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Our experience with this project suggests that it was not the technology but the process of recording and sharing practice which was ineffective. Previous attempts to integrate this practice into teaching and learning had been blamed on cumbersome technologies not on other factors related to the learning culture; designing the process around a “simpler” technology did not fix the problem as lecturers perceived it and did not lead to the intended outcome of the intervention. However, the technology was useful to the student teachers and to staff in unexpected and unpredictable ways. In a sense, the socially constructed uses of the technologies in this case study proved effective whereas the well-intentioned drive to apply technology prescriptively to a problem was less effective.
Hickman, Kane & Reardon (forthcoming) ‘Enabling digital participation in Higher Education’ -
We are in the midst of a pitched political battle over the spoils of the transformation to a digitally networked environment and an economy increasingly centred on the production and exchange of information, knowledge and culture. Stakeholders from the older industrial information economy are using legislation, litigation, and international treaties to retain the old structure of organizing production so that they can continue to control empires they built in the old production system.
p.1272
Benkler, Yochai (2003) Freedom in the commons: towards a political economy of information, Duke Law Journal Vol. 52:6 pp.1245-1276
I'm Jon.This is a cuttings book of key passages I've found while reading up on things for various research projects.
I'm a Lecturer at Birmingham City University's School of Media and a member of Interactive Cultures.
Read more in depth pondering at my personal blog
