Timothy Goddard

After first setting the scene for the development of IMS Learning Design (LD), this thesis details the creation of a LD test environment, along with interviews carried out with some of those involved in the development, implementation and research use of the specification. The creation of SPONGE (the Simplest Possible ONline Grouping Environment), a new software platform developed in response to the LD interview findings, is then documented. The rejection of SPONGE by teachers in a school environment provides the catalyst for an in-depth exploration of that school and the (largely non-technological) reasons for SPONGE's apparent failure. MegaTech and MiniTech, two explanatory lenses based on the work of van Langenhove and Harré, Heidegger, and Popper, are then created and used to revisit the rejection of LD and SPONGE (as two examples of functionally sound educational technologies) by practitioners.
This research uses a multi-methodology (Mingers) approach, informed by Case Study (Yin), Realistic Evaluation (Pawson and Tilley) and Narratives (Clough). In addition, reflective elements are embedded at key moments in the thesis to facilitate a personal discussion of the challenges faced by this author and which prompted a significant change in research direction.
This research makes the following contributions to knowledge.
C1 A new analysis of why LD has not been widely adopted beyond the research community. [Chapters 5, 7, 8 and 9] C2 The initial validation of the analysis in C1 through its application in a contrasting educational and technical context (Hazelmere School). [Chapters 7, 8 and 9] C3 The in-depth picture of the use of educational technology in an extremely demanding environment (Hazelmere School). [Chapters 7 and 9] C4 The creation of MegaTech and MiniTech as explanatory lenses. [Chapter 8] C5 The application of MegaTech and MiniTech to more clearly explain the fate of LD and SPONGE. [Chapters 8 and 9] C6 The creation of SPONGE as a homogenous and open-standards compliant toolbox that focuses on immediacy and facilitates the spontaneous use of collaborative tools. [Chapter 6] C7 The creation of a self-contained and easily deployed LD test environment. [Chapter 4]

After first setting the scene for the development of IMS Learning Design (LD), this thesis details the creation of a LD test environment, along with interviews carried out with some of those involved in the development, implementation and research use of the specification. The creation of SPONGE (the Simplest Possible ONline Grouping Environment), a new software platform developed in response to the LD interview findings, is then documented. The rejection of SPONGE by teachers in a school environment provides the catalyst for an in-depth exploration of that school and the (largely non-technological) reasons for SPONGE's apparent failure. MegaTech and MiniTech, two explanatory lenses based on the work of van Langenhove and Harré, Heidegger, and Popper, are then created and used to revisit the rejection of LD and SPONGE (as two examples of functionally sound educational technologies) by practitioners.
This research uses a multi-methodology (Mingers) approach, informed by Case Study (Yin), Realistic Evaluation (Pawson and Tilley) and Narratives (Clough). In addition, reflective elements are embedded at key moments in the thesis to facilitate a personal discussion of the challenges faced by this author and which prompted a significant change in research direction.
This research makes the following contributions to knowledge.
C1 A new analysis of why LD has not been widely adopted beyond the research community. [Chapters 5, 7, 8 and 9] C2 The initial validation of the analysis in C1 through its application in a contrasting educational and technical context (Hazelmere School). [Chapters 7, 8 and 9] C3 The in-depth picture of the use of educational technology in an extremely demanding environment (Hazelmere School). [Chapters 7 and 9] C4 The creation of MegaTech and MiniTech as explanatory lenses. [Chapter 8] C5 The application of MegaTech and MiniTech to more clearly explain the fate of LD and SPONGE. [Chapters 8 and 9] C6 The creation of SPONGE as a homogenous and open-standards compliant toolbox that focuses on immediacy and facilitates the spontaneous use of collaborative tools. [Chapter 6] C7 The creation of a self-contained and easily deployed LD test environment.
[Chapter 4]