Concep'ons
of
Par'cipa'on
in
the
Digital
Age
A
literature
review
Franco
Rau,
Faculty
of
Human
Sciences
Technische
Universität
Darmstadt,
Germany
ECER
2014,
ERG
SES
G15:
ICT
in
EducaFon,
02.09.2014

Research
quesFon
How
has
“parFcipaFon”
been
conceptualised
and
studied
in
the
context
of
parFcipatory
technologies
and
current
in-­‐class
pracFces?

#ALS-­‐ICE-­‐BUCKET-­‐CHALLENGE
StarFng
with
one
concepFon:
ParFcipatory
cultures

„The
ParFcipaFon
Gap
—
the
unequal
access
to
the
opportuniFes,
experiences,
skills,
and
knowledge
that
will
prepare
youth
for
full
parFcipaFon
in
the
world
of
tomorrow.“
(Jenkins
et
al.
2009)
QuesFoning
parFcipatory
cultures?
The
parFcipaFon
gap!

State
of
research
My
methodical
approach
Preliminary
results
1
2
3

State
of
research
1

Key
issues
of
previous
research
• poten'al
of
Web
2.0
technologies
to
enhance
learning
and
to
facilitate
acFve
parFcipaFon
has
been
widely
debated
theore'cally
(Hew
&
Cheung
2013,
Grell
&
Rau
2011,
Tess
2013)
• Web
2.0
technologies
are
no
“silver
bullets“
and
will
not
automaFcally
improve
students
learning
outcomes
or
parFcipaFon
(Hew
&
Cheung
2013,
Grell
&
Rau
2011,
Sim
&
Hew
2010)
• “in-­‐class
prac'ces”
with
Web
2.0
technologies
has
not
been
sufficiently
explored
(Aydin
2012,
Hew
&
Cheung
2013,
Tess
2013)

Key
issues
of
previous
research
• some
disagreements
about
…
– …
agtudes
towards
Web
2.0
technologies
as
educaFonal
environment
(Aydin
2012,
Tess
2013)
– …
appraisal
of
posiFve
effects
of
Web
2.0
technologies
(Aydin
2012,
Hew
&
Cheung
2013)
• views
and
concep'ons
of
“learning”
and
“par'cipa'on”
are
different
(Hew
&
Cheung
2013,
HrasFnski
2008)
• previous
research
has
neglected
to
idenFfy
how
“parFcipaFon”
has
been
conceptualised
in
this
context

My
methodical
approach
2

Decisions
for
a
systemaFc
review
Aim/Ques'on
Iden'fy
and
discuss
current
concep'ons
of
par'cipa'on
in
the
context
of
parFcipatory
technologies
and
current
in-­‐school
pracFces
Methods
for
searching
Database:
ScienceDirect;
peer
reviewed
journal
papers;
published
between
2006-­‐2013;
Title
&
abstract
search
(parFcipaFon
or
parFcipatory)
combined
with
a
fulltext
search
(including
relevant
keywords)
Abstract
screening
&
data
appraisal
Abstract
screening
with
two
criteria:
(1)
studies
related
to
in-­‐
class
pracFces
(higher
educaFon
or
school);
(2)
studies
related
to
Web
2.0
technologies
Data
analysis
Constant
comparaFve
method
to
induc'vely
idenFfy
concepFons
of
parFcipaFon

Screenshots
-­‐
hlp://www.sciencedirect.com
(24.08.2014)
Methods
for
searching
645
results
found
through
ScienceDirect
155
abstracts
screened
for
criteria
(unFl
today)
127
abstracts
excluded
28
full
arFcles
screened
for
criteria
16
papers
were
idenFfied
for
data
analysis
(so
far)
• case
studys
(n=10)
• focus
on
scholars/
teacher
(n=3)
• focus
on
students
(n=3)
12
full
arFcles
excluded

Included
papers
Nr.
Authors
Year
NaFon
InsFtuFon
Technology
Focus
1
Alaran
et
al.
2013
MAS
School
ICT
(e.g.
Blogs)
Case
study
2
Deng
&
Tavares
2013
HK
HE
Facebook
&
Moodle
Case
study
3
Ellerani
&
Mendoza
2013
ITA
HE
Web
2.0
tools
Case
study
4
Handayani
2012
IDN
HE
Wiki/Google
Docs
Case
study
5
Junco
2011
USA
HE
Facebook
Students
6
Junco
2012
USA
HE
Facebook
Students
7
Kang
et
al.
2011
KOR
&
USA
HE
Blogs
Case
study
8
Kim
et
al.
2013
SWE
&
USA
HE
Blogs
Case
study
9
Leon
et
al.
2010
ESP
HE
Web
2.0
tools
Case
study
10
Lim
et
al.
2013
SIN
School
Web
2.0
tools
Students
11
Ortega
2013
MAS
HE
Facebook
Case
Study
12
Papastergiou
et
al.
2011
GRE
HE
Blogs
Case
study
13
Sadik
2009
OMA
HE
Flickr
Case
Study
14
Valetsianos
&
Kimmons
2012
USA
HE
ParFcipatory
technol.
Scholars/teachers
15
Valetsianos
&
Kimmons
2013
USA
HE
Social
Networking
Si.
Scholars/teachers
16
Waycol
2013
AUS
HE
Social
Web
Scholars/teachers

Preliminary
results
3

a.
ParFcipaFon
as
just
another
expression
for
acFve
learning
(e.g.
Deng
&
Tavares
2013,
Ellerani
&
Mendoza
2013,
Kang
et
al.
2011,
Kim
et
al.
2013,
Papastergiou
et
al.
2011,
Sadik
2009,
Waycol
2013)
„[...]
the
affordances
offered
by
blogs
[...]
can
serve
social
construcFvist
approaches
to
learning
that
emphasize
students'
acFve
parFcipaFon
in
knowledge
construcFon
through
social
interacFons“
(Papastergiou
et
al.
2011,
p.
1999)

a.
ParFcipaFon
as
just
another
expression
for
acFve
learning
• Different
(e.g.
Deng
&
Tavares
2013,
Ellerani
&
Mendoza
2013,
Kang
et
al.
2011,
Kim
et
al.
2013,
aspects:
– voluntary
vs.
compulsory/scripted
Papastergiou
et
al.
2011,
Sadik
2009,
Waycol
2013)
contribuFons
and
interacFons
– individual
learning
vs.
group
learning
– different
goals,
e.g.
internet
self-­‐efficacy,
visual
literacy,
professional
development
– different
theore'cal
references,
e.g.
social
construcFvist
approaches,
engagement
theory,
communiFes
of
pracFce

b.
ParFcipaFon
as
term
for
using
funcFonaliFes
of
specific
social
media/web
2.0
tools
(e.g.
Junco
2012,
Lim
et
al.
2013,
Noh
et
al.
2013,
Veletsianos
&
Kimmons
2013)
„Students
reported
parFcipaFon
in
a
variety
of
Facebook
acFviFes,
with
‚viewing
photos‘,
‚commenFng
on
content‘
and
‚checking
to
see
what
someone
is
up
to‘
being
the
three
most
popular
acFviFes.“
(Junco
2012,
p.
191)

b.
ParFcipaFon
as
term
for
using
funcFonaliFes
of
specific
social
media/web
2.0
tools
(e.g.
Junco
2012,
Lim
et
al.
2013,
Noh
et
al.
2013,
Veletsianos
&
Kimmons
2013)
• Different
aspects:
– “consuming”
vs.
„be
content
creators“
– “lurkers”
vs.
“structuring
par'cipa'on
so
that
others
see
me
in
a
certain
light”

Conclusion
• preliminary
codes
need
to
be
regarded
with
cauFons
(sFll
work
in
progress)
• within
the
reviewed
studies,
the
term
“parFcipaFon”
appears
to
be
more
fuzzy
used
instead
of
referring
to
an
explicit
concept
• the
term
“parFcipaFon”
was
rarely
used
to
refer
to
civic
engagement
(like
Jenkins
et
al.
2009)
or
joint
decision-­‐making
power
(Mayrberger
2013)

Thank
You!
References
hlp://www.bibsonomy.org/user/francorau/ECER2014
Slides
hlp://de.slideshare.net/FrancoRau/ECER2014-­‐Rau
(CC
BY-­‐SA
4.0)
Contact
Franco
Rau,
M.Ed.
f.rau@apaed.tu-­‐darmstadt.de
@FrancoRau
(Twiler)