Learning design is not a prescription: Framing and disposition in collaborative infrastructure

Authors

  • Natalie Spence

Keywords:

sociomaterial, collaboration, objects, infrastructure, framing, disposition, design

Abstract

Same task, same instructions, same tools, different outcomes. What students bring to a group assessment task, their disposition, and how they make sense of what is being asked of them, their framing, will influence how they explicitly and tacitly construct and use a collaborative infrastructure. Learning design can nudge towards a particular path, but a project and its supporting infrastructure is ultimately the epistemic work of the student group. In findings from case studies of seven group projects at an Australian university I compare framing and disposition of the groups with the infrastructure that they created around assessment tasks. I place the cases under three loose categories of shared knowledge creation and proffer suggestions for learning design, including individually-produced artefacts as part of group knowledge creation.

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Published

2022-08-31

How to Cite

Spence, . N. (2022). Learning design is not a prescription: Framing and disposition in collaborative infrastructure. ASCILITE Publications, 282–291. Retrieved from https://publications.ascilite.org/index.php/APUB/article/view/275