Conole notes

(sorry just some notes here for my benefit)

Conole, G. (2011) ‘Stepping over the edge: the implications of new technologies for education’ in Lee, M.J.W. and McLoughlin, C. (eds) Web 2.0-based E-learning: Applying Social Informatics for Tertiary Teaching, Hershey, PA, IGI Global;

Key points

Evolution of technology:

Rise of PC > Internet > uptake of LMS in institutions > social networking tools

(Pea,2008) 5 stages of change

1. Cultural mediation (f2f comms)
2. Symbol  mediation (text/letters)
3. Communication mediation (Phone, radio, tv)
4. Network mediation (networks and the internet)
5. Cyber infrastructure mediation (cloud computing, ubiquitous access, constant contact, smart techs)

Development of technologies is linked with the co-evolution of tools and users – Pea argues that as a result of these, learning has evolved. Such ‘ripples of change’ impact on individual practices and roles.

Web 2.0 – the classification of its functionalities is different because they are multifaceted by nature. Moved from desktop tools to web tools....”consume information at location and in formats we choose”

Technologies in Education

• Web 2.0 = new forms of dialogue and communication, co-construction of knowledge and reflection.
• Used in different disciplines to foster specific learning approaches and address educational challenges (like diversity and access).
• Dilemma of free resources – finding appropriate resources and knowing how to use them is specialist knowledge.
• “Boundaries between roles is blurring as user adopt multiple and complex identities in the digital environment”

Learners:

• Technologies core tool for learning – PC/laptop complemented by mobile devices
• Appropriation of tools to preferred way
• Internet primary information resource
• Uptake of social networking tools rising
• Some argue way in which learners learn is changing/different
• Others lack skills to harness technology for academic purpose.

Implications for teachers and support staff:

• Use of technology not ubiquitous
• Mostly populated by those with interest in technology and not just academics
• Teachers already juggle complex range of duties/boundaries of role not clear/threat of change in role as ‘teacer’
• Most institutions don’t give professional support to professional development
• “students increasingly developing their own sophisticated PLEs, while teachers grapple to keep up with latest technology”
• Cultural context – research over teaching, investing time in technology low priority
• Peer networks not as developed through teachers
• Support has a frustrating battle to convince of importance of technology; are often unclear of the balance of support needed and there may be a requirement for constantly changing support structures

Institutions:

• Most working with inappropriate and outmoded legacy systems and environments that are at odds with new approaches
• Tools available only while a ‘student’
• Low data limits of student accounts
• Often students using own tools and those on offer inferior

Making sense of complexity

1. New design, new pedagogy (teachers cannot be expect to remain up to date – need for collective wisdom)
2. Navigating digital space (holistic view of technology and users together, change in metaphors)

Digital space as : spatial, temporal, functional, connected

Metaphors (drawing on Morgan 1986 organisation metaphors) to help explore the understanding of different practices and values and the power relationships.

• Machine
• Brain
• Organism
• Culture
• Political system

“providing a narrative path through digital space”

“living in environment of constant flux....no individual can be master of all...need to harness network approaches of new technology...tools and users need to co-evolve.”