Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Boundary Practices and the Use of Boundary Objects in Collaborative Networked Learning
Building on a continued interest in boundaries and boundary practice in relation to ICT-based networked learning (Ryberg & Sinclair, 2016), this paper addresses the issue of knowledgeability and identification in design for boundary practice in networked learning. We analyse how two different case studies conducted at the Danish online master programme on ICT and learning (MIL) differ with regard to potential boundary practice and the use of boundary objects. In study I, the design for learning was based on a 2D virtual learning environment (Dirckinck-Holmfeld, 2006), whereas study II was based on a 3D virtual world (Riis, Avatar-mediation and transformation of practice in a 3D virtual world. Meaning, identity, and learning. Ph.D. dissertation. Aalborg University Press, 2016). Our findings show similarities and differences in terms of boundary practices and the use of boundary objects. In particular, the 3D avatar seems to influence the participants’ practices, and the 3D virtual space affords a concrete materialised, albeit virtual, opportunity for reification. We elaborate on similarities and differences and based on our findings we propose that boundaries in networked learning should be regarded not only as sociocultural differences, but also as socio-material differences and dependencies. The materiality of a 3D virtual environment and avatars provides new relational and performative opportunities that might raise new research questions in networked learning in general. ; Building on a continued interest in boundaries and boundary practice in relation to ICT-based networked learning (Ryberg & Sinclair, 2016), this paper addresses the issue of knowledgeability and identification in design for boundary practice in networked learning. We analyse how two different case studies conducted at the Danish online master programme on ICT and learning (MIL) differ with regard to potential boundary practice and the use of boundary objects. In study I, the design for learning was based on a 2D virtual learning environment (Dirckinck-Holmfeld, 2006), whereas study II was based on a 3D virtual world (Riis, Avatar-mediation and transformation of practice in a 3D virtual world. Meaning, identity, and learning. Ph.D. dissertation. Aalborg University Press, 2016). Our findings show similarities and differences in terms of boundary practices and the use of boundary objects. In particular, the 3D avatar seems to influence the participants’ practices, and the 3D virtual space affords a concrete materialised, albeit virtual, opportunity for reification. We elaborate on similarities and differences and based on our findings we propose that boundaries in networked learning should be regarded not only as sociocultural differences, but also as socio-material differences and dependencies. The materiality of a 3D virtual environment and avatars provides new relational and performative opportunities that might raise new research questions in networked learning in general.
Boundary Practices and the Use of Boundary Objects in Collaborative Networked Learning
Building on a continued interest in boundaries and boundary practice in relation to ICT-based networked learning (Ryberg & Sinclair, 2016), this paper addresses the issue of knowledgeability and identification in design for boundary practice in networked learning. We analyse how two different case studies conducted at the Danish online master programme on ICT and learning (MIL) differ with regard to potential boundary practice and the use of boundary objects. In study I, the design for learning was based on a 2D virtual learning environment (Dirckinck-Holmfeld, 2006), whereas study II was based on a 3D virtual world (Riis, Avatar-mediation and transformation of practice in a 3D virtual world. Meaning, identity, and learning. Ph.D. dissertation. Aalborg University Press, 2016). Our findings show similarities and differences in terms of boundary practices and the use of boundary objects. In particular, the 3D avatar seems to influence the participants’ practices, and the 3D virtual space affords a concrete materialised, albeit virtual, opportunity for reification. We elaborate on similarities and differences and based on our findings we propose that boundaries in networked learning should be regarded not only as sociocultural differences, but also as socio-material differences and dependencies. The materiality of a 3D virtual environment and avatars provides new relational and performative opportunities that might raise new research questions in networked learning in general. ; Building on a continued interest in boundaries and boundary practice in relation to ICT-based networked learning (Ryberg & Sinclair, 2016), this paper addresses the issue of knowledgeability and identification in design for boundary practice in networked learning. We analyse how two different case studies conducted at the Danish online master programme on ICT and learning (MIL) differ with regard to potential boundary practice and the use of boundary objects. In study I, the design for learning was based on a 2D virtual learning environment (Dirckinck-Holmfeld, 2006), whereas study II was based on a 3D virtual world (Riis, Avatar-mediation and transformation of practice in a 3D virtual world. Meaning, identity, and learning. Ph.D. dissertation. Aalborg University Press, 2016). Our findings show similarities and differences in terms of boundary practices and the use of boundary objects. In particular, the 3D avatar seems to influence the participants’ practices, and the 3D virtual space affords a concrete materialised, albeit virtual, opportunity for reification. We elaborate on similarities and differences and based on our findings we propose that boundaries in networked learning should be regarded not only as sociocultural differences, but also as socio-material differences and dependencies. The materiality of a 3D virtual environment and avatars provides new relational and performative opportunities that might raise new research questions in networked learning in general.
Boundary Practices and the Use of Boundary Objects in Collaborative Networked Learning
Riis, Marianne (Autor:in) / Dirckinck-Holmfeld, Lone (Autor:in) / Dohn, N. / Jandrić, P. / Ryberg, T. / de Laat, M.
01.01.2020
Riis , M & Dirckinck-Holmfeld , L 2020 , Boundary Practices and the Use of Boundary Objects in Collaborative Networked Learning . in N Dohn , P Jandrić , T Ryberg & M de Laat (eds) , Mobility, Data, and Learner Agency in Networked Learning . Springer , Cham , Research in Networked Learning , pp. 155 - 172 . https://doi.org/10.1007/978-3-030-36911-8_10
Aufsatz/Kapitel (Buch)
Elektronische Ressource
Englisch
DDC:
690
Networked collaborative design implementation
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Cultural Objects in Networked Environments (COINE)
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