Positioning Theory, Roles and the Design and Implementation of Learning Technology

Mark Johnson (University of Bolton, United Kingdom)

Dai Griffiths (University of Bolton, United Kingdom)

Mi Wang (East China Normal University, China)

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: interoperability standards, learning technology design, positioning theory, social role

Categories: D.2.1, D.2.12, D.2.2, K.3.0, K.4.3