Creating an Educational Infrastructure - Experiences, Challenges and Lessons Learned Tom Nyvang Department of Communication, Aalborg University Presentation in:

Agenda Different perspectives on ICT and learning Different perspectives on Implementation of ICT Understanding infrastructure A new infrastructure for Human Centered Informatics Case analysis and conclusion

Different Perspectives on ICT and Learning Automated instruction –Computer driven learning –Computer focus Tools for learning –From sophisticated typewriter to interactive presentations, virtual libraries and virtual spaces for communication –Tool and object focus Networked learning –Internet –Community based / collaborative learning –Community and subject focus

How Do We Talk about Institutional Change and Implementation of ICT? Different perspectives –Systems development Waterfall, iteration, … –Diffusion of innovations ICT diffuses, … –Organizational learning Cultivating communities of practice, knowledge enablers, …

Infrastructure – an Integrating Perspective on Learning and Implementation of ICT? Just there Ready-to-use Completely transparent and not to question … like e.g. the water system, the electricity supply, the railway, the mail services and the internet

Understanding Infrastructure Thus we ask, when – not what – is an infrastructure (Star & Rudledger 1996, 113) Process and structure  E mbeddedness, transparency, reach or scope, learned as part of membership, links with conventions of practice, embodiment of standards, build on an installed base, visible upon breakdown

Understanding Infrastructure Categorization of infrastructural problems – inspired by Gregory Bateson: –Level one: A matter of fact problems, e.g. not knowing how to get a user name, or publish a message in the system –Level two: How to use the system properly, what kind of messages should be published and to whom –Level three: Learning goals we want to pursue using ICT, the general policy of the choice of platform

A New Infrastructure for Human Centered Informatics Human Centered Informatics Learning and administration Lotus Quickplace (~Workplace) 500 students 3 incremental cycles Methodology: –Interviews with of faculty, administrators, students, Quickplace supporters and system administrators –Observation of Quickplace use

Analysis and Conclusion

Conclusion – Cross Institutional Collaboration Levels of problems in creation of an educational infrastructure and learning in regional collaboration –Level three: Collaboration on (cross-institutional) policy and pedagogical concepts –Level two: Collaboration on development of new educational practices –Level one: Exchange of solutions to concrete problems or collaborative development of solutions Collaboration on one level will always be with reference to other levels