Designing for Dialogue: Collaboration supporting learning Nick Hine

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Designing for DialogueCollaboration supporting
learningNick Hine
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Applied Computing University of Dundee
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TRG Learning Technology Research

• 1995-1997 LEARN-ED
• 1997-1999 British Council Distance Learning
  Study
• 2000-2001 VIP Videoconference Study
• 2000-2003 PEARL Online electron microscope
• 2002-2003 ETSI Use of ICT by children
• 2002-2005 RAFT
• 2004-2005 ETSI Use of ICT by children
• 2005-2007 REXNET

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Case 1GPS Navigation Tutorial(Engaging and
educating)
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GPS Practical Activities
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Case 2RAFT(Innovating educational technology)
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RAFT

• Field Trips
• Experience curriculum material in its real
  world context
• Remote
• Bridging classrooms the field
• Accessible
• Full participation by all students

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Feasibility
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Roles
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Case 3Designing ICT for use by
Children(Knowing your learner!)
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What is a Child?

• Children are not little adults, they are future
  adults.
• Children think, act, and appreciate the world
  around them very differently from adults.

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But we know, and do all that ...But its not
working!(Scott P. 2004)
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Actor-Network Theory

• J. Law
• B. Latour
• M. Callon

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Actor-Network Theory Dynamic Influence
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Actor-Network Core
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Is this enough?
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Actor-Network Additional Actors?
Bogota
Rio Bueno
Dundee
New Brunswick
Bogota
Rio Bueno
Dundee
New Brunswick
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Is this working? 600 learners around the
world Teachers are instigating the use of
technology!
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Pedagogic Issues
Subjectivities (Role of Technology)
Media Literacy
Reflective Thinking
Heterogeneous Learners
Cross-Cultural
Online Life
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Conclusion

• Structural problem in the deployment of
  technology
• Match learning technologies to sound learning
  theories and appropriate curriculum goals not
  just to institutional imperatives
• Learners are changing
• We need to revisit learning technologies and fit
  the technologies to the changing cognition of the
  learners. Promote learning not just engagement.
• Empower learners to be citizens of the
  Informational Age
• Media literate, skilled, and expectant of
  opportunities to take their place in an
  increasingly networked society.
• Promote a critical pedagogical approach to
  education