Lucila Carvalho

• BA MSc PhD
• Associate Professor at Massey University (Auckland, New Zealand)

When planning a learning event, teachers will carefully craft learning tasks, while choosing specific social arrangements and selecting material and digital tools for their students. Each learning event is also often influenced by wider socio-economic and political structures in society. Postdigital learning spaces are complex, hybrid, interconnect...

This panel will explore different dimensions of AI and inequality as it pertains to teaching and learning in higher education. It will ask what injustices AI will bring to HE, and how these can be addressed. It will also consider how AI itself can be used to help resolve existing inequalities in HE.

Learning design involves creating educational opportunities that are engaging and effective. In many countries, this process must attune to indigenous ways of being and knowing. In the context of Aotearoa New Zealand, the learning design process requires the ability to create culturally inclusive learning opportunities that are respectful of Maori...

Citizen science research is often interdisciplinary, responsive to public concerns and inclusive of community knowledge. It can also involve multiple voices coming together to address ‘wicked’ problems. In this paper, we introduce CmyView, a visual and creative methodology that is suitable for research projects in citizen science, particularly thos...

This paper introduces Fast Food da Politica (FFDP) as a case study of a learning network designed to promote social action in a developing country. Our focus is on exploring FFDP design elements, such as those related to tools, tasks and social organization, and the connections between these elements and valued learning activity. FFDP cleverly (re)...

Design for learning involves the delicate interweaving of knowledge about learning and knowledge about design. This work is often carried out by heterogenous design teams in which members speak of and value different aspects of design, and different methods for evaluating these designs in use. The challenge of reconciling these often-competing dema...

Technology-enhanced learning has been part of higher education health contexts for nearly three decades, but since the recent Covid-19 pandemic specific challenges emerged, requiring learning design reconfigurations to facilitate continuity of student learning. The pandemic calls for a deeper understanding of how technology can promote connections,...

The Activity-Centred Analysis and Design (ACAD) has been developed as a meta-theoretical framework for understanding and improving complex networked learning situations (Goodyear et al., 2021; Goodyear & Carvalho, 2014). ACAD helps to foreground two distinct moments related to the design of complex learning situations. The first entails advanced pl...

This chapter introduces some of the central assumptions of postdigital thinking, discussing theoretical concepts and ideas that underpin and/or connect to the notion of postdigital learning spaces. In so doing, the chapter highlights relations between humans, digital and materials in learning entanglements, whilst recognizing the materialities of t...

In this concluding chapter we synthesise the central ideas that emerged across the varied accounts and studies within this collection. We begin by discussing the different conceptualisations of ‘conviviality’, ‘equity’, and ‘sustainability’ that underpinned the work across this book. Within this we point towards the complexity and contradictions as...

This chapter explores an educational and intercultural study abroad program that involved New Zealand student-teachers visiting a range of educational sites in São Paulo, Brazil. The program included diverse learning tasks, both remote and in-person, specially designed to foster discussions around the social, political, and economic dimensions of e...

The circumstances in which humans live and learn are subject to constant change. Given these cycles of change, educational designers (teachers, instructional designers, and others) often search for new models and frameworks to support their work, to ensure their designs are in alignment with valued forms of learning activity. Our research foregroun...

There has been an increased interest in teaching and learning Chinese language across many schools in Aotearoa / New Zealand (NZ). Chinese language teachers, particularly those new to the Aotearoa/NZ schools and education system, are confronted with (1) an educational environment that calls for learner-centred pedagogies and (2) an increasingly div...

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An increase in online and hybrid education during and after the Covid-19 pandemic has rapidly accelerated the infiltration of digital media into mainstream university teaching. Global challenges, such as ecological crises, call for further radical changes in university teaching, requiring an even richer convergence of ‘natural,’ ‘human’ and ‘digita...

Understanding how equity manifests in open, distance, and digital education (ODDE) requires us to grapple with several coexisting trends, including the changing forms of teaching and learning provision, the advent of a post-digital society and education, the datafication of education, inequality in society at large, and digital inequities. Most of...

During the pandemic, the pivot to emergency remote teaching highlighted the depth and extent of inequalities, particularly in relation to access to resources and literacies, faced by higher education institutions. Imported solutions that failed to take into consideration the constraints and cultures of local contexts were less than successful. The...

Drawing on a socio-materialist perspective, this study analyses connections between cultural contexts, the social situatedness of learning experiences and the material artefacts in rural Chilean schools. Our focus on different dimensions of design foregrounds the ways materials and places may act together with other elements to influence human thin...

This chapter explores the intersection between spaces, materials, culture and learning, while problematizing the need to look at past and present when designing for learning. The chapter suggests that paying attention to the qualities of materials, and the ways these might influence learning, is best considered within an ecology of elements—as educ...

University tutorials have been part of course design for decades. Tutorials often promote smaller group discussions, where students collaborate and connect to peers, arguably improving academic outcomes and supporting development of social skills. Since the COVID-19 pandemic, however, many challenges emerged on to how to move towards more cooperati...

The Activity-Centred Analysis and Design framework has been used to analyse and design a broad range of complex learning situations in universities, schools, museums, and informal settings. This workshop is an invitation to practically engage in innovative educational design, considering how an assemblage of elements – learning tasks, digital and m...

This research focusses on the links between online communication environments in university teaching contexts and supporting students in their professional identity formation. The online communication environments studied have been formed with Discord (https://discord.com) to complement the learning management system by providing informal chat-base...

People are more likely to thrive when they feel connected, when they feel they belong to a group, to a place, or when they feel part of a community. Places can play a powerful role in shaping one’s attachment to others and to institutions as part of the development of one’s identity. People’s experiences of places are linked to their sensorial impr...

Fast improvements in computing power and Artificial Intelligence (AI) algorithms enable us to automate important decisions that shape our everyday lives, and drive workplace transformations. It is predicted that many people will find themselves unprepared to deal with high degrees of change and uncertainty, increasingly posed by AI in some sectors....

Fast Food da Politica (FFDP) is a learning network designed to promote social action in Brazil. In this chapter, we explore the role of key structural elements in FFDP (the tools, tasks and social organization of the network) and highlight their connections to valued learning activity. FFDP cleverly (re)purposes popular (board) games as pedagogical...

In May 2020, the University of Edinburgh announced the September launch of a hybrid model for all on-campus programmes. Teaching would be neither fully online nor fully on-campus, but able to take place in either or both modalities (e.g. remote and on-campus students learning together), and change location without major disruption to its design. Th...

Schools and universities in Aotearoa New Zealand have been transitioning into new spatial configurations. These spaces are being carefully (re)designed to accommodate technology-rich activity, and to enable collaborative teaching and learning in ways that actively engage students in scaffolded inquiry. As teachers and students shift from traditiona...

Since the turn of this century, much of the world has undergone tectonic socio technological change. Computers have left the isolated basements of research institutes and entered people’s homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-...

Contemporary educational practices have been calling for pedagogical models that foreground flexibility, agency, ubiquity, and connectedness in learning. These models have, in turn, been stimulating redevelopments of educational infrastructure –with physical contours reconfigured into novel complex learning spaces at universities, schools, museums,...

Public libraries around the world have been re-configuring their sites to include ‘makerspaces’—as a dedicated area where learners engage in creating, inventing, designing, discovering, coding, building and exploring. Makerspace activity often involves learning-by-doing and problem-solving, in a variety of topics in Science, Technology, Engineering...

This paper provides a summary account of Activity-Centred Analysis and Design (ACAD). ACAD offers a practical approach to analysing complex learning situations, in a way that can generate knowledge that is reusable in subsequent (re)design work. ACAD has been developed over the last two decades. It has been tested and refined through collaborative...

Young people are increasingly connected in a digital and globalized world, but technology-mediated interactions alone do not necessarily lead to a culture of meaningful participation and meaning making processes. Students from disadvantaged contexts are especially vulnerable to this. Drawing on the Activity-Centred Analysis and Design framework thi...

Desde la perspectiva de la innovación educativa, el diseño didáctico es una de las tareas docentes más importantes y complejas a las que se enfrentan habitualmente y en todos los niveles educativos personas con y sin formación pedagógica previa. El marco y el toolkit ACAD (por sus siglas en inglés Activity-Centred Analysis and Design) fueron creado...

Significant funding is devoted across the world to transforming traditional classrooms into flexible learning environments. These efforts are often motivated by a desire to create learning spaces attuned to twenty-first century competencies, which involve learning how to communicate, collaborate, think creatively, and how to become critical users o...

The global pandemic reached New Zealand in the middle of a teaching semester, calling educators to rapidly transition into a fully online teaching mode. Covid-19 brought fears for the unknown and required an abrupt shift, creating anxiety for academic staff, students and parents. Amidst this transition, educators had to quickly reconfigure their de...

This paper introduces Fast Food da Politica (FFDP) as a case study of a learning network designed to promote social action in a developing country. Our focus is on exploring FFDP design elements, such as those related to tools, tasks and social organization, and the connections between these elements and valued learning activity. FFDP cleverly (re)...

Design for learning involves the delicate interweaving of knowledge about learning and knowledge about design. This work is often carried out by heterogenous design teams in which members speak of and value different aspects of design, and different methods for evaluating these designs in use. The challenge of reconciling these often-competing dema...

This article traces the development of a card-based method that weaves the conceptual structure of learning theories into the material practises of those involved in design for learning. Inspired by design thinking and design anthropology, this method also draws on the literature of education and the learning sciences and it is the embodiment of th...

Teaching and learning in higher education are being transformed through complex configurations of people, tasks, material and digital resources. Successful designs for innovative learning require understanding how these complex configurations relate to learner’s activity. This paper illustrates the application of a networked learning approach to fr...

Designing for digitally enhanced learning has increased in complexity. In response, this paper calls for a reconceptualization of technology—as the reconfiguring of space, place, materials, time and social relations—enrolled and refashioned in emergent learning activity. Such reconceptualization requires analytical tools, methods and processes to m...

The theory of Instrumental Genesis (IG) accounts for the mutual evolution of artefacts and their uses, for specific purposes in specific environments. IG has been used in Computer-Supported Collaborative Learning (CSCL) to explain how instruments are generated through the interactions of learners, teachers and artefacts in ‘downstream’ classroom ac...

Doctoral studies are often described as solitary and challenging endeavors, dependent on candidates’ highly developed skills, self-driven nature, and commitment to engage in years of research activity. A range of university initiatives are specially crafted to support higher research degree students, for example, through digital and physical resour...

The fast-growing proliferation of multi-device systems has been reshaping the contexts in which collaborative activity takes place. The evolving materialisation of multi-device environments (MDEs) is likely to have an impact on foundational CSCW research, in ways that go beyond studying cross-device interaction. Designers, developers and researcher...

Innovative learning spaces have emerged in response to the influx of educational technologies and new social practices associated with twenty- first century learning. Whilst dominant narratives of change often suggest that alterations in the designed environment for learning will result in changed practice, on the ground educators are struggling to...

Within richly networked societies, a new culture of learning is operating – a culture where knowledge is perceived as fluid and constantly evolving, where technology is used to promote connections, and where individual experiences are enhanced and refined through collective encounters. Learning in the Digital Age is often mediated through connectio...

Networked learning practices are impacting the field of cultural heritage, both tangible and intangible, with implications for the way in which places of cultural significance are understood, managed, documented, engaged with and studied. Our research explores the intersection between walking, photography, technology and learning, investigating how...

ThreadED is a networked learning initiative designed to promote connections between teaching staff, students and digitised resources, as well as to support teaching and learning at Massey University Institute of Education in New Zealand. ThreadED is framed around three strands (and related teacher and student competencies) identified by the Institu...

Growing up as part of a networked society is demanding youth’s active engagement in digital literacy practices – where their ability to find, evaluate, use, and create digital content is critical, as well as their ability to successfully participate in networks. Those with restrict access or those unable to effectively use technologies are unlikely...

A number of researchers have explored the role and nature of design in education, proposing a diverse array of life cycle models. Design plays subtly different roles in each of these models. The learning design research community is shifting its attention from the representation of pedagogical plans to considering design as an ongoing process. As a...

Trends in digital technologies and new social practices are calling for innovative models of learning in education. A recent development in the learning sciences, which conceptualises learning activity as networked learning, can offer deeper insight into how digital learning spaces influence the ensuing activity of learners. The networked approach...

This paper has three main aims. It argues that education is a surprisingly neglected sector of activity in research on service design and innovation and that greater attention to education as a service can shed new light on theoretical and methodological issues in service design and innovation research. It shows how a novel reframing of education a...

How do we engage in innovative educational design in formal and informal settings where mobile learn- ing has become the norm? How do we ensure that our design choices are coherent across scale levels and accommodate socio-cultural and socio-material approaches to learning? How do we support autonomy and collaboration, and equip learning spaces in...

This chapter draws on a programme of research into the architecture of learning networks. This research programme has been examining a number of diverse learning networks, to identify reusable design ideas. The analytic work has been structured around a distinction between elements of learning networks that can be designed (partially, or completely...

With the boundaries of place softened and extended by digital communications technologies, learning in a networked society necessitates new distributions of activity across time, space, media, and people; and this development is no longer exclusive to formally designated spaces such as school classrooms, lecture halls, or research laboratories. Pla...

Networked learning practices are impacting the field of cultural heritage, both tangible and intangible, with implications for the way in which places of cultural significance are understood, managed, documented, engaged with and studied. Our research explores the intersection between walking, photography, technology and learning, investigating how...

This paper provides an overview of, and rationale for, an approach to analysing complex learning networks. The approach involves a strong commitment to providing knowledge which is useful for design and it gives a prime place to the activity of those involved in networked learning. Hence the framework that we are offering is known as “Activity Cent...

There is a steadily growing interest in the design of spaces in which multiple interactive surfaces are present and, in turn, in understanding their role in group activity. However, authentic activities in these multi-surface spaces can be complex. Groups commonly use digital and non-digital artefacts, tools and resources, in varied ways depending...

Education and knowledge have never been more important to society, yet research is segmented by approach, methodology or topic. Legitimation Code Theory or 'LCT' extends and integrates insights from Pierre Bourdieu and Basil Bernstein to offer a framework for research and practice that overcomes segmentalism. This book shows how LCT can be used to...

The aims of the Synthesis and Scaffolding Project were to understand: the role of specific scaffolds in relation to the activity of learners, and the activity of learners during a collaborative design task from multiple perspectives, through the collection and analysis of multiple streams of data and the adoption of a synthesis approach to the rese...

This paper fuses research on CSCL and collaborative design for learning. It reports a study located in a novel multi-surface environment, configured to support small teams who are designing for other people's learning. Despite growing awareness in the CSCL community of the importance of design in teachers' work, there has been very little empirical...

This paper presents our proposed methods developed to contribute to our understanding of a complex and heterogeneous activity: face-to-face collaborative design and learning. We build on principles of multimodal learning analytics and synthesis research to explore different dimensions of collaboration including the analysis of discourse, tools usag...

The nature of knowledge, and the various forms knowledge may take, is a neglected aspect of the development of e-learning environments. This paper uses Legitimation Code Theory (LCT) to conceptualise the organising principles of knowledge practices. As we will illustrate, when it comes to the design of e-learning, the organising principles of the k...

Synthesis research is a method utilized in the field of ecology, and involves bringing together experts in different areas to address a research question that cannot be entirely answered by a single perspective. This symposium explores the application of this model to the learning sciences, specifically to scaffolding of computer supported collabor...

A good repertoire of methods for analysing and sharing ideas about existing designs can make a useful contribution to improving the quality and efficiency of educational design work. Just as architects can improve their practice by studying historic and contemporary buildings, so people who design to help people learn can get better at what they do...

Learning spaces can play a powerful role in shaping and supporting the activities of the students and teachers who use them: they can be agents for change when the success of new pedagogical approaches depends on shifting entrenched practices. The laboratory is a key site for science education. It is here that discipline knowledge and generic compe...

In this chapter, we draw on a cutting-edge sociological approach to describe the structuring of design knowledge. Two concepts from Legitimation Code Theory, specialization codes and semantic gravity, are used to explore the nature of competing claims to legitimacy and context-dependency of meanings in design knowledge. We argue that a focus on the...

With the introduction of digital tools and online connectivity in primary schools, the shape of teaching and learning is shifting beyond the physical classroom. Drawing on the architecture of productive learning networks framework, we examine the affordances and limitations of an upper primary learning network and focus on how the digital and physi...

Activity in learning networks is often digitally mediated. By virtue of this, studies of learning networks have not focused solely on human-human relations, but have acknowledged the role of digital infrastructure in mediating relations between people. This research draws on sociomaterial studies of learning and theoretical approaches from anthropo...

Knowledge plays a significant role in networked learning. Epistemic activities, and the structures that support such activities, do not just spring into life when a networked learning resource is created. They exist prior to, and outside of, any specific networked resource. They go on in the world. So epistemic activities and structures can be seen...

Knowledge plays a significant role in networked learning. Epistemic activities, and the structures that support such activities, do not just spring into life when a networked learning resource is created. They exist prior to, and outside of, any specific networked resource. They go on in the world. So epistemic actvities and structures can be seen...

This paper draws on a programme of research into the architecture of learning networks. This research programme has been examining a number of diverse learning networks, to identify reusable design ideas. The analytic work has been structured around a distinction between elements of learning networks that can be designed (partially, or completely)...

Activity in learning networks is often digitally mediated. By virtue of this, studies of learning networks have not focused solely on human-human relations, but have acknowledged the role of digital infrastructure in mediating relations between people. This research draws on sociomaterial studies of learning and theoretical approaches from anthropo...

The ability to capture large amounts of data that describe the interactions of learners becomes useful when one has a framework in which to make sense of the processes of learning in complex learning environments. Through the analysis of such data, one is able to understand what is happening in these networks; however, deciding which elements will...

Risk management is a critical part of engineering practice in industry. Yet, the attitudes of engineers toward risk remains an unknown and is not measured. This paper presents the development of a psychometric scale, the Engineering-Domain-Specific Risk-Taking (E-DOSPERT) test, to measure engineers' risk aversion and risk seeking attitudes. Consist...

Theories of rational decision making hold that decision makers should select the best alternative from the available choices, but it is now well known that decision makers employ heuristics and are subject to a set of psychological biases. Risk aversion or risk seeking attitude has a framing effect and can bias the decision maker towards inaction o...

This paper presents a sociology of knowledge approach to describe disciplines in the field of design. We show how the approach casts the nature of knowledge in design disciplines as based upon socially agreed criteria for what constitutes the realization of legitimate knowledge. Interviews with designers and analyses of professional and pedagogic d...

This paper discusses a theory for the foundation of design for pedagogy based on the principles of pattern languages. We develop a pattern using a variation of the Alexandrian pattern structure to embed pedagogy at the core of the design of e-learning. A pattern dealing with the organization of an online discussion group based on the principles of...

This research investigates knowledge and identity in design education by examining perceptions of achievement and membership within four design disciplines: engineering, architecture, digital media and fashion design. Drawing on concepts derived from sociology of education (Bernstein, 1977; Maton, 2004, 2006), we theorize how designers and those ne...

Recent research indicates that children develop the emergent knowledge and skills that lead to formal literacies in their homes and early childhood settings long before school entry. The research evidence is clear that emergent literacy needs to be actively encouraged in the early years, if children are to have optimum chances of learning to read a...