Based on Voigt (2008) 19th Australasian Conference on Information Systems

… or the difficulties of real world experiments

Research context: Distributed Learning

Understand the variety of current learning processes

Extend conceptualisation of online collaboration

Promote purposeful and efficient use of rich media

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Existing research

Media richness theory (Daft , Lengel & Trevino 1987), Ability to support different types of communication objectives

Media synchronicity theory (Robert & Dennis 2005) Ability to concurrently engage communication partners

No-significant difference phenomenon (IDECC 2004)

Scripts (Dillenbourg 2002) Increase desirable interactions and decrease ‘unproductive’

interactions

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Logics of explanations

Scripts only intermittently used

Scripts were frequently adopted

‘Irregularities’ often decisive for successful case discussions

What kind of logic could explain these changes? Formal logic based on causal relationships Informal logic based on argumentation Practical logic based on practice

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Logic of causality: Following a script

Scripts are idealised processes that (a) increase pedagogically desirable activities and (b) decrease ‘unproductive’ interactions

Assumption of generalizable ‘best practices’

If scripts are too complex they defeat the purpose of supporting learning Check list vs framework (or scafold)

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Logic of practice:Polychronicity & Improvising

Polychronicity means being involved in multiple, related or unrelated activities at one time

Polychronicity ensures flexibility by re-evaluating the objectives and benefits of an activity

Improvisation (Ciborra 1999) situated performance where thinking and action emerge

simultaneously improvisation seems to be ruled at the same time by

intuition, competence, design and chance

Examples Addressing issues as they emerge

Using tools and opportunities as the

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Conclusions & Outlook

Explore new formats to research and evaluate the use of technology in evolving communities Design research

Design Patterns

Design Thinking

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References

Ciborra, C. U. (1999). Notes on improvisation and time in organizations. Accounting, Management and Information Technologies, 9(2), pp.77-94.

Daft, R. L., Lengel, R. H. & Trevino, L. K. (1987). Message Equivocality, Media Selection, and Manager Performance: Implications for Information Systems. MIS Quarterly, 11(3), pp.355-366.

Dillenbourg, P. (2002). Over-scripting CSCL: The risks of blending collaborative learning with instructional design. In P. A. Kirschner (Ed.), Three worlds of CSCL: Can we support CSCL? (pp. 61-91). Heerlen: Open Universiteit Nederland.

IDECC. (2007). "No Significant Difference" Web Site. [viewed 01.052006 from http://www.nosignificantdifference.org/].

Robert, L. P. & Dennis, A. R. (2005). Paradox of richness: a cognitive model of media choice. Professional Communication, IEEE Transactions on, 48(1), pp.10-21.

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Questions & Comments?

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