Digital Collaboration in Design Education: How Online Collaborative Software Changes the Practices and Places of Learning

Autor/inn/en	Lee, Thomas; Pham, Kane; Crosby, Alexandra; Peterson, J. Fiona
Titel	Digital Collaboration in Design Education: How Online Collaborative Software Changes the Practices and Places of Learning
Quelle	In: Pedagogy, Culture and Society, 29 (2021) 2, S.231-245 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Pham, Kane) ORCID (Crosby, Alexandra)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2020.1714700
Schlagwörter	Graduate Students; Masters Programs; Cooperative Learning; Design; Computer Software; Student Surveys; Student Attitudes; Telecommunications; Handheld Devices; Information Technology; Computer Mediated Communication; Teacher Student Relationship; Peer Relationship; Electronic Mail; Technology Uses in Education; Institutional Cooperation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Kooperatives Lernen; Schülerbefragung; Schülerverhalten; Telekommunikationstechnik; Informationstechnologie; Computerkonferenz; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Elektronischer Briefkasten; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Institute; Co-operation; Cooperation; Institut; Kooperation; Ausland; Australien
Abstract	This article provides a snapshot of the digital collaboration practices in a postgraduate master programme studio, focused on service and interaction design. It presents and discusses research from a student survey focused on evaluating the usefulness of the online collaborative software (OCS) 'Slack' and how it relates to a broader media ecology, which is comprised of contemporary and legacy computer digital technologies, including smartphone applications and email. Affordance theory and the concept of polymedia are combined to account both for the inherent capacities of new communication technologies used in the learning context, and their relational, contingent aspects, which are given shape as part of complex and context-specific communicative practices. In conclusion, it is suggested that there is much potential for further research into how the changing boundaries between everyday life and work -- in part a consequence of OCS and mobile computing -- are also changing the way students communicate with each other and educators. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01