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Feeling “at home” with virtual learning environments Issues of domestication

Feeling “at home” with virtual learning environments Issues of domestication. Laurence Habib Centre for Educational Research and Development. Domesticate a) to make or settle as a member of a household; to cause to be at home; to naturalize.

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Feeling “at home” with virtual learning environments Issues of domestication

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  1. Feeling “at home” with virtual learning environmentsIssues of domestication Laurence Habib Centre for Educational Research and Development

  2. Domesticate a) to make or settle as a member of a household; to cause to be at home; to naturalize. b) to make to be or to feel ‘at home’, to familiarize. Oxford English Dictionary

  3. Model of domestication of technology Origins: Media and Communication studies Focus on: - consumption - the domestic and personal spheres

  4. Overview of the model Construction/Imagination Claims &counterclaims Commodification Appropriation Conversion

  5. The study • Two VLEs at Nordic University College • Agape: 1999 – 2004 • Satori: 2004 – ? • An exploratory study • January 2003 – February 2005 • Interviews, conversations, logs

  6. Commodification • Few involved in testing before acquisition: “You can have all the pilot installations in the world but if I don’t even have time to complete my own teaching and R&D assignments, how on earth am I going to have time to sit down and test?” • Pilot installation is an artificial situation • Difficult to evaluate vulnerability to overload VLE

  7. Appropriation Objectification Customization Mastery Incorporation VLE

  8. Objectification • Embeddedness in physical environment • Servers • Personal computers • Compatibility • With other systems • With mental models/Weltanschauung of the users

  9. “You [the teacher] are asking us to use a system that’s miles away from what we actually are doing [at the College]. This system here is hierarchical while we are [our organisation is] matrix-based. We can’t just take our reality and twist it in order to cram it into your structure here!”

  10. Customization • At the institutional level • At the faculty level • At the group level • At the individual level

  11. Thomas Andersen THAN t.andersen@stud.hio.no

  12. Edvin Nordmann EDNO e.nordmann@stud.hio.no

  13. Ole Jakob Solheim OJSO o.j.solheim@stud.hio.no

  14. Ronny Hansen ROHA r.hansen@stud.hio.no

  15. Kenneth Larsen KELA k.larsen@stud.hio.no

  16. Mastery • Formal training and user support • Issues of visibility: • For the ”support seeker” • For the ”support provider”

  17. Incorporation • Agape system • Diffuse responsibility • Artificial categorization: administrative, technical & pedagogical duties • Birth of a new hybrid: the “learning technologist” • No officially acknowledged professional status • Tend to fall in an organisational vacuum

  18. Conversion • Power of rumours • Status conferred to the technology and its users • State-of-the-art technology: innovators, forward thinkers • Second-rate technology: “losers” VLE

  19. The way forward • More focused studies • Comparative studies • Teamwork • Rich descriptions

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