Abstract
Technology enhanced learning (TEL) research connects Learning Sciences, Educational Psychology, and Computer Science, in order to investigate interventions based on digital technologies in education and training settings. In this paper, we argue that doctoral training activity for TEL needs to be situated at the intersection of disciplines in order to facilitate innovation. For this, we first review the state of disciplinarity in TEL, reviewing existing meta-studies of the field. Then, we survey 35 doctoral education programmes in Europe in which doctoral students working on TEL topics are enrolled. Findings indicate that most doctoral schools are associated with a single discipline and offer methodological rather than content-specific modules. TEL-specific content is provided only in exceptional cases, creating a potentially isolating gap between master-level education and scientific conferences. On this background, we argue that cross-institutional doctoral training is important to progress TEL as a field. In this paper, we study and share the approach of an international doctoral summer school organised by the European society EA-TEL over the past 15 years. The summer school provides foundational methodological knowledge from multiple disciplines, content-specific topical knowledge in TEL, access to cutting edge scientific discourse, and discussion of horizontal issues to doctoral students. We further provide an analysis of shifting programme topics over time. Our analysis of both, institutional as well as cross-institutional doctoral training in TEL, constitutes this paper’s core contribution in that it highlights that further integration of perspectives and knowledge is to be done in TEL; together with codification and explication of knowledge in the intersection of disciplines.
Highlights
Research fields are, in many ways, set up as communities of shared knowledge and practice (Lave and Wenger, 1995; Latour, 2005), typically geographically distributed
We established that technology enhanced learning (TEL) is a complex field with a plethora of perspectives that benefits from disciplinary dynamics
It is necessary for researchers to have epistemic fluency and understand sufficiently the field in order to profoundly contribute to these dynamics, while at the same time contributing rigorously to the state of the art
Summary
In many ways, set up as communities of shared knowledge and practice (Lave and Wenger, 1995; Latour, 2005), typically geographically distributed. Some general implications have been derived in terms of what models are involved (e.g., knowledge base, learner model, adaptation model), how they can be formalized and applied, e.g., by providing adaptive prompts for reflection (Fessl et al, 2017) Another example for interdisciplinary dynamics in TEL can be found in research on organizational workplace collaboration and learning. Derntl and Klamma (2012) analyzed European project funding in TEL, and found in particular European funding for larger research networks (Integrated Projects, and Networks of Excellence in the current funding program) served to shape the research agenda of the field, and to create strong collaborative ties between research institutions, a characteristic that reflects on the doctoral training offered in these projects This snapshot of the community provides evidence for the field’s emergence, maturation, and its interdisciplinarity at the time. The past analyses, establish enough evidence to claim the field as interdisciplinary, even if we may not fully know the current state of affairs with regards to knowledge and community integration, and PERTINENT INSTITUTIONAL DOCTORAL research communication
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