Session 1: Theoretical Frameworks and Representations (Gráinne Conole)

Cloud created by:

Yishay Mor
2 October 2011

ChairGráinne Conole

Rapporteurs: Gemma Corbalan Perez, Marcelo Maina

This cloud is a nexus for the "Theoretical Frameworks and Representations" session at ASLD 2011. It includes the papers accepted for that session, and notes of the discussion around them.

Contributions

 

 

 

Extra content

This paper reviews some foundational issues that we believe will affect the progress of
CSCL over the next ten years. In particular, we examine the terms technology, affordance, and
infrastructure and we propose a relational approach to their use in CSCL. Following a consideration
of networks, space, and trust as conditions of productive learning, we propose an indirect approach
to design in CSCL. The work supporting this theoretical paper is based on the outcomes of two
European networks: E-QUEL, a network investigating e-quality in e-learning; and Kaleidoscope, a
European Union Framework 6 Network of Excellence. In arguing for a relational understanding of
affordance, infrastructure, and technology we also argue for a focus on what we describe as mesolevel
activity. Overall this paper does not aim to be comprehensive or summative in its review of
the state of the art in CSCL, but rather to provide a view of the issues currently facing CSCL from a
European perspective.

This paper reviews some foundational issues that we believe will affect the progress of CSCL over the next ten years. In particular, we examine the terms technology, affordance, and infrastructure and we propose a relational approach to their use in CSCL. Following a consideration of networks, space, and trust as conditions of productive learning, we propose an indirect approach to design in CSCL. The work supporting this theoretical paper is based on the outcomes of two European networks: E-QUEL, a network investigating e-quality in e-learning; and Kaleidoscope, a European Union Framework 6 Network of Excellence. In arguing for a relational understanding of affordance, infrastructure, and technology we also argue for a focus on what we describe as mesolevel activity. Overall this paper does not aim to be comprehensive or summative in its review of the state of the art in CSCL, but rather to provide a view of the issues currently facing CSCL from a European perspective.

Paulo Moekotte
13:28 on 11 October 2011

Some indentified clusters

PROBLEMS and REASONS

1-      Why hasn’t IMD LD worked?, not real perceived need, too technical, disconnected the real practice, lack of visual tools

2-      Methodology and evaluation. ADDIE does not translate into LD-  DBR better responds to LD (practice must be taken into account for any solution)

SOLUTIONS

3-      Support and training: what king of teacher training? Not limited to “courses”. Tools needed for training. A “believe” LD approach. How we share practice.

4-      How to develop design expertise: ZPI, early adopters and techies. Design is part of teaching practice, teachers learn from practice and from others.

5-      Represent practice (IMD LD not familiar to teachers).

6-      How learning design can be represented. How can we use representation to support teachers design. Pedagogical patterns and pedagogical planners.

7-      Designing in different context.

8-      To what extent design taking into account the need for learner autonomy. LD granularity and avoiding “overscripting”. 

Marcelo Fabián Maina
14:37 on 13 October 2011

Embedded Content

CSCL The Next Ten Years – A Relational, Indirect and Meso-level Approach to Design

CSCL The Next Ten Years – A Relational, Indirect and Meso-level Approach to Design

added by Paulo Moekotte

Photos of the session

Photos of the session

added by Brock Craft

added by Gráinne Conole

added by Gráinne Conole

added by Yishay Mor

added by Yishay Mor