Creanor, Linda and Walker, Steve
(2012). Learning technology in context: a case for the sociotechnical interaction framework as an analytical lens for networked learning research.
In: Dirkinck-Holmfeld, Lone; Hodgson, Vivien and McConnell, David eds.
Exploring the Theory, Pedagogy and Practice of Networked Learning, Volume 5.
Springer, pp. 173–187.
Abstract
Persistent gaps between claims made for learning technologies and the reality of their use are in part attributable to widespread implicit technological determinism. While the concept of networked learning goes some way to redress this, a more systematic use of sociotechnical finding theories developed in the fields of technology studies and information systems can help us to avoid mechanistic accounts. We illustrate this with the concept of the “sociotechnical interaction network” (Kling et al., J Am Soc Inf Sci Technol 54:47–67, 2003) from the social informatics literature in analysing case material from the world of transnational trade union education. This draws our attention to the social, as well as technological, accomplishments in accessing online learning activities and the ways in which learners draw on prior technological knowledge in overcoming difficulties they encounter. Such approaches are increasingly salient as educators seek to position learning technologies in learners’ ever more elaborate sociotechnical environments.
| Item Type: |
Book Chapter
|
| Copyright Holders: |
2012 Springer Science+Business Media |
| ISBN: |
1-4614-0495-9, 978-1-4614-0495-8 |
| Keywords: |
learning in social networks; networked learning; participation and alienation in networked learning; social justice and networked learning; social responsibility and networked learning; TEL; Technology Enhanced learning; work based network learning
|
| Academic Unit/Department: |
Mathematics, Computing and Technology > Computing & Communications |
| Item ID: |
29829 |
| Depositing User: |
Steve Walker
|
| Date Deposited: |
18 Nov 2011 11:08 |
| Last Modified: |
24 Nov 2014 12:15 |
| URI: |
http://oro.open.ac.uk/id/eprint/29829 |
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