Riding the tiger: Participatory design and concurrent development in the construction of collaborative learning spaces
Ryan, Michael & Rasmussen, Andrew J. (2005) Riding the tiger: Participatory design and concurrent development in the construction of collaborative learning spaces. In Online Teaching and Learning (OLT) Conference: Beyond Delivery, 27th September 2005, Brisbane.
Web-based learning management systems hold considerable promise in supporting approaches to teaching that are well-informed, both practically and theoretically. Unfortunately, this promise has often remained unrealised, especially in higher education contexts. Various reasons may be proffered including: monolithic approaches to system development, mismatches between software and pedagogic models, or attenuated communication between system developers and practitioners. This paper examines one case study involving the concurrent development (simultaneous deployment and refinement) of a general on-line collaborative tool for students and the co- development of an instructional approach based on authentic constructivist principles. This case study is used to abstract some tentative principles that relate to the effective development of learning management systems. These principles include:
* Some pedagogical designs, while productive in terms of student learning, rely on complex interactions that are difficult to support technically.
* It is possible to set up conditions for a productive participant-developer dialogue in order to co-inform technical and pedagogical design.
* Non-traditional methods of system development are appropriate in order to support innovation, especially if measures are taken to handle the risks involved.
The results should be of interest to teachers in higher education, administrators and developers of web-based learning management systems.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
|Item Type:||Conference Paper|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Higher Education (130103)|
|Divisions:||Current > QUT Faculties and Divisions > Division of Technology, Information and Learning Support|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 Michael Ryan and Andrew Rasmussen|
|Deposited On:||28 Aug 2008|
|Last Modified:||09 Jun 2010 23:03|
Repository Staff Only: item control page