CALRG Conference: The CERD model

Another liveblog from the CALRG conference – this time Pauline Ngimwa on The CERD model: three possible approaches to designing collaborative educational digital libraries.

Work in progress, looking for feedback.

Motivated by own experience working in African educational sector, and disconnect between developers of eLearning programmes and digital library programmes.

Digital libraries can benefit if that apply participatory designs, new web technologies, design collaboratively with users, and along with learning objectives.

Qualitative research work – three case studies in Uganda, Kenya and South Africa. 42 interviews with academics, students, librarians and project staff; observations and document analysis; looking at 11 projects. ‘Almost’ grounded theory.

First approach (C-I) is around collaboration and innovation.

Second approach (E-I-C) around education, innovation and collaboration.

Third approach (I-C-QI) around innovation, collaboration and quality innovation.

Exploring relationship between those.

Questions

Kim Issroff: Who decides on what counts as a quality innovation in I-C-QI?

Pauline: If interviewee, or in the documents, says it.

Anna: Grounded theory – why ‘almost’?

Pauline: Didn’t intend to use Grounded Theory initially, but found in the process that it would be useful. But even now keeps returning to the data.

Anne: Surprising that (1) very large importance of policies, the innovative stuff happens when there’s policy behind it, (2) Being HCI user-centred person, thought collaboration was important, but data found was driven by innovation, and technology innovation specifically. Parallels clear with UK situation.

This work by Doug Clow is copyright but licenced under a Creative Commons BY Licence.
No further permission needed to reuse or remix (with attribution), but it’s nice to be notified if you do use it.

Author: dougclow

Tutxor, online learning expert, project leader, data scientist, researcher, analyst, teacher, developer, educational technologist and manager. I particularly enjoy rapidly appraising new-to-me contexts, and mediating between highly technical specialisms and others, from ordinary users to senior management. After 20 years at the OU as an academic, I am now a self-employed consultant, building on my skills and experience in working with people, technology, data science, and artificial intelligence, in the education field and beyond.