The Monticello website using a museum experience as it’s ecology. But how does the locality affect the affordance? Each different locality will view and use the technology differently. If the classroom is the locality then we would use definitions of learning environments to give structure to our understanding. But what about different localities? How would it be viewed as a business tool, a library, and archive or a canvas? Would it then be viewed with different affordances?
Can one use the information ecology metaphor to evaluate learning activities? Staley states that while the structure stays coherent, the systems evolve and change, and proffers a number of subsidiary questions to ask. (Nardi and Day were all about asking the questions.) For him the tools affordances will depend on the ecological context.
· What is the impact of the technology on a space?
· Why is the technology there?
· Does the technology add demonstrable value?
· Does the technology encourage authentic pedagogy?
· Does the technology promote ‘augmented’ education?
· Does technology aid in the acquisition of knowledge?
· Does technology appeal to different learning styles, allowing the production and not just consuming knowledge?
· Does technology promote play or is it merely entertainment?
· Is it any good? (the discipline defines the qulaity criteria)
A learning environment needs to present a diversity of learning options to the student. (Richardson 2002). It needs to support their needs, interests and personal situation, to be able to search,loacte and access elements and organise how they interact with it. It should be able to support social learning and collaborative exercises with communities of practice. The challenge for the ecology model is to design and create a learning environment that balances the different resources with the different methods people may apply. An ecology model should offer a learner-centred experience that addresses unique and specific needs. Or should it?
Looi looks at how applying the metaphor to learning environments needs to be systematic. Learning exists on a rich diversity of levels in which participants interact within and between each level. Learners work together and support each other as they use a variety of tools and information resources in pursuit of learning goals.Interestingly Looi highlights the fact that learning communities come into being, evolve, die, regenerate and transform.
“Just as lifeforms exist at different levels of complexity, so does learning”
George Siemens picks up the idea of the gardening metaphor in the ecology metaphor, which is especially relevant within the lifelong learning environment. In fact, I have heard the gardening metaphor used a lot recently in the learning and skills sector. He also picks up the point about different spaces:
“A space for Gurus and Beginners to connect (master/apprentice)
A space for self-expression (blog, journal)
A space for debate and dialogue (listserv, discussion forum, open meetings)
A space to search archived knowledge (portal, website)
A space to learn in a structured manner (courses, tutorials)”
Does the information ecology theory apply to an online environment?
Yes it does, but one must be careful not to apply it too literally, and to make sure that you consider the ‘locality’. If the online environment is open to everyone then people will view it from many different localities and afford different purposes and outcomes.
In how far is the information ecology theory a suitable framework in the context of elearning?
This really depends of the wider context of itself. It is possible for elearning to be completely self contained, and if you believe that people and technology should have an equal role, then this kind of ecology may be flawed. The idea of a holistic, systematic approach generally is a good framework to start from.
In how far is a metaphor a valid instrument to evaluate technology-based learning?
All metaphors should be used with caution. The way I interpret something may be different from someone else, and can be manipulated. I definitately agree with a systematic approach, and a metaphor can be a way to look at technology based learning in a different way. We need to know the purpose, the history, the values behind the learning and be cautious about applying our personal views to something external to us. What metaphors are useful for us in our investigation depends on the goal.
In how far does the information ecology theory support the development of online learning activities?
The theory can support online learning activities, if one thinks about the experience as a whole. The design needs to take into account the user, the learners, the teachers, the experts, the techies. It needs to create an experience which facilitates the evolution of the learning process. Seeing the link between all the component parts maks a holistic approach, which should eb more successful.
Staley,D. (2004) ‘Adopting Digital Technologies in the classroom:10 Assessment Questions’ Educause Quarterly Magazine, Volume 27, number 3,2004 [online] http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/AdoptingDigitalTechnologiesint/157301 (accessed 5th May 2011)
Frielick, S. (2004) Beyong Constructivism: An Ecological Approach to e-learning [online] http://www.ascilite.org.au/conferences/perth04/procs/pdf/frielick.pdf (accessed 5th May 2011)
Richardson, A. (2002) ‘An ecology of learning and the role of elearning in the learning environment’ Sun Microsystems, Global summit 2002. [online]
Looi , C.K. (2001) ‘Enhancing Learning ecology on the Internet’, Journal of Computer Assisted Learning 17,13-20 [online] http://cerg.infotech.monash.edu.au/~ajh/research/cerg/piavee/resources/learning_ecology.pdf
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