A relational, indirect, meso-level approach to CSCL design in the next decade

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 research 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 meso-level 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.

[1]  K. E. Løgstrup,et al.  The Ethical Demand , 1972 .

[2]  Manuel Castells,et al.  The Internet Galaxy: Reflections on the Internet, Business, and Society , 2001 .

[3]  Roger Säljö,et al.  Learning as the use of tools: a sociocultural perspective on the human-technology link , 1999 .

[4]  Charles Crook.  The campus experience of networked learning , 2001 .

[5]  T. Schatzki.  Social Practices: A Wittgensteinian Approach to Human Activity and the Social , 1996 .

[6]  L. Brown.  Meeting at the Crossroads , 1992 .

[7]  Sue E Timmis,et al.  Networked Learning 2004 , 2004 .

[8]  Victor Kaptelinin,et al.  Facilitator's invisible expertise and supra-situational activities in a telelearning environment , 2003, 36th Annual Hawaii International Conference on System Sciences, 2003. Proceedings of the.

[9]  Chris Jones,et al.  The metaphor of networks in learning: communities, collaboration and practice , 2004 .

[10]  Annita Fjuk,et al.  Learning the Process of Programming Through ICT-Mediated Apprenticeship An Activity Theoretical Approach , 2004 .

[11]  Bo Fibiger,et al.  Learning in Virtual Environments , 2002 .

[12]  Donald A. Norman,et al.  Affordance, conventions, and design , 1999, INTR.

[13]  K. K. Cetina,et al.  The Practice Turn in Contemporary Theory , 2001 .

[14]  三嶋 博之.  The theory of affordances , 2008 .

[15]  J. Brown,et al.  Knowledge and Organization: A Social-Practice Perspective , 2001 .

[16]  R. McAleese.  Flexible learning in a digital world – experiences and expectations , 2003 .

[17]  Etienne Wenger,et al.  Situated Learning: Legitimate Peripheral Participation , 1991 .

[18]  Y. Engeström.  Expansive learning at work: Toward an activity theoretical reconceptualization. , 2001 .

[19]  Pierre Dillenbourg,et al.  What we know about CSCL and implementing it in higher education , 2004 .

[20]  D. Randall,et al.  Organisational Change and Retail Finance: An Ethnographic Perspective , 2000 .

[21]  Etienne Wenger,et al.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[22]  Colin Potts,et al.  Design of Everyday Things , 1988 .

[23]  Christopher R. Jones.  The conditions of learning in networks , 2004 .

[24]  M. Cole.  Cultural psychology: a once and future discipline? , 1996, Nebraska Symposium on Motivation. Nebraska Symposium on Motivation.

[25]  Timothy Koschmann,et al.  Cscl : Theory and Practice of An Emerging Paradigm , 1996 .

[26]  Thomas Ryberg,et al.  A Theoretical Framework for Designing Online Master Communities of Practice , 2004 .

[27]  Paul A. Kirschner,et al.  Designing Sociable CSCL Environments , 2004 .

[28]  Thomas Ryberg,et al.  Institutional and pedagogical criteria for productive open source learning environments , 2004 .

[29]  Y. Engeström,et al.  Perspectives on activity theory: Play, learning, and instruction , 1999 .

[30]  Karen Ruhleder,et al.  Steps towards an ecology of infrastructure: complex problems in design and access for large-scale collaborative systems , 1994, CSCW '94.

[31]  Frode Guribye.  Infrastructures for Learning. Ethnographic Inquiries Into The Social And Technical Conditions Of Education And Training , 2005 .

[32]  Håkon Tolsby,et al.  A Survey of Technologies Supporting Virtual Project Based Learning 12 / 15 / 03 03 , 2003 .

[33]  Scott Lash,et al.  Technological Forms of Life , 2001 .

[34]  Lev Vygotsky.  Mind in society , 1978 .

[35]  J. Wertsch.  Mind as action , 1998 .

[36]  Robert M. Grant,et al.  Knowledge and Organization , 2001 .

[37]  M. Castells.  Die Internet-Galaxie , 2001 .

[38]  P. Kirschner,et al.  CSCL in higher education?: a framework for designing multiple collaborative environments , 2004 .

[39]  Henri Lefebvre.  The production of space , 1992 .

[40]  Bonnie A. Nardi,et al.  Information Ecologies: Using Technology with Heart , 1999 .

[41]  Karen Littleton,et al.  Learning with computers: analysing productive interaction , 1999 .

[42]  Jiri Lallimo,et al.  From Collaborative Technology to Collaborative Use of Technology: Designing Learning Oriented Infrastructures , 2004 .

[43]  William W. Gaver,et al.  AFFORDANCES FOR INTERACTION: THE SOCIAL IS MATERIAL FOR DESIGN , 1996 .

[44]  A. Collins,et al.  Situated Cognition and the Culture of Learning , 1989 .

[45]  Chris Jones,et al.  Networked Learning: Perspectives and Issues , 2001 .

[46]  Barry Wellman,et al.  The Social Affordances of the Internet for Networked Individualism , 2006, J. Comput. Mediat. Commun..

[47]  W. Orlikowski.  Using Technology and Constituting Structures: A Practice Lens for Studying Technology in Organizations , 2000 .

[48]  Y. Engeström,et al.  Perspectives on activity theory: Innovative learning in work teams: Analyzing cycles of knowledge creation in practice , 1999 .

[49]  Karen Ruhleder,et al.  Steps Toward an Ecology of Infrastructure: Design and Access for Large Information Spaces , 1996, Inf. Syst. Res..

[50]  M. Castells.  The rise of the network society , 1996 .

[51]  J. Urry.  Sociology beyond societies : mobilities for the twenty-first century , 2000 .

[52]  Peter G. Taylor,et al.  Place and Space in the Design of New Learning Environments , 2000 .

[53]  Paul Dourish,et al.  Re-place-ing space: the roles of place and space in collaborative systems , 1996, CSCW '96.

[54]  E. Wenger.  Communities of Practice: Learning, Meaning, and Identity , 1998 .

[55]  Gerry Stahl,et al.  Group Cognition: Computer Support for Building Collaborative Knowledge (Acting with Technology) , 2006 .

[56]  Barbara Wasson,et al.  The Organisation of Interaction in Distributed Collaborative Learning , 2003, CSCL.

[57]  Chris Jones,et al.  Networks and learning : communities, practices and the metaphor of networks. , 2004 .

[58]  Marisa Ponti,et al.  Place-making and sociability in networked environments - A condition for productive learning environments , 2005 .

[59]  J. Dewey.  Democracy and education : an introduction to philosophy of education / John Dewey , 1916 .

[60]  A. Kellerman,et al.  The Constitution of Society : Outline of the Theory of Structuration , 2015 .

[61]  Gilly Salmon,et al.  E-moderating: the key to teaching and learning online , 2003 .

[62]  Annita Fjuk,et al.  Articulation of Actions in Distributed Collaborative Learning , 1997, Scand. J. Inf. Syst..

[63]  Barbara Wasson,et al.  Designing for Change in Networked Learning Environments, Proceedings of the International Conference on Computer Support for Collaborative Learning, CSCL 2003, Bergen, Norway, June 14-18, 2003 , 2003, CSCL.

[64]  Ian Hutchby,et al.  Technologies, Texts and Affordances , 2001 .

[65]  Thomas Ryberg,et al.  Conditions for productive learning in networked learning environments: a case study from the VO@NET project , 2006 .