In this article Steve Walker and Linda Creanor examine the effects of networked learning on the established pedagogical architecture and social processes. They suggest a possible ‘ontology of elements of learning technology’ and propose a way of thinking about technology, which locates artefacts in networks of social relations and conceptions of technology, avoiding reductive technological determinism.
According to Fleetwood (2005) it is possible to identify at least four modes or reality (material, ideal, artefactual and social) and entities such as technology (in this case) can straddle two or more modes, e.g. the social and material / sociomateriality in the design and use of technology. Walker and Creanor suggest a fifth mode of reality, the ‘computationally real’, comprised of ideally, socially, materially and computationally real dimensions and being causally efficacious.
They explore the possible redesign of traditional ‘positioned practices’ in education, examining:
Fleetwood, S. (2005) Ontology in Organization and Management Studies: A Critical Realist Perspective.Organization, 12, 197-222.
(contribution by Gita )