Presentation of mediating learning design framework.

1. DEVELOPING THE CARIBBEAN EDUCATORS
NETWORK (CEN) E-MEDIATING FRAMEWORK
LeRoy Hill, PhD
Director, Humanities & Education
Anguilla Community College
AECT CONVENTION 2012
Louisville, Kentucky

2. CONTEXT
“…every
story has a
deeper
meaning that
drives the
narrative.”
CPD: The design challenge
The CEN: the research environment
NING: The technological environment

3. CPD CHALLENGE – THE PROBLEM
• Little attention is given to teacher
education/continuing development in the
Caribbean (Carrington, 1993)
• Miles (1995) also states that the efforts that are
made are: under-
resourced, unsustained, designed for a “one size
fits all”, imposed rather than owned
• Robinson and Latchem (2003) suggests the
use of open, distance and information and
communication technologies (ICT)s

4. WHAT IS CEN?
Social Network comprising of
Synchronous and asynchronous
technologies (i.e. forums, discussion
groups, webinars, etc...)
Used to encourage critical and
reflective dialogue between its
members
The network is built on the NING social networking platform that has a number of
asynchronous and synchronous social network technologies (i.e. forums, discussion
groups, webinars, etc…) to encourage critical and reflective dialogue between its members.

5. Research Plane Cycle
Design Plane
What is the nature of the CPD interests of How do I go about designing an online
Cycle 1 CPD framework for the CEN?
members of the CEN?
How might Activity-Oriented Design
What is the nature of CEN? Methods be used to support an
Cycle 2
a. What is its membership, activities, and interpretation of the CEN activity
interests? system?
Cycle What is the nature of the CAG?
What is the nature of the participatory
Cycle 3 design approach in the CAG?
2
What processes and presences mediate How is a participatory design approach
the collaborative knowledge-building in applied in making sense collaboratively
the Diversity of Learning group? Cycle 4 of a framework to mediate
collaborative knowledge-building in the
CEN?
RESEARCH QUESTIONS

6. Planning Acting, Observing,
Outcome
(Methodology) Reflecting
Methods: Mixed:
Cycle
Descriptive Statistics from 1
Online questionnaire, membership database
Phase - New Research questions
1
Framework: AODM - Themes for literature
Methods: Mixed: Cycle
Descriptive analysis of - AODM application
Membership database, observation: composition of 2
CEN groups, Web traffic data: Google analytics
Content analysis of asynchronous communication:
field notes, discussion forum transcripts, RSS activity
feed transcripts; field notes; synchronous
communication: Elluminate Live session transcripts,
Instant Messaging Chat log Cycle
3 - CEN Advisory Group (CAG) for
participatory design
Framework: AODM:ESM
Methods: Qualitative - Coded collaborative knowledge-
Descriptive analysis; Analysis of asynchronous Phase building processes & presences.
& synchronous dialogue 2
- Developed framework for mediating
Observation: field journal, responses from
collaborative knowledge-building.
network members Cycle
4
Framework: COI, group cognition, activity theory
Methods: Qualitative:
Analysis of asynchronous; member page profiles,
review of literature

7. Learning Design Activity System – B
Research Question Cycle 1
What is the nature the CPD interests of
- Ning
members of the CEN? Tools -CPD online questionnaire
-Literature on learning design
How do I go about designing an online
CPD framework for the CEN?
Actual
Outcome
Subject Object
- Designing CPD activities -List of CPD interests of 13
-Designer (me)
members (Approach not
sustainable)
-Questions become part
of network process
-New research questions
Rules & Regulations Roles
Community
-Constructivist design approach -Designer
-Ning environment constraints - CEN – Caribbean Educators -Administrator
- -Researcher
CYCLE 1: AN INITIAL LOOK AT THE CEN

8. CEN Activity System - A
CEN Activity System – B Learning Design Activity System - B
Cycle 2
Research Question Outcome
Knowledge building & Outcome
sharing - Ning Questionnaire
What is the nature of CEN? Tools -Embedded questionnaire items. items
-Elluminate Live, Media sharing
- Group Forums, Dialogic
-What are its exchanges, participation
membership, activities, and
interests?
Subject Object Outcome
How might Activity-Oriented -CEN member
Collaborative -Sustainable CKB framework
Knowledge building
predominantly
& sharing
Design Methods be used to English speaking
and female.)
support an interpretation of
the CEN activity system? Rules & Regulations Roles
-Ning environment constraints Community
- socio-cultural setting -Member
- technological skills Caribbean Educators -Administrator
-Explicit rules -Greeters
-Sign up process (closed membership)
-Ethical declaration
CYCLE 2: DEVELOPING A DEEPER UNDERSTANDING OF
THE CEN – THE UTILITY OF THE AODM APPROACH

9. AODM: 6 STAGES, 4 TOOLS
Stage 1. Interpreting the situation being examined in terms of Activity
theory.
- Eight-Step-Model (ESM) forms part of this stage.
Stage 2. Model the situation being examined
-information collected from the ESM is used in this stage to create a
representation of the activity system.
Stage 3. Decompose the activity system
-Decomposition of the results ESM is achieved through the Activity
Notation tool which further simplifies process into smaller units for analysis.
Stage 4. Generate research questions
Stage 5. Conduct a detailed investigation
Stage 6. Interpret and communicate findings
- A technique for Mapping Operational processes is used as part of this.

10. THE AODM…
The Eight-Step-Model
The Activity Notation
Identify the: - Question to Ask
Actors ~ Mediator ~ Object-ive
Step 1 Activity of interest What sort of activity am I interested in?
(Doers) (Purpose)
Step 2 Object-ive Why is the activity taking place?
Subjects ~ Tools ~ Object
Step 3 Subjects Who is involved in carrying out this activity?
Step 4 Tools By what means are the subjects performing this activity? Subjects ~ Rules ~ Object
Step 5 Rules & Regulations Are there any cultural norms, rules or regulations governing
the performance of this activity? Subjects ~ Division of ~ Object
Step 6 Division of labour Who is responsible for what, when carrying out this activity Labour
and how are the roles organised? Community ~ Tools ~ Object
Step 7 Community What is the environment in which this activity is carried out?
Step 8 Outcome What is the desired Outcome from carrying out this activity? Community ~ Rules ~ Object
Community ~ Division of ~ Object
Labour
AODM’s Activity Notation (Mwanza 2002, p.152)
AODM’s Eight-Step-Model (Mwanza 2002, p.128)
The Technique of Generating General Research Questions
1) What Tools do the Subjects use to achieve their Objective and
how?
2) What Rules affect the way the Subjects achieve the Objective
and how?
3) How does the Division of Labour influence the way the Subjects
satisfy their Objective?
4) How do the Tools in use affect the way the Community achieves
the Objective?
5) What Rules affect the way the Community satisfies their
Objective and how?
6) How does the Division of Labour affect the way the Community
achieves the Objective?
AODM‟s Technique of Generating General Research Questions (Mwanza
2002, p.155)
AODM‟s Technique of Mapping AODM Operational Processes (Mwanza 2002, p.162)

11. • As a planning tool, AODM tends to be largely iterative and aims to help
designers “generate insights for further study and refinement”
(Greenhow & Belbas 2007, p.369)
• The AODM provides a comprehensive and empirically tested set of
tools in operationalising Activity Theory in design analysis and
development process by making explicit the “process of
gathering, analysis and communicating design requirements” (Mwanza
2002, p.214).
• Clearly outlined in 6 stages and methodological tools: (1) A Eight-Step-
Model (2) An activity Notation (3) A technique for generating Sub-
Activity-Oriented Research questions (4) A technique for Mapping
Operational processes.
• Application of AODM in CEN Context provides a different setting to
test…
WHY AODM?

12. Learning Design Activity System - C (Cycle 3) CAG Activity System – A
Research Questions Tools
Cycle 3
Object
What is the nature of the - Dialogic exchanges,
Tools - Elluminate Live
- Literature
CAG?
What is the nature of the
participatory design
Object Desired
approach in the CAG? Subject Outcome
Participatory design: Design framework for
-CAG member
Co-construction of collaborative knowledge
knowledge through building & sharing
dialogue
Rules & Regulations Roles
Community
-Wider network regulations -Advisor
-Group established protocols - CAG -Designer
-Researcher
-Group initiator
CYCLE 3: THE CEN ADVISORY GROUP: EXPLORING THE
NATURE OF THE CAG - THE PARTICIPATORY DESIGN WORKING
GROUP

13. Themes Description Theoretical Mapping
Tools The appropriation of tools in collaborative Activity Theory
knowledge-building; in establishing, managing
interactions and connections as a process of
„Artefactization‟.
Moderating Moderating the collaborative knowledge-building Activity Theory
activity; establishing roles and rules for moderating
activity
Reflective self and group evaluative dialogue; metacognitive Group Cognition, CoI
statements .
Community a sense of identity and purpose, group formation Group Cognition, CoI
Social facilitating social interaction through open and Group Cognition, CoI
welcoming dialogue.
Cognitive Co-construction of knowledge, negotiating group Group Cognition, CoI
knowledge, perspective sharing, knowledge
negotiation.
INITIAL CATEGORIES

14. Instrumentization Presence
‘Artefactizations’
OUTCOME
OBJECT
PROCESS
Refedfd
PROCESS
OBJECT
OUTCOME
Moderating Presence
INITIAL DESIGN REPRESENTATION
OF FRAMEWORK

15. Learning Design Activity System – D
Research Questions Cycle 4
What processes and presences
-Word processor commenting feature
mediate the collaborative knowledge-
Tools -Transcribed content of asynchronous communication,
-Coded unit of analysis
-Literature review
building in the Diversity of Learning -COI framework, group cognition, activity theory
group?
How is a participatory design Desired
Object
approach applied in making sense Subject Outcome
-Participatory design: collaborative knowledge-
- Coders
Co-construction of building framework
collaboratively of a framework to (Mille, LeRoy, knowledge
Jean, Deem)
mediate collaborative knowledge-
building in the CEN?
Rules & Regulations Roles
Community
- Coding specifications -Designer
- Creswel (2009) - CAG, CEN -Researcher
-Coder
CYCLE 4: EXPLORING THE CEN COLLABORATIVE KNOWLEDGE-
BUILDING E-MEDIATING FRAMEWORK

16. Sample coding by Coder

17. Category Operational definition Indicators
Cognitive presence The extent to which a group co-construct meaning Cognition
through collaborative dialogue that demonstrates Asking questions, making inferences, formulating hypothesis, making
Key Processes: Reflection, meta-cognition, knowledge and skills, self-awareness, self-control, decisions, defining terms, requesting knowledge-sharing, sharing
valuing, cognition and self-regulation. knowledge, sharing opinions.
Reflection
Evaluations, criticism, appreciation, making value statements, making
reference to knowledge, experience, expertise, acknowledging
understanding. Eg. I understand, I think, I wonder.
(adapted from Henri‟s 1992 Analytical model p129)
Community presence This is the social function of the group and is Affective
evaluated by the extent to which a group fosters a Use of Humour, expressing emotions, expressing value, self-disclosure,
Key Processes: legitimate peripheral sense of belongingness, and cohesion through open use of emoticons.
participation, social interaction dialogue.
Open communication
continuing a thread, referring to a previous comment, asking questions,
complementing, expressing appreciation, expressing agreement,
expressing disagreement, personal advice, agreeing to discuss further
Group cohesion & belongingness
Addressing or referring to member by name, using encouraging language
and tone, inclusive pronouns, showing interest in group cohesion, interest in
group activity, greetings, salutations, „small talk‟.
(Adapted from Garrison et al. 2000)
LINKING CODES TO PROCESSES AND PRESENCES

18. Moderating presence The extent to which whole group presences Design
(Social, Cognitive and „Artefactization‟) Sharing and assigning roles and ascribing duties, defining and
Key processes: Designing and and processes are designed and facilitated clarifying parameters of dialogue, initiating themes for
supporting collaborative knowledge- through continuous negotiation and discussions.
building setting; designing of roles and responsibilities.
Roles Facilitating
Encouraging collaboration and participation, guiding dialogue,
facilitating meaning-making, seeking to negotiate consensus,
reinforcing or acknowledging contributions.
„Artefactization‟ presence The extent to which a group harnesses Technological setting,
technology, skills and knowledge to actively Configuring tool for group use, introducing new tool or link,
Key processes: Selecting appropriate satisfy shared object. embedding external object in group space.
context, tools.
Tool appropriation
Recommending tool, displaying tool use, sharing links, sharing
resources, encouraging use of tool, showing evidence of tool use.
For example, Let me share; I know how to.

19. Messag Community Moderating Artefactization Cognitive
e
Unit
1 X X X
2 X X
3 X
4 X
5 X X
6 X X
7 X X
8 X X
9 X X
10 X X X
11 X X X
12 X
13 X X
14 X X
15 X X
16 X X
17 X
18 X X X
19 X X X
20 X
21 X X
Recoding Result Summary

20. Community Presence
DESIRED OUTCOME
(Condition)
OBJECT
(Process)
Moderating Presence
DESIRED OUTCOME
DESIRED OUTCOME
Cognitive Presence
(Condition)
(Condition)
(Process)
OBJECT
(Process)
OBJECT
OBJECT
(Process)
DESIRED OUTCOME
(Condition)
‘Artefactizations’ Presence
THE CEN E-MEDIATING FRAMEWORK

21. Multiple plane
Cycle 1 Initial perspective activity systems
analysis
AODM provided research
Deeper
Confirmed shared focus for exploring
Cycle 2 understanding of
object in network collaborative knowledge-
network
building framework
Established 6
Design suggestion Linked design
Cycle 3 themes for
from group suggestions to themes
framework
Theoretical frames
The CEN e-
used as mediating Verified link
Inter-subjective mediating
Cycle 4 artefacts for between codes and
group coding presence
conceptualising themes
framework
framework
RESEARCH OUTCOMES

22. THANK
YOU!
Artwork done by students

23. REFERENCES
Carrington, E. W. (1993). The future of education in the Caribbean: Report of the Caricom Advisory
Task Force on education. Evaluative Report, ERIC database.
Conole, G. & Oliver, M., 2006. Contemporary Perspectives in E-learning Research (Open & Flexible
Learning) 1st ed., Routledge.
Greenhow, C. & Belbas, B., 2007. Using activity-oriented design methods to study collaborative
knowledge-building in e-learning courses within higher education. International Journal of
Computer-Supported Collaborative Learning, 2(4), 363-391.
Hill, L. (2011). A learning design approach for exploring a framework for mediating collaborative
knowledge-building in the Caribbean Educators Network. Retrieved October 24, 2012, from
http://etheses.nottingham.ac.uk/2356/
Miles, M. B. (1995). Forward. In T. Guskey & M. Huberman (Eds.), Professional development in
education: New paradigms and practices (pp. vii–ix). New York, NY: Teachers College Press.
Mwanza, D. (2002) “Towards an Activity-Oriented Design Method for HCI Research and Practice.”
PhD Thesis - The Open University, United Kingdom.
Mwanza-Simwami, D. (2009). Using Activity-Oriented Design Methods (AODM) to investigate mobile
learning. In: Vavoula, Giasemi, Pachler, Norbert and Kukulska-Hulme, Agnes eds. Researching
Mobile Learning Frameworks, tools and research designs. Oxford, UK: Peter Lang Verlag, 97–
122.