Contextual Analysis of Remote Experimentation
Using the Actor-Network Theory
Ricardo Costa - rjc@isep.ipp.pt
Gustavo Alves - gca@isep.ipp.pt
Mário Zenha Rela - mzrela@dei.uc.pt
Licínio Roque – lir@dei.uc.pt
ECEL 2010
4 - 5 November 2010
Porto, Portugal
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Presentation outline
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Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network
Conclusion
2/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Introduction
To understand a specific domain it is necessary to analyze :
i) associations among elements (human or non-human
- things/concepts -) that comprehend the domain;
ii) internal and external influences of other contexts.
Remote Experimentation (RE) is an example of a domain !
PC
WEB
Experiment
Experiment
Experiment
•Extension of Virtual Learning Environments;
•Ability to conduct real experiments through the internet
using remote laboratories or weblabs;
•Many educational advantages
(flexibility, motivation, reduction of costs, etc.)
•Prestigious schools are already adopting weblabs in
S&E courses (e.g. MIT iLab)
Important to contextualize and analyze factors that
influence RE adoption in an educational context.
Actor-Network Theory
[Callon & Latour contributions, since 1986]
3/17
Introduction
Actor-Network Theory (1/2)
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Actor-Network Theory
Context
Actor-Network
Actor-Network
context
Actor/Actant
context
Sub
Actor-Network
context
Fact
(black box)
Comprehends Elements (actors / actants) + associations belonging to contexts;
Actors shape their attitudes during life-time;
Several actors associated may create facts (black boxes);
An actor may represent a sub-actor network;
Alignment of interests is fundamental;
Actor-networks are usually dynamic structures (unstable / difficult to analyze).
4/17
Introduction
Actor-Network Theory (2/2)
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Actor-Network Theory
Network
Macro-actor
Problematization
Interessement
Enrolment
Context
Mobilization
Actor
(candidate)
Obligatory
Point of
Passage
(OPP)
The challenge is to
persuade actors to
follow a direction aligned
with the
macro-actor interests.
Translation Process [Callon 1986]
Problematization: the macro-actor defines the identities and the interests of other actors that are
consistent with its own interests.
Interessement: represents the process of convincing other actors that a macro-actor has specific
relevance in the whole network.
Enrolment: achieved when a specific actor accepts that the interests of the macro-actor are really
fundamental to include the candidate actor into the network. This represents the successful outcome of
the problematization and interessement processes.
Mobilization: when actors, belonging to the network, are persuaded to accept the enrolled actor,
since its interests were accepted by all actors already in the network. The aim of this stage is to
5/17
maintain the commitment among actors within the network.
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Influencing Contexts
Social
(cultural/economical/political)
Technical
Social - technical:
Health, companies,
people’s lives
Social - educational - technical - :
Digital era
Social - educational:
Mechanical era
Educational
Actor-Network
(Remote Experimentation)
Current trends
Costa R. et al., 2010. Reconfigurable weblabs based on the IEEE1451 Std. 1st IEEE
Engineering Education 2010 – The Future of Global Learning in Engineering Education
(EDUCON'2010), Madrid - Spain.
6/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (1/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
(technical actors)
(human actors)
7/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (2/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
teachers
(technical actors)
students
technitians
(lab. administrators)
developers
(human actors)
8/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (3/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
access
devices
Laboratory
infrastructure
infrastructure
devices
GUIs
teachers
networks
(technical actors)
students
technitians
(lab. administrators)
developers
(human actors)
9/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (4/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
access
devices
Laboratory
infrastructure
infrastructure
devices
GUIs
teachers
networks
(technical actors)
team
work
institutions
(schools,
faculties, etc.)
students
technitians
(lab. administrators)
experiment
pedagogical
contents
developers
(human actors)
10/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (5/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
access
devices
Laboratory
infrastructure
GUIs
teachers
networks
g
rn i n
l e a o me s
c
out
(technical actors)
students
s
ol n
to ptio
o
ad
team
work
e xp
e
requ rimenta
l
i re m
ents
infrastructure
devices
experiment
pedagogical
contents
Ex
a d m p e ri m
inis ent
trat
ion
ts /
p me n i o n
o
l
e
v
t
de
inistra
m
d
a
.
lab
developers
institutions
(schools,
faculties, etc.)
technitians
(lab. administrators)
(human actors)
access conditions
11/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (6/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
Laboratory
infrastructure
access
devices
GUIs
teachers
networks
g
rn i n
l e a o me s
c
out
(technical actors)
students
s
ol n
to ptio
o
ad
team
work
e xp
e
requ rimenta
l
i re m
ents
infrastructure remote
control/
devices
monitor
remote
control/
monitor
experiment
pedagogical
contents
Ex
a d m p e ri m
inis ent
trat
ion
ts /
p me n i o n
o
l
e
v
t
de
inistra
m
d
a
.
lab
developers
institutions
(schools,
faculties, etc.)
technitians
(lab. administrators)
(human actors)
access conditions
12/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations (7/7)
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Identification of Actors and Associations
infrastructure remote
control/
devices
monitor
remote
control/
monitor
GUIs
networks
access
devices
ex L
pe ab
ac rime ./
ce n
ss t(s
)
collaboration
theoretical
experiment support
pedagogical
contents
students
s
ol n
to ptio
o
ad
interaction
teachers
g
rn i n
l e a o me s
c
out
(technical actors)
team
work
adoption / take advantage
e xp
e
requ rimenta
l
i re m
ents
Laboratory
infrastructure
tional
institu ration
i st
admin l interests institutions
ona
/ p e rs
(schools,
faculties, etc.)
Ex
a d m p e ri m
inis ent
trat
ion
ts /
p me n i o n
o
l
e
v
de
strat
d mi n i
a
.
b
a
l
developers
technitians
(lab. administrators)
(human actors)
access conditions
13/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network (1/2)
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
A new Actor in the RE Actor-Network
Infrastructure devices
PC
(Web server)
PC (Instrumentation
server)
Macro-actor
Main interests of the
macro-actor:
i)
Costs savings;
ii) Increase
collaboration.
(…)
Webcams
institutions
Instruments
/ Modules
1451.0 Std.
defines a set of operating
modes and interfaces for
controlling sensors and
actuators
I&M developed using HDL
languages and following the
IEEE 1451.0 Std.
Actor named
“infrastructure devices”
sub-network
Actor FPGA+I&M
(candidate)
14/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network (2/2)
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
A new Actor in the RE Actor-Network
Infrastructure devices
PC
(Web server)
PC (Instrumentation
server)
institutions
Macro-actor
(…)
Webcams
Applying the Translation process:
1- Problematization:
high costs and few collaboration are problems
identified by the macro-actor (macro-actor
interests that should be solved).
2- Interessement:
Instruments
/ Modules
Actor FPGA+I&M
(candidate)
the macro-actor easily convince other actors that
the candidate actor is fundamental to solve
those problems.
Actor named
“infrastructure devices” 3- Enrolment:
other actors are convinced that the candidate actor is
sub-network
To be
analysed in
the future !
fundamental to solve the problems (e.g. students / technicians
are also interested that the problems can be solved – they will
get advantages).
4- Mobilization:
changes to the RE actor-network are advantageous for the
whole network and, therefore, for the actors (future
commitments among all actors should be maintained). 15/17
Introduction
Actor-Network Theory
Influencing Contexts
Identification of Actors and Associations
A new Actor in the RE Actor-Network
Conclusion
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Conclusion
Education is fundamental to the social sustainability
(for guaranteeing values, attitudes and knowledge);
Technology is influencing people in those values and attitudes;
The educational landscape changed (from a mechanical era to a digital era)
E.g. the adoption of remote labs in S&E courses [Remote Experimentation];
However: it is important to analyze the whole context (actors + associations) using ANT.
So:
i) it was identified actors and associations > the RE actor-network
(intersection of social-educational-technical contexts);
ii) it was analyzed the inclusion of a new actor (FPGA-based boards + I&M) into the
RE actor-network using the translation process;
Future changes in the RE actor-network should follow a similar process to
guarantee sustainability on the associations among actors !
16/17
Ricardo Costa - 2010
rjc@isep.ipp.pt - http://www.dee.isep.ipp.pt/~rjc
Thanks for your attention !
Ricardo Costa
http://www.dee.isep.ipp.pt/~rjc
rjc@isep.ipp.pt / rjc@dei.uc.pt
17/17