ShapingSpaceskeynoteattheALTConference,Liverpool,England,Sept2017

Abstract

Thistalkisaboutnewlearningspacesinuniversitiesandthescopeforlearningtechnologiststohelpshapebetterlearningspaces.Iwillfocusondesignknowledge:knowledgethatisusefulin(educational)designwork.Twoideasarecoretomyargument.Thefirstisthattheanalysisanddesignofcomplexlearningspaces– andlearningsituationsmoregenerally– mustpaycloseattentiontostudents’activity:whatitistheyareactuallydoing.Thesecondisthatweneedasharedsetofactionableconceptsthatcanconnecthumanactivitytothephysicalworld(material/digital/hybrid),recognisingthatactivitycanbeinfluenced,butisrarelydetermined,byfeaturesofitssetting.Withoutsuchconnectingconcepts,itbecomesverydifficulttodesign,ortoexplaintherationaleforanewdesign,ortounderstandhowanexistingsetoflearningarrangementsactuallyworks.Thetitleofthetalkcapturestheideathat‘weshapeourspacesandthenourspacesshapeus’.Whenlearningspacesworkwell,studentsalsolearnhowtoshapethespacestheyneed.

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Ichosethe‘shapingspaces’titlefortwomainreasons:1)Iwantedtofocusonthecontributionoflearningtechnologytothedesignandcreationofnew,complexlearningspaces.‘Shaping’hasthatactive flavour anditalsocanimplyakindofinformedcraftingratherthanarigiddetermining.Ididn’twanttotalkabout‘shapes’–taxonomiesoffinishedspaces,forexample.2)Ilikethereflexive/recursivenatureofthephrase– it’snotjustthatweareshapingspacesbutthespacesweshapetheninfluencewhatstudents(andteachersandothers)do.Adinfinitum/inendlessloops.

Activelearningandlearningtochangetheworldare(usually)entangledwithcomplex(re)arrangementsofthematerial,digital,social,epistemic… wetendtoexaggeratethepowerofarticulatedknowledgeandtalkinHEandtounderestimatethe(oftensubtle)powerofthebrutephysicalityoftheworld

“Weshapeourbuildings;thereaftertheyshapeus”(WinstonChurchill)

“Webecomewhatwebehold.Weshapeourtoolsandthenourtoolsshapeus”(JohnCulkin’s wayofexpressinganideaattributedtoMarshallMcLuhan)

“We never educate directly, but indirectly by means of the environment. Whether we permit chance environments to do the work, or whether we design environments for the purpose makes a great difference.”

Dewey, J. (1938). Democracy and education.

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I’minterestedindesignresearchanddesignknowledge.FollowingEzio Manzini,Itakedesignresearchtobeanenterprisethatproducesknowledgethatisusefulin/fordesignwork.Inmycase,it’sdesignforlearning,butideasfromotherareasofdesign(research)canbeveryinsightfultoo.

I’musing‘designknowledge’quitebroadly,toincludesuchthingsasdesignmethods,designtools,designprinciples,reusabledesigntemplates,designpatterns,etc.Italsoincludes‘actionableconcepts’thatcanbeusedinreasoningabout/indesignwork.Forexample,conceptsthathelpdesignersthinkaboutrelationsbetweenthingsthatcanbedesignedandlikelyhuman/studentresponsestowhatisdesignedforthem.

Thinkingaboutcomplexlearningspacesinparticulartightensthefocusonasubsetofsuchactionableconceptsthatcanconnectqualitiesofthephysical(material,digital)tovaluedhumanactivities(suchaslearningactivities).[Inrelationtosocial situations,conceptslikeanonymity– talkedaboutinSianBayne’skeynote– wouldbeimportant]

Designresearchanddesignknowledgearevitallyinvolvedinconnectingtheeverydaypracticeofdesignwiththecreationofshareabledesignknowledgewithrepresentationsoflearning,technology&designinorganisational,policy&publicdiscourse– fragmentationhereisdangerous.

Manzini,E.(2015).Design,wheneverybodydesigns:anintroductiontodesignforsocialinnovation.CambridgeMA:MITPress.

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Dr.Ervand Kogbetliantz withhisthree-dimensionalchessboard,NewYorkCity,1952.YaleJoel—TheLIFEPictureCollection/GettyImagesAndhttps://patentimages.storage.googleapis.com/pages/US3767201-1.png

Eachgamespaceisamixofepistemicandproductiveaction(inwhichonesearchesforbetterunderstandingandtriestomakethingsbetter)

Someofoursharpertheoreticalideasaboutrelationsbetweenpeople&technology,individualactionandsocialissues,economy,politics,society,identityetc havebeenworkedouton‘higherplanes’– inwhichourprofessionalagencyisoftenquitelimited.

Knowingwhichplanes/gamesyoucanplay(atanyonetime;foranyoneproject)iskey

Pullingideasbetweengamescanbevuseful;mappingconnectionsbetweengamespacestoo;spottingmomentswhenonecanworkinotherspaces– allstrategicallyimportant&partof‘moralknowhow’

Suchfluencyisimportantforourselvesaseducationalworkersbutalsoimportantassomethingwewanttohelpourstudentsdevelop.

Butalsobearinmindthelimitsofthemetaphor– gamesspaces&theirrelationsshift;theyareundergoingdynamicconstruction,oftenbypowersoutsideourcontrol– butnotalways.

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Thenextfewslidesarefromcurrent/recentPhDresearchinCRLIatSydney.Collectively,theyportraysomeofthecomplexmeshworks ofmaterials,digitaltools,spaces,people,tasksetc thatwefindincontemporaryHE.Eachprojectisconcernedwithunderstandingsomeofthiscomplexity– mostprojectsarealsoconcernedwithimprovingtheset-upsthatareportrayed.

ThisslideshowsateamofeducationaldesignersandacademicstafffromHealthSciencesintheEDRS.Thedesignteamareworkingonaweb-basedinterfacethatstudentswillusewhenlearninghowtoremotelycontrolaCTscanner.TherealCTscannerappearsinthemiddleofthetopleftimage,seenthroughawindowfromarealcontrolroom.Theseappearasvideoimageryinawebpage.ThedesignteamareusinganinteractivewhiteboardintheEDRStoview&discussthestudentinterface.We(asdesignresearchers)aremakingvideorecordingsofthem(andus)– therighthandimageisagrabfromoneofseveralvideostreamsandtimelapsestillimagestreams.

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Acloserviewof(partsof)thesetup.

InthisimagewecanseetherealCTscannerthroughthecontrolroomwindow,plusacomputerdisplayshowingdatafromandcontrolsfortherealscanner,plusawebpagethatallows(evenmore)remotecontrolofthescanner.

Thisisasimilargenretoremoteaccesslabs(usedinscience&engineeringforexample),butisalsoaboutlearningtheprofessionaltoolsofthetradeinasituationmadeevenmorerealisticbythegrowingpracticesof‘e-health’,‘remotemedicine’etc.(Veryimportantinrural/remoteareasofAustralia.)

ThisisfromsomeofMartinParisio’s PhDwork.He’saPhDcandidateattheUniversityofSydney,witha‘dayjob’asaneducationaldesignerattheUniversityofNewSouthWalesalsoinSydney).

SomeofMartin’searlierworkishere:Parisio,M.L.(2012).Enablingstudentautonomy:Learningspacesandemergingtechnologies. PaperpresentedattheE-Learninginachanginglandscapeofemergingtechnologiesandpedagogies,HongKong.http://www.academia.edu/download/30978453/parisio_paper_citers_hku_2012_2.pdf

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TheX-LabintheCharlesPerkinsCentreHubbuildingatSydneyUni.TheCPCisaverylargeresearchandeducationcentre,ahomeforinterdisciplinaryresearchfocussedonObsesity,Diabetes&Cardiovasculardisease.TheX-labopenedthreeyearsago.

ResearchsiteforTinaHinton,whoisstudyingforhersecond PhD.She’sanacademicwhoteachesinthisspaceandplayedasubstantialroleinitsdesign.

Publsihed studies:

Hinton,T.,Yeoman,P.,Carvalho,L.,Parisio,M.,Day,M.,Byrne,S.,...Goodyear,P.(2014).Participatinginthecommunicationofscience:identifyingrelationshipsbetweenlaboratoryspacedesignsandstudents’activities.InternationalJournalofInnovationinScienceandMaths Education,22(5),30-42.

Hinton,T.,Yeoman,P.,Ashor,L.,&Poronnik,P.(2016).Spacesenablingchange.InL.Carvalho,P.Goodyear,&M.deLaat (Eds.),Place-BasedSpacesforNetworkedLearning (pp.207-224).London:Routledge.

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Figure2.Mounted,moveabledesktopcomputersintheXLabwhichallowaccesstomultiplemodesofcommunication,includingmultipleconcurrenthighdefinitiondigitalvideoinputstoeachstudentcomputerfromtheinstructor’sPC,afacecameraandadigitalvisualizerlocatedabovetheinstructors’workarea,alongsideaccesstodigitalandonlineresources.

Learninginsmallandlargegroups,withcohortsfrommultipledisciplines(includingbiomedical,veterinaryandhealthsciences,andmolecularbiosciences),differentyearsofstudy,aswellasarangeofunitsofstudyanddegreeprograms.Theyallowacademic,technicalandsupportstafftoworksidebyside.

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ProsthodonticssimulationlabatMahidol University,Bangkok,Thailand.ResearchsettingforPhDstudentPunyanit (Nat)Rungnava,whoisalsoanacademicteachinginthatspace.

Studentsinthepicturesarelearningtomakeandfitimplants,denturesetc.

Thesimulationsystemgivesthemlivefeedbackonaspectsoftheirwork.Thestudent-prosthodontistneedstobecarefulabouttheirpositioning,inrelationtotheworkitself,thepatientandthemonitoringfacilitiesofthesimulator.

ThisisoneofthelargestDentSim installationsintheworld.

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Thisgivesasenseofthescaleofthelab.

Wealsoseeanepisodeinwhichamemberofstaffsupervisingthestudentshasthemgatheredtogethertodemonstrateapoint.

It’simportantforthedesignofthespacetoalloweasycirculationofinstructorsandtoallowsmoothtransitionsfromindividualtowholeclassactivitiesandbackagain.

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ThisisfromAnnaJanssen’sPhDresearch.AnnaworksasaprojectmanagerintheHealthSciencesFacultyattheUniversityofSydney– her‘dayjob’involvesmanagingarangeofonlineeducationprojects,designed&developedforpeopleworkinginthehealthsector.

OneofthemainelementsofherPhDresearchinvolvedAnnadesigningagameenvironmenttohelpmedicalstudentsrevisetheiranatomicalknowledge.

Shedesignedateam-basedgameinwhichcompetingteamsofstudentsraceeachother–aimingtocaptureterritorybyansweringquestions.

Thegameisthereforeusingaspatialmetaphorinboththeorganisation ofknowledgeandthegamemechanics.

Inthelowerpictureweseeateamoffourstudentsplayingthegame.Locationoftheteammembersturnedouttobeasignificantfactor– thoughitwasn’tadesignissueintheoriginalconceptionofthesoftware.Placingteamsindifferentrooms,andpositioningmembersofthesameteamsotheycanmakeeyecontactandshareplansandanswerswithoutbeingoverheardbytheopposingteam,areimportantinshapingteaminteractionandstrategies.

Apublicationfromearlywork:Janssen,A.,Shaw,T.,Goodyear,P.,Kerfoot,B.,&Bryce,D.(2015).Alittlehealthycompetition:usingmixedmethodstopilotateam-baseddigitalgameforboostingmedicalstudentengagementwithanatomyandhistologycontent.BMCMedicalEducation,15(173).doi:10.1186/s12909-015-0455-6

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Imayskipthisslidetosavetime.

ThestillsarefromresearchbyRobertoMartinez-MaldonadowhilehewasstillpartoftheLaureateteamattheUniversityofSydney.ItshowstheEDRSduringapilottestoftheCoCoDes multitouch designtable.Thisisaresearchtool,not(yet)aseriousdesigntool.

CoCoDes allowsdesignerstoworkwithdesignpatternstocreateasequenceoflearningactivities,andtogetrealtime displaysofsuchthingsastheamountofstudenttimebeingspentondifferentkindsofactivity.

Martinez-Maldonado,R.,&Goodyear,P.(2016).CoCoDeS:Multi-deviceSupportforCollocatedCollaborativeLearningDesign.Paperpresentedatthe28thAustralianConferenceonHuman-ComputerInteraction(HCI)(OZCHI2016),Launceston,Tasmania.Martinez-Maldonado,R.,Goodyear,P.,Kay,J.,Thompson,K.,&Carvalho,L.(2016).Anactionableapproachtounderstandgroupexperienceincomplex,multi-surfacespaces.PaperpresentedattheCHI'16.Martinez-Maldonado,R.,Goodyear,P.,Carvalho,L.,Thompson,K.,Hernandez-Leo,D.,Dimitriadis,Y.,...Wardak,D.(2017).Supportingcollaborativedesignactivityinamulti-userdigitaldesignecologyComputersinHumanBehavior,71,327–342.

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Itmaybethatthispointdoesn’tneedmaking,especiallynowthereisanactiveALTLearningSpacesSIG.

Butthisandthenextslidehelporganise theargumentaboutwhytryingtokeepthephysicalanddigitalseparateislikelytoleadtopracticalproblems.

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Carvalho,L.,&Goodyear,P.(Eds.).(2014).Thearchitectureofproductivelearningnetworks.NewYork:Routledge.

Carvalho,L.,Goodyear,P.,&deLaat,M.(Eds.).(2017).Place-basedspacesfornetworkedlearning.NewYork:Routledge

Clark,A.(2008).Supersizingthemind:embodiment,action,andcognitiveextension.Oxford:OxfordUniversityPress.

Damsa,C.I.,&Jornet,A.(2017).Revisitinglearninginhighereducation—Framingnotionsredefinedthroughanecologicalperspective.FrontlineLearningResearch,4(4),39-47.

Fisher,K.,&Dovey,K.(2016).PlansandPedagogies.InK.Fisher(Ed.),TheTranslationalDesignofSchools (pp.159-177):Springer.

Ingold,T.(2011).Beingalive:essaysonmovement,knowledgeanddescription.Abingdon:Routledge.Knappett,C.(2011).Networksofobjects,meshworks ofthings.InT.Ingold (Ed.),RedrawingAnthropology:

Materials,Movements,Lines (pp.45-63):Ashgate.Knappett,C.(Ed.)(2013).NetworkanalysisinArchaeology:newapproachestoregionalinteraction.Oxford:

OxfordUniversityPress.Lehman,M.L.(2017).Adaptivesensoryenvironments:anintroduction.Abingdon:Routledge.Mitchell,W.J.(1995).Cityofbits:space,place,andtheinfobahn.CambridgeMass:MITPress.Mitchell,W.J.(2003).Me++:thecyborgselfandthenetworkedcity.CambridgeMass:MITPress.Parchoma,G– papersattheALTC2017conference

Pink,S.,Ardèvol,E.,&Lanzeni,D.(Eds.).(2016).Digitalmaterialities:designandanthropology.London:Bloomsbury.

Salomon,G.(Ed.)(1993).Distributedcognitions:psychologicalandeducationalconsiderations.Cambridge:CambridgeUniversityPress.

Shepard,M.(Ed.)(2011).Sentientcity:ubiquitouscomputing,architecture,andthefutureofurbanspace.CambridgeMass:MITPress.

Yeoman,P.(2015).Habits&habitats:anethnographyoflearningentanglement. (PhD),UniversityofSydney. [openaccess: http://hdl.handle.net/2123/13982 ]

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Havingsetupcomplexlearningspaces(entanglingphysical&digital)asanimportantclassofdesignproblem,thetalknowturnsto‘usefuldesignknowledge’.

Inthecontextofdesignforlearning,whatisthis?

Thisisbothadescriptiveandanormativeproject– insightsfromobservations ofdesignpracticeinterwovenwiththeorising andmodellingpractice;importingideasfromotherareasofdesignresearch;rationalreconstructionsofdesignwork,etc.

It’simportanttonotethatthekindsofcomplexspacesillustratedintheearlierslidesaredesignable– peoplefinditchallengingtodesignthem,andtoanalyse howtheynowfunction(forthepurposesofenhancementand/orsharingdesignideas).Buttheydomanagetogetthejobdone.

Ourwaysoftheorising howdesignforlearningshouldbedone– normativemodelsofdesign,designprinciplesetc – struggletocapturethiskindofwork.

Asisoftenthecaseonlearningtech,practicalinnovationmovesaheadofourabilitiestosay(inmoreformalterms)howsuchpracticeshouldproceed.Thismaynotseemtobeaproblem(itworksinpractice),butthedifficultiesofmakingmoreabstractrepresentationsofwhat’sgoingonmakeitdifficulttoshareinsights(otherthaninthemostconcreteofterms).

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Classicmodelsofinstructionaldesigntendtoassumeacompliantlearner– theymaynotbeexpressedindeterministiclanguage,buttheyleavelittleroomforlearneragency.

Thereactionagainstinstructionaldesigninthe1990s(neo-constructivismetc)waspartlyaresponsetotheneedtorecognise learnerdiversityandlearneragency,butabandonedthetoolkitofinstructionaldesign– justatatimewheneducatorsbecameinterestedinmuchmorecomplexlearningoutcomesandlearningenvironments.

Growinginterestindesignforlearninginthelast10-15yearshasalsoseendesignersanddesigntheoristsnavigatingwatersbetweenhighlyprescriptiveandlaissezfaireapproaches.

Someofmywritingonthis:seemywebsiteorcontactmeGoodyear,P.(1997).Theergonomicsoflearningenvironments:learner-managedlearningandnewtechnologyCreacion demateriales paralainnovacion educativa connuevas tecnologias (pp.7-17).Malaga:Instituto deCiencias delaEducacion,UniversidaddeMalaga.Goodyear,P.(1999).Educationaltechnology,virtuallearningenvironmentsandarchitecturalpractice.InD.Ely,L.Odenthal,&T.Plomp (Eds.),Educationalscienceandtechnology:perspectivesforthefuture(pp.74-91).Enschede:Twente UniversityPress.Goodyear,P.(1999).Newtechnologyinhighereducation:understandingtheinnovationprocess.InA.Eurelings,F.Gastkemper,P.Komers,R.Lewis,R.vanMeel,&B.Melief (Eds.),IntegratingInformationandCommunicationTechnologyinHigherEducation (pp.107-136).Deventer:Kluwer.Goodyear,P.(1999).Pedagogicalframeworksandactionresearchinopenanddistancelearning.EuropeanJournalofOpenandDistanceLearning.

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Onecanseethebeginningsofamovetowardsunderstandingcomplexlearningsystems(etc)in‘realist’terms.

Inmyview,there’sbeentoomuchresearchined tech(andeducationmoregenerally)thatlooksforstatisticalassociationsbetweenabstractvariables(like‘engagement’)andtoolittlethatlookscloselyattheactualityoflearningactivitiesandtheactualinterweavingofactivity,tools,languageetc.(Icountmyselfamongthosewho’veoverdonethecorrelationalresearch.)

Perhapsabetterwaytoputthisistosaythatnowisthetimeforusalltobeexaminingverycloselyhowcurrentcomplexsetsoflearningarrangementsactuallywork.

Goodyear,P.,&Ellis,R.(inpress).Learningspacesresearch:framingactionableknowledge.InR.Ellis&P.Goodyear(Eds.),Spacesofteachingandlearning:integratingperspectivesonresearchandpractice.Dordrecht:Springer.

Reimann,P.(2009).Timeisprecious:Variable- andevent-centred approachestoprocessanalysisinCSCLresearch.InternationalJournalofComputer-SupportedCollaborativeLearning,4,239-257.

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ThestudyreportedhereinEducationNextlookedatstatisticalassociationsbetweenusinglaptopsinlecturesandcoursegradesachieved.

Theresearchdesigndidnottrytocapturewhatstudentswereactuallydoingwith/ontheirlaptopsduringthelectures.

Ataminimum,ourresearchneedstofocusinonWHATSTUDENTSAREACTUALLYDOING

Tobefair,theauthors’discussiondidmentionpossibilitiesthatstudentsmightbedoingdifferentthings,butthiswasn’tpartoftheresearchdesign.

Studentactivityisreal– ithaseffects.

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Imayalsoskipthisoneiftimeistight.

KlausKrippendorff hasmanyinterestingthingstosayaboutdesign.He’snotwritingabouteducationaldesign,butmanyofhisinsightsareapplicable– someofthemapplyevenmorestronglyineducationalcontextsthaninthe‘mainstream’designcontextshediscusses.

Mymainpointhereisthatwearenotinagoodpositionto’handover’oureducationaldesignstostudentsifwecan’tarticulatetothemhowtheyaremeanttowork.

Wecan’tarticulatetheirlogicifwedon’tunderstandhowthe(implemented)designactuallyworks….

NBthisisnoteasy– esp wherestudentstakeoverthedesignandcustomiseinsignificantways;butthereshouldalwaysbethepossibilityofsomeaccountofdesignlogic.

Kashmira Dave’sresearchatSydneyshedssomelightonthedifficultiesacademicstaffhaveinarticulatingthepurposes oftheirdesigns.

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I’mnowbringingthestorylinetomeetsomeofthepropositionsthatI’vesharedinearlierworkonactivitycenteredanalysisanddesign(ACAD)

Fiveusefulpapersonthiscanbedownloadedfrommywebsite.

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TheACADapproachisjustonewayofthinkingaboutdesignforandanalysisofcomplexlearningsituations.

Themaintenetsareintheseopen-accessarticles:

Goodyear,P.(2015).Teachingasdesign.HERDSAReviewofHigherEducation,2.

Goodyear,P.,&Dimitriadis,Y.(2013).Inmediasres:reframingdesignforlearning.ResearchinLearningTechnology,21.doi:http://dx.doi.org/10.3402/rlt.v21i0.19909

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T– ‘things’H– ‘humans’ReasoningabouttherelationsbetweenT-T,H-H,&H-Ttypicallydrawsonavarietyofformsofknowledgeandwaysofknowing.Suchreasoningisanexampleofepistemicfluency– recognising andbeingabletoparticipateinarangeofepistemicgames.

Hodder,I.(2012).Entangled:anarchaeologyoftherelationshipsbetweenhumansandthings.Chichester:Wiley-Blackwell.

Yeoman,P.(2015).Habits&habitats:anethnographyoflearningentanglement.(PhD),UniversityofSydney. http://hdl.handle.net/2123/13982

Yeoman,P.(2017).Astudyofcorrespondence,dissonance,andimprovisationinthedesignanduseofaschool-basednetworkedlearningenvironment.InL.Carvalho,P.Goodyear,&M.deLaat (Eds.),Place-BasedSpacesforNetworkedLearning (NewYork:Routledge.

https://pippayeoman.wordpress.com

Markauskaite,L.,&Goodyear,P.(2017).Epistemicfluencyandprofessionaleducation:innovation,knowledgeableactionandactionableknowledge.Dordrecht:Springer.

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Wehavesome(incompletebutneverthelessuseful)bodiesofknowledgeonwhichtodrawinreasoningaboutsomeofthesekeyrelationships

Forexample,whatgoesonwhenstudentsinterprettaskrequirementsandimprovisetheirownlearningactivitiesisaterritorythathasbeenstudiedbyresearchersinterestedin‘studentsapproachestolearning’orSAL.ThishasalonghistoryinHE(deep&surfaceetc).

Oneimportantclaiminthisdiagramisthatrelationshipsbetween‘things’(artefacts,featuresoflearning/workplacesetc)andactivities(H-T)arenotpedagogicalrelationships.AreasofR&Dlikeergonomicsmaybemoreappropriate.Iconjecturethatthiscouldproveusefulinconvincingcampusinfrastructuremanagers,architects,builders&othersofthenecessity ofsomedesignelements– offeringsharperargumentsthanwetypicallyfindwithpedagogicalargumentation.

“Studentsneedxtodothejob/completethetask”

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Imaynotgetthroughall3examples.Eachexampletakesaslightlydifferentperspectiveonthesekindsofrelationships.

Myargumentisthatthesekindsofactionableconceptsshouldbefeaturingmorefrequentlyineverydayeducationaldesign/analysisdiscussionsandthatawarenessoftherelationshipstheyhelpusspeakaboutwouldhelpliftthequalityofdiscussionineducationalpolicy/strategydiscourse.

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Collins,H.(2010).Tacitandexplicitknowledge.Chicago:TheUniversityofChicagoPress.

Oliver,M.(2005).Theproblemwithaffordance.E-learning,2(4).doi:doi:10.2304/elea.2005.2.4.402Oliver,M.(2011).Technologicaldeterminismineducationaltechnologyresearch:somealternativewaysofthinkingabouttherelationshipbetweenlearningandtechnology.JournalofComputerAssistedLearning,27,373–384.Oliver,M.(2013).Learningtechnology:Theorising thetoolswestudy.BritishJournalofEducationaltechnology,44(1),31–43.

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Lucila Carvalho andItalkaboutthisin:

Goodyear,P.,&Carvalho,L.(2013).Theanalysisofcomplexlearningenvironments.InH.Beetham &R.Sharpe(Eds.),Rethinkingpedagogyforadigitalage:designinganddeliveringe-learning (pp.49-63):RoutledgeFalmer.

SeealsoKahneman,D.(2011).Thinking,fastandslow.NewYork:Farrar,StrausandGiroux.

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Onstructure&agencyfromasocialperspective,see:Archer,M.(2003).Structure,agencyandtheinternalconversation.Cambridge:CambridgeUniversityPress..

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Lonchamp,J.(2012).AninstrumentalperspectiveonCSCLsystems.InternationalJournalofComputer-SupportedCollaborativeLearning,7(2),211-237.doi:10.1007/s11412-012-9141-4Rabardel,P.,&Beguin,P.(2005).Instrumentmediatedactivity:fromsubjectdevelopmenttoanthropocentricdesign.Theoreticalissuesinergonomicscience,6(5),429-461.Rabardel,P.,&Bourmaud,G.(2003).Fromcomputertoinstrumentsystem:adevelopmentalperspective.InteractingwithComputers,15(5),665-691.doi:10.1016/s0953-5438(03)00058-4Ritella,G.,&Hakkarainen,K.(2012).Instrumentalgenesisintechnology-mediatedlearning:Fromdoublestimulationtoexpansiveknowledgepractices.InternationalJournalofComputer-SupportedCollaborativeLearning,7(2),239-258.doi:10.1007/s11412-012-9144-1Verillon,P.,&Rabardel,P.(1995).Cognitionandartifacts:acontributiontothestudyofthoughtinrelationtoinstrumentedactivity.EuropeanJournalofPsychologyofEducation,10(1).White,T.(2008).DebugginganArtifact,InstrumentingaBug:DialecticsofInstrumentationandDesigninTechnology-RichLearningEnvironments.InternationalJournalofComputersforMathematicalLearning,13(1),1-26.doi:http://dx.doi.org/10.1007/s10758-007-9119-x..

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Seealsoonthis:

Overdijk,M.,vanDiggelen,W.,Kirschner,P.,&Baker,M.(2012).ConnectingagentsandartifactsinCSCL:Towardsarationaleofmutualshaping.InternationalJournalofComputer-SupportedCollaborativeLearning,7(2),193-210.doi:10.1007/s11412-012-9143-2

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Images:MichaelJohnson&MichaelKhoo.

Furtherreading– recommendedbooks.Mytwofavourites inbold:

Boddington,A.,&Boys,J.(Eds.).(2011).Re-shapinglearning:acriticalreader- thefutureoflearningspacesinpost-compulsoryeducation.Rotterdam:SensePublishers.Boys,J.(2011).Towardscreativelearningspaces:re-thinkingthearchitectureofpost-compulsoryeducation.NewYork:Routledge.Boys,J.(2015).Buildingbetteruniversities:strategies,spaces,technologies.NewYork:Routledge.Ellis,R&P.Goodyear(Eds.)(Inpress),Spacesofteachingandlearning:integratingperspectivesonresearchandpractice.Dordrecht:Springer.Fisher,K.(Ed.)(2016).Thetranslationaldesignofschools:anevidence-basedapproachtoaligningpedagogyandlearningenvironments.Rotterdam:Sense.Imms,W.,Cleveland,B.,&Fisher,K.(Eds.).(2016).Evaluatinglearningenvironments:snapshotsofemergingissues,methodsandknowledge.Rotterdam:Sense.Temple,P.(Ed.)(2014).Thephysicaluniversity:contoursofspaceandplaceinhighereducation.AbingdonRoutledge.

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