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-- actor-network methodology


To capture the process of learning in situated learning environements, I and my research team have been developing an innovative method for tracking the emergence, evolution, and diffusion of practices, concepts, and artifacts that occur across extended time frames (Barab, Hay, Barnett, & Squire, 1998). Our method is based on the actor-network approach (Latour, 1987; Roth, 1996), which is a sociological approach that involves selecting the phenomenon of interest (e.g., artifact, understanding, belief) and following its history by generating a network consisting of various nodes (interactions among actors) and links (connections among the nodes), representing the historical development of each tracer. Our goal is to capture occurrences that are distributed across time and space that influence/constitute a learner's understanding. These occurrences, which we call "nodes," can then be combined to form a network that represents the salient interactions of a particular learning context. A concept or practice can then be traced by following its history (as captured in the various nodes) through the network (Newman, Griffin, & Cole, 1989; Roth & Roychoudhury, 1993). We believe that a learner's ultimate understanding of any object, issue, concept, process, or practice can be attributed to, and is distributed across, the network that these occurrences form. It is in this sense that we see cognition as distributed/embodied/situated.

Our methodology involves first capturing all interactions. We have found it most efficient to use video. We then review the captured interactions, "chunking" them into discernible units of analysis that we have described as nodes. The next step is to record information related to the specifics that constitute each node and combine these to form a network of interactions. The last step in the development of a network is then to trace the historical development of a particular issue at hand, practice, or resource (conceptual, social, or physical) over time by graphing out all the related nodes to a selected tracer and examining its path. In this step, tracers are selected and the collection of nodes is re-analyzed to generate a network consisting of various nodes and links, which represent the historical development of each tracer.

In our paper, we begin with a discussion of situated cognition and what it means to capture an "interactional" unit of analysis. We then discuss the sociological approach of actor-network theory, which provides the theoretical framework within which our Constructing Networks of Activity (CNA) methodology is grounded. From here, the general categories and approach of the CNA methodology are described. We then ground our discussion within the context of our research by instantiating the general categories with actual labels. Example interactions are described and coded to illuminate nuances and applications of this methodological tool. A discussion of the strengths, weaknesses, and implications for research are then forwarded.


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Last updated July 10, 1998
URL: http://inkido.indiana.edu/research/actor.html
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