Abstract

This paper reports on analysis of an online learning network catering for adult basic education. It introduces some key concepts from research on networked learning, as well as two complementary approaches that are useful to support and inform analysis and design of technology-enhanced environments. One approach is informed by ideas about the design of learning environments in which pedagogies are combined with complex technological arrangements. The other approach shows how ideas from urban and architectural design, particularly the work by Christopher Alexander on design patterns and pattern languages, can be used to support design for learning. Part of the argument for combining these two perspectives is that, in trying to manage the complex possibilities of new network technologies, pedagogical and humanistic ideals are easily damaged, forgotten or lost. The analytic work involves some methodological innovation, partly because of the data sources involved. It uses interviews as well as screenshots of web pages, other online artefacts and data logs; these sources allow the researcher to look ‘beyond the screen’ to reconstruct the deeper architecture of what has been created for, and by, the participants in the network. The preliminary outcomes show how connections can be drawn between some of the key qualities of what has been designed alongside the various configurations of things, places, tasks, activities, and people influencing learning. Eventually, what is learned from a case study is discussed with the aim of informing design of similar learning networks.

Highlights

  • Networked learning is defined as ‘Learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its learning resources’ (Goodyear, Banks, Hodgson and McConnell 2004:1)

  • The ontology of networked learning is rooted in democratic ideals of inclusive education and its pedagogy, based heavily on collaborative dialogues, aligns well with the humanistic perspectives of Paulo Freire and others (McConnell, Hodgson and Dirckink-Holmfeld 2011)

  • There are a number of complex reasons for the slow take up of networked learning within adult basic education (ABE), including issues of access, skills for participation, funding, teacher training, lack of research and evaluation of computer use, and so on

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Summary

Introduction

Networked learning is defined as ‘Learning in which information and communication technology is used to promote connections: between one learner and other learners, between learners and tutors, between a learning community and its learning resources’ (Goodyear, Banks, Hodgson and McConnell 2004:1). Notwithstanding the complexities behind all these issues, and as a way to contribute to research developments, this study explores the use of a design approach to promote and facilitate the creation of networked learning opportunities within the domain of adult basic education. Designing such networked learning settings involves the complex intertwining of pedagogical, physical, digital and social aspects across many different layers and scales (Goodyear 2005, Goodyear and Retalis 2010). Pattern languages theory offers powerful methodological and conceptual tools for analysing learning networks with the aim of capturing and sharing good design solutions to support the creation of productive technology enhanced learning environments

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