Critical perspectives on TEL: art and design education, theory, communities and space

Sclater, M. and Lally, V. (2016) Critical perspectives on TEL: art and design education, theory, communities and space. Interactive Learning Environments, 24(5), pp. 968-978. (doi:10.1080/10494820.2015.1128210)

Full text not currently available from Enlighten.

Abstract

This paper explores three themes, emerging from the Inter-Life project, an Art and Design education and social skills project set in a virtual world. We argue that they connect with the concerns raised by critical Technology-Enhanced Learning (TEL) researchers at the Alpine Rendezvous workshop entitled “TEL: the Crisis and the Response.” The first theme focuses on theory and TEL. We consider Cultural Historical Activity Theory, but we strongly feel that our argument has broader application as part of the intellectual “self-defence toolkit” that researchers and practitioners in the critical TEL community need if they are to “resist” the crises arising from educational globalisation. A second theme relates to the importance of working together in research communities and joint enterprises, focused on using a joint set of tools to investigate an issue or set of issues in a systematic way. In our final theme, we focus on the significance of learning spaces. They are part of the “intellectual toolkit” with which critical TEL researchers can resist the subordination of our ideas and work to globalised interests.

Item Type:Articles
Status:Published
Refereed:Yes
Glasgow Author(s) Enlighten ID:Lally, Professor Victor
Authors: Sclater, M., and Lally, V.
College/School:College of Social Sciences > School of Education > Interdisciplinary Science Education Technologies and Learning
Journal Name:Interactive Learning Environments
Publisher:Taylor and Francis
ISSN:1049-4820
ISSN (Online):1744-5191
Published Online:28 March 2016

University Staff: Request a correction | Enlighten Editors: Update this record