Towards a theoretical framework for online professional discussions

Lenore Adie

Abstract


Sociocultural theories of learning and sociocultural theories of technology are explored as a way to view and to map the complex interactions that can occur in online professional discussions. The case of synchronous online moderation meetings are used as an example of the combination of variables that can impact on the development of shared understandings of a practice. Online moderation can involve teachers from geographically diverse areas discussing and negotiating their judgement decisions. These discussions represent an intersection of a national curriculum, standards-referenced assessment, moderation protocols, site-specific practices and understandings, and individual teachers’ knowledges and histories. It is suggested that the proposed theoretical combination addresses some of the limitations of each of the theories when investigating such a dynamic context. As higher education moves into increasing use of online modes of communication and a higher level of accountability the relevance of this discussion to higher education is evident.


Keywords


teaching; assessment; educational technologies

Full Text:

PDF

References


Amin, A. & Roberts, J. (2008). Knowing in action: Beyond communities of practice. Research Policy, 37, 353-369.

Callon, M. (1999). Actor-Network Theory - The Market Test. In J. Law & J. Hassard (Eds.), Actor network theory and after. Oxford: Blackwell.

Campus Technology. (December, 2012). Technology transforming education: 4 Real-world models of success. Retrieved 15 February, 2014 from http://www.unc.edu/soe-itech/news/docs/RosettaStone_CampusTechnologyWhitepaper_TechnologyTransformingEducation.pdf.

Centre for Digital Education & Converge. (2012). The blended and virtual learning frontier: Special report. Folsom, CA: e.Republic.

Cox, A. (2005). What are communities of practice? A comparative review of four seminal works. Journal of Information Science, 31(6), 527-540.

Deleuze, G. & Guattari, F. (1987). A thousand plateaus: Capitalism and schizophrenia (translated by B. Massumi). Minneapolis: University of Minnesota Press.

Doherty, C. (2004). Promising virtues in the virtual classroom: Metaphors on trial. In E. McWilliam, S. Danby & J. Knight (Eds.) Performing educational research: Theories, methods and practices. Flaxton: Post Pressed.

Krause, K., Scott, G., Aubin, K., Alexander, H., Angelo, T., Campbell, S., … & Vaughan, S. (2013). Assuring final year subject and program achievement standards through inter-university peer review and moderation. Retrieved 15 February, 2014 from www.uws.edu.au/latstandards.

Latour, B. (2005). Reassembling the social: An introduction to actor-network-theory. Oxford: Oxford University Press.

Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Law, J. (1992). Notes on the theory of the actor network: Ordering, strategy and heterogeneity. Retrieved 15 February, 2012 from http://www.lancs.ac.uk/fass/sociology/papers/law-notes-on-ant.pdf

MacLennan, D. (2003). Sociocultural approaches to cognition: Implications for the sociology of education. In C. A. Torres & A. Antikainen (Eds.), The international handbook of the sociology of education (pp. 101-123). Maryland: Rowman and Littlefield.

Petkovic, J., Berkeley, L., Lang, I., Leahy, G., Oughton, N., & Wotherspoon, A. (2011). Assessing graduate screen production outputs in nineteen Australian film schools. Retrieved 15 February, 2014 from http://nass.murdoch.edu.au/altc/projectone/downloads/altc_murdoch_petkovic_report_20120116.pdf.

Slack, J. D. & Wise, J. M. (2005). Culture + technology: A primer. New York: Peter Lang Publishing.

Tertiary Education Quality and Standards Agency (TEQSA). (2011). Higher Education Standards Framework (Threshold Standards) 2011. Department of Industry, Innovation, Science, Research and Tertiary Education, Australian Government. Retrieved 15 February, 2014 from http://www.comlaw.gov.au/Details/F2013C00169/Html/Text#_Toc330548951.

Thompson-Whiteside, S. (2012). Setting Standards in Australian Higher Education? Journal of Institutional Research, 17(1), 27–38.

Vygotsky, L. S. (1979). Consciousness as a problem in the psychology of behaviour. Soviet Psychology, 17(4), 3-35.

Vygotsky, L. S. (1997). The instrumental method in psychology. In R. Rieber & J. Wollock (Eds.), The collected works of L. S. Vygotsky (Vol. 3: Problems of the theory and history of psychology, 85-90). New York: Plenum.

Wenger, E. (1998). Communities of practice: Learning, meaning and identity. Cambridge: Cambridge University Press.

Wertsch, J. V. (1995). The need for action in sociocultural research. In J. V. Wertsch, P. Del Rio & A. Alvarez (Eds.), Sociocultural studies of mind (pp.56-74). Cambridge: Cambridge University Press.

Wertsch, J. V., del Rio, P. & Alvarez, A. (1995). Sociocultural studies: History, action, and mediation. In J. V. Wertsch, P. del Rio & A. Alvarez (Eds) Sociocultural studies of mind (pp. 1-31). Cambridge: Cambridge University Press.




DOI: http://dx.doi.org/10.5204/jld.v7i3.191
Abstract Views:
255
Views:
PDF
58

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.

Creative Commons License This work is licensed under a Creative Commons Attribution 4.0 License.



Contact | Announcements | © Queensland University of Technology | ISSN: 1832-8342