Project nodenogg.in is a practice-led PhD developing new tools, design practices and principles for designing education technology.: This practice explored a new relationship between established art school education practices and the application of web science within a networked multi-player, multiresearcher, multi-practitioner and co-located physical and digital social learning space.
Project nodenogg.in is a practice-led PhD developing new tools, design practices and principles for designing education technology.: This practice explored a new relationship between established art school education practices and the application of web science within a networked multi-player, multiresearcher, multi-practitioner and co-located physical and digital social learning space.
Project nodenogg.in aimed to develop new tools, design practices and principles for designing education technology. This was achieved by exploring a new relationship between established art school education practices and the application of web science within a networked multi-player, multi-researcher, multi-practitioner and co-located physical and digital social learning spaces. Though a rigorous process of co-development and extensive and sustained human centred-testing with design students, nodenogg.in, and it’s associated research outcomes have developed an innovative approach to design and application of networked tools within the art school environment. This direct intervention and the creation of the tool nodenogg.in itself has proven to enhance and improve the community of practice by facilitating a specific multiplayer web tool developed in direct conjunction with this community and the specific education practice we find within an art school. These findings while located within the art school studios can be applied to a much wider context where small teams want to utilise collective thinking for the co-creation of a wide variety of research and making contexts.
This thesis offers a critical analysis of the dominant proprietary educational technology, the ‘tools for thought’ emerging digital platforms and proposes a set of new design principles for building education technology that places privacy, community, safety and pedagogy above surveillance and the false assertions that education technology is in of itself a mechanism to enhance education.
University of Southampton
Procter, Adam
ddfaa0e9-14d3-453d-9bd5-d5218c1eebef
2023
Procter, Adam
ddfaa0e9-14d3-453d-9bd5-d5218c1eebef
Giddings, Seth
7d18e858-a849-4633-bae2-777a39937a33
Procter, Adam
(2023)
Project nodenogg.in is a practice-led PhD developing new tools, design practices and principles for designing education technology.: This practice explored a new relationship between established art school education practices and the application of web science within a networked multi-player, multiresearcher, multi-practitioner and co-located physical and digital social learning space.
University of Southampton, Doctoral Thesis, 247pp.
Record type:
Thesis
(Doctoral)
Abstract
Project nodenogg.in aimed to develop new tools, design practices and principles for designing education technology. This was achieved by exploring a new relationship between established art school education practices and the application of web science within a networked multi-player, multi-researcher, multi-practitioner and co-located physical and digital social learning spaces. Though a rigorous process of co-development and extensive and sustained human centred-testing with design students, nodenogg.in, and it’s associated research outcomes have developed an innovative approach to design and application of networked tools within the art school environment. This direct intervention and the creation of the tool nodenogg.in itself has proven to enhance and improve the community of practice by facilitating a specific multiplayer web tool developed in direct conjunction with this community and the specific education practice we find within an art school. These findings while located within the art school studios can be applied to a much wider context where small teams want to utilise collective thinking for the co-creation of a wide variety of research and making contexts.
This thesis offers a critical analysis of the dominant proprietary educational technology, the ‘tools for thought’ emerging digital platforms and proposes a set of new design principles for building education technology that places privacy, community, safety and pedagogy above surveillance and the false assertions that education technology is in of itself a mechanism to enhance education.
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PhD Thesis_Adam Procter
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Published date: 2023
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Local EPrints ID: 476974
URI: http://eprints.soton.ac.uk/id/eprint/476974
PURE UUID: b71e3c48-ee73-4bb6-b63a-caa8853a9be1
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Date deposited: 22 May 2023 17:13
Last modified: 17 Mar 2024 03:37
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