It seems that for many people, spaces on the web are an integral part of their lives. This may include seeking out learning opportunities in online communities. There is plenty of buzz about these cyberspaces whether they are part of new social media configurations or commercialized product-related spaces cultivated by enterprises. It is important to explore how online spaces mayor may notcreate new locations of educational possibilities for workers. The subtle, and sometimes not so subtle, fusion of these technologies into work-learning practices warrants attention.
This research project focuses on online communities as sites of learning, with an over-arching question of: How do self-employed workers experience informal work-related learning in an online community? Community can describe a gathering of people online that is organic and driven by a shared interest. These online spaces may also be purposefully nurtured by professional associations, workplaces, or businesses. This research project focuses on these spacesoutside the auspices of formal online courses.
I draw on Actor Network Theory (ANT) to explore how work-learning is enacted in online communities and the implications of the intertwining of people and objects in multiple, fluid and distributed actor-networks. I also use the notion of legitimate peripheral participation from Situated Learning theory to explore how different possibilities for learning are shaped by locations and trajectories within a work practice and larger community of practitioners. Data was collected by interviewing 11 self-employed workers and then following the actors as objects of interest surfaced.
This dissertation is a collection of five papers as well as introduction and conclusion chapters and a background chapter on ANT. Findings explore notions of online collectives shifting to more networked configurations, the complexity of work-learning practices unfolding in multiple spaces, contradictions between Web2.0 rhetoric and practices as different associations with knowledge and novel ways of knowing are enacted, and questions about the politics of technology that emerge from uncertainties around delegation, invisible practices, and necessary literacies. Given the need to pull objects out of the background and into critical inquiry, I also explored how a researcher interviews technology objects as participants in a study. / Adult Education
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1252 |
| Date | 11 1900 |
| Creators | Thompson, Terrie Lynn |
| Contributors | Haughey, Margaret (Educational Policy Studies), Wallace, Janice (Educational Policy Studies), Fenwick, Tara (Educational Policy Studies), Taylor, Alison (Educational Policy Studies), Buck, George (Educational Psychology), Farrell, Lesley (Faculty of Arts and Social Sciences, University of Technology, Sydney, Australia) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 897905 bytes, application/pdf |
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