JUCS - Journal of Universal Computer Science 17(9): 1329-1346, doi: 10.3217/jucs-017-09-1329
Positioning Theory, Roles and the Design and Implementation of Learning Technology
expand article infoMark Johnson‡, Dai Griffiths‡, Mi Wang§
‡ University of Bolton, Bolton, United Kingdom§ East China Normal University, Shanghai, China

Corresponding author: Mark Johnson ( mwj1@bolton.ac.uk )

© Mark Johnson, Dai Griffiths, Mi Wang.
This article is freely available under the J.UCS Open Content License.
Citation: Johnson M, Griffiths D, Wang M (2011) Positioning Theory, Roles and the Design and Implementation of Learning Technology. JUCS - Journal of Universal Computer Science 17(9): 1329-1346. https://doi.org/10.3217/jucs-017-09-1329
Open Access
Abstract
The concept of social role is a fundamental underpinning of the design and implementation of a wide range of learning technologies. However, the roles that are designed into technologies often ill-fit the real roles of teachers, learners and other stakeholders in educational institutions. This can exacerbate problems in adoption as stakeholders do not recognise the roles described for them in the technology. In this paper, Positioning Theory is used to explore the relationship between role, social context and communication drawing on specific examples of IMS Learning Design, Virtual Learning Environments, and Personal Learning Environments. With insights gained from this analysis, recommendations are made for theoretical focus on understanding the particulars of practice and identification of specific technical issues of interoperability rather than designing technologies based on idealisations of the roles of stakeholders within institutions.
Keywords
social role, learning technology design, positioning theory, interoperability standards