User login

Longitudinal, Educational Design Research Investigation of the Temporal Nature of Learning: Taking a Vygotskian Approach

John Cook has a JiME (Journal of Interactive Media in Education) paper published. The title of the paper is "Longitudinal, Educational Design Research Investigation of the Temporal Nature of Learning: Taking a Vygotskian Approach",

This is part of a special issue of JiME which resulted from the 30th Anniversary conference of the Computers and Learning Research Group at the Open University; John was a member of this group whilst he was a Ph.D. student at the OU. The paper looks and some of John's key research themes from over the last two decades and can be downloaded in full form

The nature of learning is being augmented by new digital tools, particularly by mobile devices and the networks and structures to which they connect people. In this paper I examine some longitudinal research 'threads' that have pervaded my work over the last two decades: (i) the powerful perspectives on learning and development put forward by
Vygotsky, (ii) an evolutionary educational design research approach, and (iii) notions surrounding the temporal nature of learning. Specifically, this paper explores these threads through narrative 'snap shots' of my research, from the past and present, in order to propose some preliminary thoughts on the nature of what I am calling Augmented Contexts for Development; an extension of Vygotsky's Zone of Proximal Development that takes into account the characteristics of 21st Century mass media structures, agency and practices. There appears to be a generality uncovered by my proposed visualisation/augmentation oriented approach; learners are supported as they co-create temporal contexts where the time field of attention becomes detached from the perceptual field and unfolds itself in time, thus augmenting development and learning. Future work into Augmented Contexts for Development will have as a goal the desire to investigate the means by which digital technology and media can be used to mediate formal and informal learners meaning making as they independently navigate or unfold their attention in relation to temporal dimensions.