, and online profiles of students were associated with the message content and various digital media inclusions became active contributors to social media messaging. To describe this in terms of how learning emerged in this online setting this study took a sociomaterial approach where both the people and the social media technologies are considered active contributors to learning online. The interpretive work in the study is informed by an Actor Network Theory (ANT) sensibility (Latour,
This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing ... more This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing devices for students' use in learning. Each began their roll out of devices in 2013. It was a time when an interest in Bring Your Own Device (BYOD) strategies was beginning to appear in popular media (Topsfield 2013) as a response to the cessation of various Federal government funding programs for buildings and 1:1 computing in Australian schools. Although each school had an interest in BYOD each chose to introduce a programme that mandated a specific device be purchased or leased. The decision to go to a specific device was based on simplifying the management of the restrictions placed on student uses of the device. The schools individually adopted different forms of student ownership of the devices extending from full purchase to leasing arrangements with different levels of school and personal responsibility for the device. It is not possible to attribute changes in how learning occurred to the introduction of the devices alone. It is of note that the shift to 1:1 computing largely reflected or amplified changes to teaching and learning that surrounded and pre-dated the introduction of the devices.
This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing ... more This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing devices for students’ use in learning. Each began their roll out of devices in 2013. It was a time when an interest in Bring Your Own Device (BYOD) strategies was beginning to appear in popular media (Topsfield 2013) as a response to the cessation of various Federal government funding programs for buildings and 1:1 computing in Australian schools. Although each school had an interest in BYOD each chose to introduce a programme that mandated a specific device be purchased or leased. The decision to go to a specific device was based on simplifying the management of the restrictions placed on student uses of the device. The schools individually adopted different forms of student ownership of the devices extending from full purchase to leasing arrangements with different levels of school and personal responsibility for the device. It is not possible to attribute changes in how learning occur...
E-Training Practices for Professional Organizations, 2005
This paper looks at the increased use of e-learning in university education. Acknowledging the or... more This paper looks at the increased use of e-learning in university education. Acknowledging the origins of the tenn in business and industry settings, it outlines features of e-learning in university contexts. It suggests some directions for research on the use of e-learning in university education, particularly argning for research endeavour focused on issues specific to what is novel in e-learning, but bnilding on findings from educational research in earlier more limited technological enviromnents.
This paper reports on a study undertaken of the contribution material elements make to online lea... more This paper reports on a study undertaken of the contribution material elements make to online learning in a higher degree course. The approach departs from dominant social constructivist and cognitivist approaches to pedagogy and focuses on how learning is an effect emerging from multiple heterogeneous human and non-human agents acting in social software settings. The analysis mapped the contributions made by material entities, actions and online practices and using a sensitivity adopted from Actor Network Theory (ANT) studies of innovation and science practices. The study, gave participant status to technical things, that acted in relation to what emerged as learning in this social software setting. 1. Learning online as an effect of technologies and people together online In what follows I outline ways my research addressed materiality in learning especially in a higher education online setting. Message posts were produced with digital technologies, and online profiles of students were associated with the message content and various digital media inclusions became active contributors to social media messaging. To describe this in terms of how learning emerged in this online setting this study took a sociomaterial approach where both the people and the social media technologies are considered active contributors to learning online. The interpretive work in the study is informed by an Actor Network Theory (ANT) sensibility (Latour,
This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing ... more This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing devices for students' use in learning. Each began their roll out of devices in 2013. It was a time when an interest in Bring Your Own Device (BYOD) strategies was beginning to appear in popular media (Topsfield 2013) as a response to the cessation of various Federal government funding programs for buildings and 1:1 computing in Australian schools. Although each school had an interest in BYOD each chose to introduce a programme that mandated a specific device be purchased or leased. The decision to go to a specific device was based on simplifying the management of the restrictions placed on student uses of the device. The schools individually adopted different forms of student ownership of the devices extending from full purchase to leasing arrangements with different levels of school and personal responsibility for the device. It is not possible to attribute changes in how learning occurred to the introduction of the devices alone. It is of note that the shift to 1:1 computing largely reflected or amplified changes to teaching and learning that surrounded and pre-dated the introduction of the devices.
This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing ... more This paper focuses on three schools in Victoria (Australia) that introduced 1:1 mobile computing devices for students’ use in learning. Each began their roll out of devices in 2013. It was a time when an interest in Bring Your Own Device (BYOD) strategies was beginning to appear in popular media (Topsfield 2013) as a response to the cessation of various Federal government funding programs for buildings and 1:1 computing in Australian schools. Although each school had an interest in BYOD each chose to introduce a programme that mandated a specific device be purchased or leased. The decision to go to a specific device was based on simplifying the management of the restrictions placed on student uses of the device. The schools individually adopted different forms of student ownership of the devices extending from full purchase to leasing arrangements with different levels of school and personal responsibility for the device. It is not possible to attribute changes in how learning occur...
E-Training Practices for Professional Organizations, 2005
This paper looks at the increased use of e-learning in university education. Acknowledging the or... more This paper looks at the increased use of e-learning in university education. Acknowledging the origins of the tenn in business and industry settings, it outlines features of e-learning in university contexts. It suggests some directions for research on the use of e-learning in university education, particularly argning for research endeavour focused on issues specific to what is novel in e-learning, but bnilding on findings from educational research in earlier more limited technological enviromnents.
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