InterMedia researchseminar: "ICT and learning - Knowledge for policy and practice"
The seminar presents work in progress by Nordic experts on ICT and learning.
The key aim of the seminar is to present reviews on important topics concerning ICT and learning.
The talks and discussions will focus on various fields such as technological development and institutional learning traditions, ICT-supported learning, tools for feedback in large plenary lectures and feedback on ongoing learning activities, user creativity and user's role in testing new technology. Finally the discussion will focus on the concrete challenges involved in producing evidence in education.
Deadline for registration is February 21.
Seating for this event is limited. Lunch will be provided for seminar participants, and all participants are invited to a reception after the seminar. No seminar fee is required.
Per Hetland, Intermedia
Technological evolution and institutional traditions of learning: Cultivating competence in a digital era
Roger Säljö, LinCS, University of Gothenburg
Systemic and practical development of ICT-supported learning: Qualitative and quantitative findings of organizational, interactional and personal factors influencing ICT-use and attainment
Hans Christian Arnseth, University of Oslo and Ove Edvard Hatlevik, The Norwegian Centre for ICT in Education
Creating something, which has yet to be created - developing feedback tools for networked learning
Ingvill Rasmussen, University of Oslo
Feedback clickers in plenary lectures - a new tool for formative assessment?
Rune Krumsvik, University of Bergen
User Creativity and Digital Literacies in a Museum Context
Vitus Vestergaard, DREAM, University of Southern Denmark
The User Paradox in Technology Testing
Per Hetland, InterMedia
The Danish Clearinghouse for Educational Research: Theory and Concrete Practice in the Production of Evidence
Michael Søgaard Larsen, Danish Clearinghouse for Educational Research, Aarhus University
- Professor Roger Säljö at The Linnaeus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS), University of Gothenburg:Literacy and literacy practices are cultural inventions that exist in many forms. Literacy skills imply the ability to relate to and use productively the resources for communication that are significant in a particular activity. This implies being able to move from the interpretation of specific symbols to understanding how discourses and systems of knowledge are organized. Digitalization, in a very short time, has dramatically expanded the availability and accessibility of such resources at all levels. But digitalization also implies the increasing capacity to embed complex symbols and processes into artefacts that we use as tools for thinking and action. It is argued that owing to such changes in the nature of artefacts, our views of human learning and development must integrate the ability to use artefacts.
- Associate Professor Hans Christian Arnseth, University of Oslo and senior Researcher Ove Edvard Hatlevik, The Norwegian Centre for ICT in Education: Even though there has been considerable investment in equipment, development of teacher's professional expertise in using ICT and establishing national curriculum requirements for using ICT, the uptake in schools and its effect on pupils' learning and teacher's pedagogy have not necessarily met society's high expectations. Our aim is to discuss and provide some explanations for why this might be the case. Our main argument is that ICT's introduction poses some challenges to institutionalized traditions of teaching, learning and managing knowledge, traditions that it is important to be aware of in order to integrate ICT into teaching and learning. These historically developed traditions for organising teaching and learning impact on how we make sense of ICT and incorporate it into pedagogical practices.
- Professor Rune Krumsvik, University of Bergen: This paper focuses on if, and eventually how, feedback clickers (TurningPoint®) can be used to overcome some of the challenges lecturers have in large plenary lectures at universities. The Bologna-process, new standards for national curricula, increasing diversity among university students and multimodality have changed some of the underlying premises for teaching and learning in today's universities. New policy documents, research and experiences from the university field suggest that there is a potential to develop plenary lectures in light of new technology and more updated teaching methods. A new concept, digital didactics, is underpinning this time of upheaval and this Mixed Method Research study analyse how psychology students (n= 450) in large plenary lectures experience the use of feedback clickers from their points of view. The study consists of surveys, 'live surveys', observations, semi-strucured interviews and focus group.
- Post. Doc. Ingvill Rasmussen, University of Oslo: To learn from the use of multiple digital resources requires additional and different skills and competences than learning from textbooks. For educational purposes, such competences cannot be fostered without guidance. This talk reports from a study where a group of reseachers and a group of teachers re-designed a wiki to afford feedback on individual and collective performance, and to create a space for the teacher for providing students with timely feedback on their ongoing learning activities.
- Director Per Hetland, InterMedia: Technology testing provides arenas for interaction between users and producers. In the experiments potential user needs and potential user-values of new technology are communicated to facilitate invention and diffuse innovation. This presentation provides a framework to discuss how users contribute in both the knowledge and the policy construction processes when participating in technology testing.
- Associate Professor Michael Søgaard Larsen, Danish Clearinghouse for Educational Research, The Danish School of Education, Aarhus University: Clearinghouses around the world working in the field of education have different approaches to the production of evidence. Transparency and systematic procedures are however features they share. In this presentation focus will be on the concrete challenges involved in producing evidence in education. Experiences from The Danish Clearinghouse for Educational Research established 2006 will be viewed in the light of other Clearinghouses in the field.
The seminar is sponsored by The Norwegian Centre for ICT in Education.