Victor Lally | University of Glasgow (original) (raw)
Recent Papers (upload ongoing) by Victor Lally
Instructional Science, 2003
This paper explores the complexity of researching networked learning and tutoring on two levels. ... more This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis 1 in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master's Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of participants' learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered.
Research in Comparative and International Education, 2018
The main focus of this article is our project of reimagining higher education for ourselves and o... more The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers 'dual invisibility'. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural-historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.
Journal of Youth Studies, 2014
Young people’s use and understanding of the Internet is still under-researched. We argue that res... more Young people’s use and understanding of the Internet is still under-researched. We
argue that researching alongside young people in technological settings (a virtual world
on the Internet in this paper) is a complicated nexus of conceptual, methodological and
theoretical challenges. We argue that these are in dialectical, and sometimes incoherent,
relationships with the realities of research processes and young people’s lived
experiences with Information and Communication Technologies (ICTs). The Economic
and Social Research Council/Engineering and Physical Sciences Research Council
(ESRC/EPSRC)-funded Inter-Life Project developed a ‘Virtual Research Community’
in Second Life™ to investigate how young people can work creatively to develop their
own agency and subjectivities. We reflect on these challenges as they articulated with
the ‘Inter-Life’ Project’s aims. They include the need for more empirical evidence of the
realities of young people’s lives with ICTs, and for re-theorisation of their subjectivities
in ICT settings. We interrogate the challenges of participatory research in such settings
and the role of creative practices and virtual spaces in finding a voice and being a
participatory researcher. In the second part, we illustrate the realities of researching in a
virtual world through the lived experience of young people who worked with us. We
also explore how activity theory (AT) might assist in the methodological and analytical
work of researching young people’s creativity in a virtual world.
Interactive Learning Environments, 2015
This paper presents the findings from one of the first empirical research studies which has inve... more This paper presents the findings from one of the first empirical research studies which has
investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning
environment, on learning and development of social and educational life transition skills in
a group of looked after and accommodated children. Drawing on social constructivism in
which meaningful learning is related to context and situated in practice, we report on a
series of Inter-Life workshops that enabled young people to work together and through
the processes of participation in authentic learning activities contributed to the
development of life transition skills such as self-confidence, empathy, negotiation and
mediation skills, teamwork and active problem-solving skills. The novel affordances of
the Inter-Life virtual world which contributed to the development of the learning
community included the ability to personalise learner engagement and activities from
the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the
innovative, technology-enhanced Inter-Life platform. This study presents some
empirical evidence to demonstrate the efficacy of new models of learning that are
mediated by innovative malleable technologies that can be shaped by the learner in a
participatory manner.
Interactive Learning Environments, 2016
This paper explores three themes, emerging from the Inter-Life project, an Art and Design educati... more This paper explores three themes, emerging from the Inter-Life project, an Art and Design education and social skills project set in a virtual world. We argue that they connect with the concerns raised by critical Technology-Enhanced Learning (TEL) researchers at the Alpine Rendezvous workshop entitled 'TEL: the Crisis and the Response'. The first theme focuses on theory and TEL. We consider Cultural Historical Activity Theory, but we strongly feel that our argument has broader application as part of the intellectual 'self-defence toolkit' that researchers and practitioners in the critical TEL community need if they are to 'resist' the crises arising from educational globalisation. A second theme relates to the importance of working together in research communities and joint enterprises, focused on using a joint set of tools to investigate an issue or set of issues in a systematic way. In our final theme, we focus on the significance of learning spaces. They are part of the 'intellectual toolkit' with which critical TEL researchers can resist the subordination of our ideas and work to globalised interests.
Educational Review, 1992
Lally, V., Knutton, S., Windale, M. and Henderson, J. (1992) ‘A collaborative teacher-centred mod... more Lally, V., Knutton, S., Windale, M. and Henderson, J. (1992) ‘A collaborative teacher-centred model of inservice education’, Educational Review, Educational Review, Taylor & Francis, vol. 44, no. 2, pp. 111–126 [Online]. DOI: Query date: 2015-04-15.
This paper explores some possibilities for the improvement of teaching and learning in schools through in-service education (INSET). The authors provide an analytical account of recent developments in this field and identify some of the central problems yet to be faced by INSET providers. They go on to describe the development of a model for a teacher-centred, collaborative approach to INSET which addresses these problems. The relationship between different conceptions of teaching and learning and the INSET they engender is analysed in relation to the quality of teaching and learning. The paper concludes by describing how the model may help to provide genuinely cost-effective INSET.
articles not yet uploaded by Victor Lally
Instructional Science, 2003
This paper explores the complexity of researching networked learning and tutoring on two levels. ... more This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis 1 in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master's Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of participants' learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered.
Research in Comparative and International Education, 2018
The main focus of this article is our project of reimagining higher education for ourselves and o... more The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers 'dual invisibility'. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural-historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.
Journal of Youth Studies, 2014
Young people’s use and understanding of the Internet is still under-researched. We argue that res... more Young people’s use and understanding of the Internet is still under-researched. We
argue that researching alongside young people in technological settings (a virtual world
on the Internet in this paper) is a complicated nexus of conceptual, methodological and
theoretical challenges. We argue that these are in dialectical, and sometimes incoherent,
relationships with the realities of research processes and young people’s lived
experiences with Information and Communication Technologies (ICTs). The Economic
and Social Research Council/Engineering and Physical Sciences Research Council
(ESRC/EPSRC)-funded Inter-Life Project developed a ‘Virtual Research Community’
in Second Life™ to investigate how young people can work creatively to develop their
own agency and subjectivities. We reflect on these challenges as they articulated with
the ‘Inter-Life’ Project’s aims. They include the need for more empirical evidence of the
realities of young people’s lives with ICTs, and for re-theorisation of their subjectivities
in ICT settings. We interrogate the challenges of participatory research in such settings
and the role of creative practices and virtual spaces in finding a voice and being a
participatory researcher. In the second part, we illustrate the realities of researching in a
virtual world through the lived experience of young people who worked with us. We
also explore how activity theory (AT) might assist in the methodological and analytical
work of researching young people’s creativity in a virtual world.
Interactive Learning Environments, 2015
This paper presents the findings from one of the first empirical research studies which has inve... more This paper presents the findings from one of the first empirical research studies which has
investigated the impact of Inter-Life; a novel three-dimensional immersive virtual learning
environment, on learning and development of social and educational life transition skills in
a group of looked after and accommodated children. Drawing on social constructivism in
which meaningful learning is related to context and situated in practice, we report on a
series of Inter-Life workshops that enabled young people to work together and through
the processes of participation in authentic learning activities contributed to the
development of life transition skills such as self-confidence, empathy, negotiation and
mediation skills, teamwork and active problem-solving skills. The novel affordances of
the Inter-Life virtual world which contributed to the development of the learning
community included the ability to personalise learner engagement and activities from
the outset along with ‘co-presence’ and ‘immersion’ and the flexibility provided by the
innovative, technology-enhanced Inter-Life platform. This study presents some
empirical evidence to demonstrate the efficacy of new models of learning that are
mediated by innovative malleable technologies that can be shaped by the learner in a
participatory manner.
Interactive Learning Environments, 2016
This paper explores three themes, emerging from the Inter-Life project, an Art and Design educati... more This paper explores three themes, emerging from the Inter-Life project, an Art and Design education and social skills project set in a virtual world. We argue that they connect with the concerns raised by critical Technology-Enhanced Learning (TEL) researchers at the Alpine Rendezvous workshop entitled 'TEL: the Crisis and the Response'. The first theme focuses on theory and TEL. We consider Cultural Historical Activity Theory, but we strongly feel that our argument has broader application as part of the intellectual 'self-defence toolkit' that researchers and practitioners in the critical TEL community need if they are to 'resist' the crises arising from educational globalisation. A second theme relates to the importance of working together in research communities and joint enterprises, focused on using a joint set of tools to investigate an issue or set of issues in a systematic way. In our final theme, we focus on the significance of learning spaces. They are part of the 'intellectual toolkit' with which critical TEL researchers can resist the subordination of our ideas and work to globalised interests.
Educational Review, 1992
Lally, V., Knutton, S., Windale, M. and Henderson, J. (1992) ‘A collaborative teacher-centred mod... more Lally, V., Knutton, S., Windale, M. and Henderson, J. (1992) ‘A collaborative teacher-centred model of inservice education’, Educational Review, Educational Review, Taylor & Francis, vol. 44, no. 2, pp. 111–126 [Online]. DOI: Query date: 2015-04-15.
This paper explores some possibilities for the improvement of teaching and learning in schools through in-service education (INSET). The authors provide an analytical account of recent developments in this field and identify some of the central problems yet to be faced by INSET providers. They go on to describe the development of a model for a teacher-centred, collaborative approach to INSET which addresses these problems. The relationship between different conceptions of teaching and learning and the INSET they engender is analysed in relation to the quality of teaching and learning. The paper concludes by describing how the model may help to provide genuinely cost-effective INSET.
This paper explores the role of theory in Technology Enhanced Learning, and the research communit... more This paper explores the role of theory in Technology Enhanced Learning, and the research community. We consider Cultural Historical Activity Theory (CHAT) as an example, but we strongly feel that our argument has broader application to the use of theory as part of the intellectual 'self-defence toolkit' that researchers and practitioners in the critical TEL community need to consider if they are to 'resist' the crises arising from educational globalisation. Theory can offer us the language, history, scope, and power that we need to be reflexively aware of both our own interests and those of others who are actors in the settings in which we are working.
This paper explores the role of theory in Technology Enhanced Learning, and the research communit... more This paper explores the role of theory in Technology Enhanced Learning, and the research community. We consider Cultural Historical Activity Theory (CHAT) as an example, but we strongly feel that our argument has broader application to the use of theory as part of the intellectual 'self-defence toolkit' that researchers and practitioners in the critical TEL community need to consider if they are to 'resist' the crises arising from educational globalisation. Theory can offer us the language, history, scope, and power that we need to be reflexively aware of both our own interests and those of others who are actors in the settings in which we are working.
Access to educational opportunity is undoubtedly extended by the availability of open learning ma... more Access to educational opportunity is undoubtedly extended by the availability of open learning materials, networked learning communities, and forms of open accreditation. Networked learning has, in that sense, fulfilled many of the promises of its early pioneers. The evidence is weak, however, that access to digital opportunity translates into educational success for those without other forms of educational, social and cultural capital. The distribution of functional access to digital opportunity in fact mirrors other kinds of inequality very closely, so the proliferation of networked learning opportunities can actually amplify inequalities of outcome.
This paper presents findings from a recent research project to illustrate how the Internet can be... more This paper presents findings from a recent research project to illustrate how the Internet can be used to create and sustain a virtual research community of young people, and how this can support their creative endeavours in pursuing an agenda that they have developed. Young people's use and understanding of the Internet is still under-researched. In a very extensive review of media literacy, Buckingham et. al. (Buckingham, Banaji, Carr, Cranmer, & Willett, 2005) concluded that there is still a significant paucity of research about how young people evaluate, interpret, and respond to the Internet. Social class and economic status are well identified as limiters to their access to the Internet, more than to other media such as radio or television. However, less is known about other potential barriers to use, including the role of individual subjectivities and motivations.
The focus of this paper is the challenges of participatory research with young people in Technolo... more The focus of this paper is the challenges of participatory research with young people in Technology Enhanced Learning (TEL) settings in schools and universities. We articulate two concerns: firstly, with developing the role of creative practices and virtual communities in helping young people to find a voice and become participatory researchers of their own lived experiences; secondly with the importance of TEL researchers working together in research communities and joint enterprises, focused on their shared interests and concerns. Young people's use and understanding of the Internet is widely under-researched. We argue that researching alongside young people in TEL settings presents researchers with conceptual, methodological and theoretical challenges. The realities of research processes and young people's lived experiences with TEL do not always sit together easily.
The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, ... more The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/ Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can be integrated with existing studies on NL/CSCL, using an example from our own data, as a way to synthesize and extend our understanding of teaching and learning processes in NLCs. The example study reports empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The aim is to use these methods to study the nature of the interaction patterns within a networked learning community (NLC), and the way its members share and construct knowledge. The paper also examines some of the current findings of SNA analysis work elsewhere in the literature, and discusses future prospects for SNA. This paper is part of a continuing international study that is investigating NL/CSCL among a community of learners engaged in a master's program in e-learning.
Educational Research Review, 2006
This paper is a short report of a continuing international study that is investigating networked ... more This paper is a short report of a continuing international study that is investigating networked collaborative learning among an advanced community of learners engaged in a master’s programme in e-learning. The study is undertaking empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The first two methods are employed in the work reported in this paper. We are particularly interested in knowledge creation among the participants as they engage in action research for their master’s work. At the same time, another underlying aim of the main study is to develop methodology, enrich theory and explore the ways in which praxis (theory informed tutoring and learning on the programme) and theory interact as we try to understand the complex processes of tutoring and learning. The paper reports some of the current findings of this work and discusses future prospects.
Advances in Research on Networked Learning, 2004
This paper explores the complexity of researching networked learning and tutoring on two levels. ... more This paper explores the complexity of researching networked learning and tutoring on two levels. Firstly, on the theoretical level, we argue that the nature of praxis 1 in networked environments (that is, learning and tutoring) is so complex that no single theoretical model, among those currently available, is a sufficiently powerful, descriptively, rhetorically, inferentially or in its application to real contexts, to provide a framework for a research agenda that takes into account the key aspects of human agency. Furthermore, we argue that this complexity of praxis requires a multi-method approach to empirical investigation, in order that theory and praxis may converse, with both being enriched by these investigations. Secondly, on an empirical level, and as an example that draws upon our theoretical argument about complexity, we present the findings of a multi-method analysis of the learning and tutoring processes occurring in an on-line community of professionals engaged in a Master's Programme in E-Learning. This investigation is informed by two mainstream theoretical perspectives on learning, and employs computer-assisted content analysis and critical event recall as complementary methodologies. This study reveals the differentiated nature of 1 Actions that result from the deliberate application of theory or are entailed by a particular theoretical structure Complexity, Theory and Praxis 3 participants' learning, even within a highly structured collaborative learning environment, identifies some of the key functions and roles of participants, and provides an indication of the value of such multi-method studies. Future prospects for this approach to research in the field are considered
Proceedings of the Conference on Computer Support for Collaborative Learning Foundations for a CSCL Community - CSCL '02, 2002
This paper is based on the central idea that networked teaching may best be improved by those eng... more This paper is based on the central idea that networked teaching may best be improved by those engaged in it. Systematic enquiry into educational interactions can yield understandings and insights about one of the fundamental relationships of all educational endeavours: between teaching and learning. The paper explores this relationship through analyses of teaching and learning in a networked collaborative learning environment using two new content analysis schemas. The first of these probes the social co-construction of knowledge in a collaborative online event by analysing the social, cognitive and metacognitive contributions to an online learning event. In the second schema the presence of teacher processes is investigated. Computer assisted qualitative data analysis is used for this. In conclusion, consideration is given to the prospects for this type of approach as a means of enriching understandings of the complexity of the relationship between teaching and learning in networked collaborative learning environments.
ALT-J, 2006
Educational design for networked learning is becoming more complex but also more inclusive, with ... more Educational design for networked learning is becoming more complex but also more inclusive, with teachers and learners playing more active roles in the design of tasks and of the learning environment. This paper connects emerging research on the use of design patterns and pattern languages with a conception of educational design as a conversation between theory and praxis. We illustrate the argument by drawing on recent empirical research and literature reviews from the field of networked learning.
Journal of Computer Assisted Learning, 2004
In this paper, we explore some of the complexities of emergent role development and group awarene... more In this paper, we explore some of the complexities of emergent role development and group awareness among participants in an asynchronous Networked Learning discussion in a higher education context. We used content analysis to provide participant profiles for learning and tutoring processes within a group of collaborating professionals. Using these we selected three distinct student participants with whom we then conducted critical event recall. Our findings suggest how distinct roles emerge, and how they effect the group dynamics. They show the importance of group process awareness, and how this may be used and developed by participants. Some implications for pedagogical and software design are discussed.
International Journal of Computer-Supported Collaborative Learning, 2007
The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, ... more The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/ Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can be integrated with existing studies on NL/CSCL, using an example from our own data, as a way to synthesize and extend our understanding of teaching and learning processes in NLCs. The example study reports empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The aim is to use these methods to study the nature of the interaction patterns within a networked learning community (NLC), and the way its members share and construct knowledge. The paper also examines some of the current findings of SNA analysis work elsewhere in the literature, and discusses future prospects for SNA. This paper is part of a continuing international study that is investigating NL/CSCL among a community of learners engaged in a master's program in e-learning.
Instructional Science, 2006
The aim of this paper is to study the online teaching styles of two teachers who each tutor a net... more The aim of this paper is to study the online teaching styles of two teachers who each tutor a networked learning community (NLC), within the same workshop. The study is undertaking empirical work using a multi-method approach in order to triangulate and contextualise our findings and enrich our understanding of the teacher participation in these NLCs. We apply social network analysis (SNA) to visualise the social structure of the NLC, content analysis (CA) to identify learning and teaching processes, critical event recall (CER) to gather the teacher's personal experiences and intentions. This paper reports some of the current findings of our work and discusses future prospects. This study is part of a continuing international study that is investigating networked collaborative learning as a way to develop a rich descriptive body of evidence of tutoring and learning processes in e-learning.
Information Systems Frontiers, 2005
This paper reports some recent findings of a continuing international study that is investigating... more This paper reports some recent findings of a continuing international study that is investigating computer supported collaborative learning (CSCL) processes among a community engaged in a master's program in e-learning. This study presents results of an analysis of learning and tutoring interactions in three different groups. Each group was presented with a different model to facilitate collaborative interaction, using specially designed groupware. The empirical analysis used two compatible methods: content analysis (CA) and critical event recall (CER). The study reveals the differentiated nature of participants' interactions: the results show that the groups who used the management roles and progressive enquiry models were more actively engaged in learning and tutoring interactions than the group without an additional structure (NAS).
This paper, which reports work in progress, considers the methodological difficulties of investig... more This paper, which reports work in progress, considers the methodological difficulties of investigating learning and tutoring processes of an advanced learning community, within a collaborative virtual professional development environment. Results are presented from content analysis. NVivo was used to assist the coding process with two schemas. The first schema attempts to probe the social co-construction of knowledge by analysing the social, cognitive and metacognitive contributions to an online learning event. In the second schema the presence and patterns of tutoring processes within the group is investigated. These patterns of group and individual activity for both learning and tutoring are then analysed. The interactions between these are also considered. In conclusion, consideration is given to the prospects for this type of approach as a means of adding value to our understandings of the complexity of the relationship between tutoring and learning in virtual professional development environments. The methodological issues of using complimentary methods of analysis to probe participant dynamics and non-expressed thinking are also considered.
The aim of this paper is to study the nature of the interaction within a networked learning commu... more The aim of this paper is to study the nature of the interaction within a networked learning community (NLC), and the way its members share and construct knowledge together. Our goal is to explore interaction patterns among the members of a NLC and the quality of the discourse between its members. The paper is a short report of a continuing international study that is investigating networked collaborative learning among an advanced community of learners engaged in a master’s program in e-learning. The study is undertaking empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The first two methods are employed previously and we will use these results to analyze and interpret the social network studies conducted in this study. The paper reports some of the current findings of this work and discusses future prospects.
British Journal of Guidance & Counselling, 2013
Careers work in the twenty-first century faces a key challenge in terms of digital technologies: ... more Careers work in the twenty-first century faces a key challenge in terms of digital technologies: to evaluate their potential for careers work in challenging settings. Given the rapidity of developments, technologies require evaluation in research innovations and naturalistic settings. Virtual worlds offer potential for careers and guidance work, and the therapeutic domain. To illustrate this, we present examples in which young people explore their feelings and ideas, plans and difficulties, while preparing for film-making. During this they develop important life transition skills. We argue that the power of virtual worlds Á to support emotional and cognitive engagement Á could be utilised in practice settings. We conclude that they are serious candidates as digital tools in the careers and guidance domain.
International Journal of Computer-supported Collaborative Learning, 2007
The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, ... more The focus of this study is to explore the advances that Social Network Analysis (SNA) can bring, in combination with other methods, when studying Networked Learning/Computer-Supported Collaborative Learning (NL/CSCL). We present a general overview of how SNA is applied in NL/CSCL research; we then go on to illustrate how this research method can be integrated with existing studies on NL/CSCL, using an example from our own data, as a way to synthesize and extend our understanding of teaching and learning processes in NLCs. The example study reports empirical work using content analysis (CA), critical event recall (CER) and social network analysis (SNA). The aim is to use these methods to study the nature of the interaction patterns within a networked learning community (NLC), and the way its members share and construct knowledge. The paper also examines some of the current findings of SNA analysis work elsewhere in the literature, and discusses future prospects for SNA. This paper is...
ALT-J, 2006
ALT-J, Research in Learning Technology Vol. 14, No. 3, September 2006, pp. 211223 ... ISSN 0968-... more ALT-J, Research in Learning Technology Vol. 14, No. 3, September 2006, pp. 211223 ... ISSN 0968-7769 (print)/ISSN 1741-1629 (online)/06/03021113 © 2006 Association for Learning Technology DOI: 10.1080/09687760600836977 ... Peter Goodyear a *, Maarten de Laat ...
Research in Comparative and International Education
The main focus of this article is our project of reimagining higher education for ourselves and o... more The main focus of this article is our project of reimagining higher education for ourselves and our students using the central theme of technology-enhanced learning (TEL), which is inextricably linked to education in the present and in the future in many contexts. We argue that interdisciplinarity and interdisciplinary working are central and essential features of TEL and, yet, they are largely invisible in the TEL literature. TEL itself is still largely invisible in the sociology of education literature and, hence, suffers 'dual invisibility'. We suggest that this may be connected to the crisis that has beset TEL research and pedagogy. We examine the power of theory in TEL work, citing the use of cultural-historical activity theory (CHAT) in our own TEL work. A detailed account of an interdisciplinary, theory-informed TEL project is provided, and this is analysed to explore how the weave between disciplines, particularly art and design, and education, and interdisciplinary project working can be mutually beneficial in our project of reimagining higher education for work and study.