Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. An integrated work and learning system 155 Wegerif, R. (2002). Literature Review in Thinking Skills, Technology and Learning: A report for NESTA, from Future Lab Series website: http://www.nestafuturelab.org/ research/reviews/ts01.htm
For EARLI members only. Not for onward distribution. Chapter 10 Versions of computersupported collaborating in higher education Charles Crook When young people first started to make use of personal computers, social scientists observed their activity and issued warnings. They suggested that this was a compulsive technology and one that could cultivate a rather solitary style of engagement in the user (Turkle, 1984; Wiezenbaum, 1976). Accordingly, as computers began to migrate into classrooms, there was an inevitable fear that the experience of teaching and learning would change in ways that echoed this (Bliss, Chandra & Cox, 1986; Lichtman, 1979). Perhaps pupil–machine interactions would replace the congenial bustle of classroom talk and activity. In fact, matters developed in the opposite direction. Classroom computers became the catalyst for pupils to do work together – not alone. One simple reason was that classrooms had very little of this technology, while pressure on teachers to use it was great. The natural solution was to have pupils share a single computer: in short, to work in small groups. Teachers then noticed that these groups were quite animated. Indeed, in the UK at least, this helped teachers with another professional pressure: namely, development of collaborative learning. Unsurprisingly, educational researchers began to notice what was happening in classrooms and, by the mid- 1990s, the field of ‘computersupported collaborative learning’ (CSCL) emerged (Crook, 1994; Koschmann, 1996; O’Malley, 1994). Any new research field will want to build a relationship with some theoretical tradition. Then, if that field flourishes, it will – in its own way – inspire and progress the underlying theory. That has happened for CSCL and more will be said about it below. However, there is another relationship to consider. Any new educational research field will also want to influence mainstream practice: to influence events beyond the laboratory. Again, there is no doubt that this has occurred. So, in the present chapter, I wish to coordinate around these three themes. I am concerned with CSCL’s evolving synergy between theory, research method, and legacies to practice. However, this practice of education is inevitably lived out in a very wide range of settings for teaching and learning. Such ‘sites for learning’ have their own distinctive ecologies and it is important to reveal and understand them. Because, for innovators, learning sites may differ in ways that present a challenge to the design process. It follows that some settings may be more receptive than others to those interventions that are derived from new research and theory – such
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Learning Across Sites: New tools, infrastructures and practices - Earli

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