Introduktion till forskningsprojektet - del 1

Introduktion till forskningsprojektet - del 1

• 1.
  Introduktiontill forskningsprojektet Del 1Studentslearning of scientific concepts by putting pieces of information together in use of digital (new media) artifacts to collect, transform, produce and share information – organization of their personal learning environment – in extended classrooms. - How learning activities designed with a “knowledge building” approach and designed collaboratively by teachers implicate students communication in blended learning in extended classrooms.Niklas KarlssonDoktorand Zoologiska institutionenUniversity of GothenburgGöteborg 20110412CC BY-NC-SA 2.0by Tatcher a Hainuhttp://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/
• 2.
  Bakgrund teknikWebb 1.0till ... 
• 3.
  Lärplattformar, LMS till...  
• 4.
  Utvecklingavteknik…See more: Web 3.0The way forward? (Steve Wheeler)CC BY 2.0by  andrewcparnell Web 3.0: The way forward? http://www.slideshare.net/timbuckteeth/web-30-the-way-forward
• 5.
  Organisationavinformation ochpersonligaverktyg by  Plearn Somerights reserved by Plearn "Finding and organizing online content related to personal interests and learning objectives can be a difficult task, given the quantity of information on the web and the ease of adding more." "Keeping track of one’s own contributions, and those of valued peers and colleagues, adds another layer of complexity." CC BY-NC-SA 2.0Some rights reserved by PlearnThe Horizon Report: 2009 K-12 Edition; The New Media Consortium and the Consortium for School Networkinghttp://eskillslearning.net/uploads/2009-Horizon-Report-K12%20with%20summary.pdf
• 6.
  21st-century competencies/skills -inteentydigt     Organisationersom EU, P21, Oecdframhållerföljande, somviktigakompetenser: Collaboration
• 7.
  Communication
• 8.
  ICT literacy
• 9.
  Social and/or culturalskills; citizenship EU betonarävenviktenavattlära sig attlära. (Voogt & Roblin, 2010)    CC BY-NC-SA 2.0by actionheroI USA:s nationellautbildningsteknologiska plan för 2010 skrivs: "21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas."Education, T. A. (2010). Powered by Technology. Educational Technology.Voogt, J., & Roblin, N. P. (2010). White Paper 21stCS_Final_ENG_def. Retrieved November 7, 2010, from http://74.125.155.132/scholar?q=cache:X0gG2NvQPNsJ:scholar.google.com/+21ST+CENTURY+SKILLS&hl=sv&as_sdt=2000
• 10.
  Nyakompetenser “the skills thatare important in a knowledge-based society were previously associated with deep learning of specialized knowledge, metacommunication, metacognition, and task reconceptualization” (S. R. Ludvigsen & Mørch, 2010).
• 11.
  Nyakompetenser"the new medialiteracies should be seen as social skills, as ways of interacting within a larger community, and not simply an individualized skill to be used for personal expression. ...... youth need skills for working within social networks, for pooling knowledge within a collective intelligence, for negotiating across cultural differences that shape the governing assumptions in different communities, and for reconciling conflicting bits of data to form a coherent picture of the world around them." (Jenkins H. 2006)Henry Jenkins in Adams, D. (2006). Digitaltkunnskapsløft? E-learning.    
• 12.
  NyakompetenserJenkins hävdaratt vi måsteintegrerade nyakunskapskulturernaiskolan - intebaragenomgrupparbetenutanävengenom "långvägasamarbeten" mellanolikalärandegemenskaper. 
• 13.
  studenterbehöverupptäckahurdetärattbidra till kunskapsuppbyggandeaktivitetergenomt.ex.attblogga"Schools are currently still training autonomous problem-solvers, whereas as students enter the workplace, they are increasingly being asked to work in teams, drawing on different sets of expertise, and collaborating to solve problems. "Henry Jenkins in Adams, D. (2006). Digitaltkunnskapsløft? E-learning.    
• 14.
  Frågeställningar Med alltmer informationochständigtökandemöjligheter till kommunikation - Kanlärarehjälpaeleverattorganisera sin personligaanvändningavnätetförattlära sig ämneskunskaperibiologi? 
• 15.
  Hurstrukturerareleverna sin personligalärmiljö?Vilkapersonerföreleverna dialog med ochgenomvilkaverktyg? 
• 16.
  Hurfårelevernaihop "bitarav information"till kunskap, närinformationsochkommunikations- verktyganvändsiundervisningen?  How does students learn scientific concepts in a “knowledge building” approach to design learning activities and use of selected information and communication artifacts in the extended classrooms? Work in progress.
• 17.
  ÖverblickavTeoretiskramverk - Socio kulturelltperspektiv 
• 18.
  Metod - Utgångspunktidesign research, design based research. 
• 19.
  Teoretiskautgångspunkterför design avundervisning
• 20.
  Knowledge building (Scardamalia& Berieter)
• 21.
  Triacologic approach -Hakaarainen Utgångspunkterför design avundervisning“While the research in FCL and KB may emphasize somewhat different pedagogical processes and epistemological frameworks, both are dedicated to the vision of a classroom where students collaborate in developing ideas, and rely on the contributions of their peers as a primary resource for learning. Both projects require a deep epistemological commitment from students and teachers that is consistent with autonomous lifelong learning, resulting in radical departure from conventional forms of classroom instruction.” (J D Slotta & Najafi, 2010)Slotta, J D, & Najafi, H. (2010). Knowledge Communities in the Classroom. International encyclopedia of education. Oxford.
• 22.
  Utgångspunkterför design avundervisning"Themain idea in the ‘trialogical’ knowledge creation metaphor is that knowledge creation is an object-centered process that calls for sustained and iterative collaborative efforts. While individual agents may have a crucial role in such a process, their actions take place upon the fertile ground of collective activity. Similar processes may also be present at the case of social semantic software. Working collaboratively for creating semantic wiki’s is naturally an object-centered collaborative process in respect of wiki being the object of learning." (Hakkarainen, K et al 2009)Hakkarainen, K., Engeström, R., Paavola, S., Pohjola, P., & Honkela, T. (2009). Knowledge Practices, Epistemic Technologies, and Pragmatic Web. Proceedings of I-KNOW (Vol. 9).    
• 23.
  Utgångspunkterför design avundervisningWebbverktygensomfinnstillgängligaidag liknar deartefaktersomharutvecklatsför KB och tycksskapaliknandeförutsättningarför "Knowledge building" - aktiviteter. 
• 24.
  Eleversindividuellaaktiviteterärgrundenförkollektivtkunskap-/informations-uppbyggande.   
• 25.
  Informationsochkommunikations-teknologinerbjudernyamöjligheterförattorganiseragemensammalärandeaktiviteter.Individers organisation avinformation och kommunikation för lärande Personliglärmiljökanvaraanvändbarutgångspunktföratthjälpaeleven attstrukturera användningavtillgänglig teknologi/ webb- verktyg/ artefakter. CC BY-ND 2.0 Some rights reserved by wdrexler
• 26.
  Integrating new, technology-basedinnovations into one’s classroom practice is not easy. Teachers rely on familiar methods not because they lack incentive for improving student learning, but because these methods fit within the complex ecology of their classroom and school community. Teachers’ methods must also accommodate the mandated curriculum subject content, which is usually assessed through conventional measures.(Peters & James D. Slotta, 2010)Peters, V. L., & Slotta, James D. (2010). Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8
• 27.
  “Opening up spacefor a range of new kinds of collaborations – between teachers themselves, between teachers and students, students and students, university researchers and researchers and so on built upon a strong commitment to enquiry and practice – is crucial” (Sutherland 2009:215). The technolgical inventions can lead to a radical shift in the educational systems and learning activites, but if we wants that to happen it require innovations not only invensions (Jacobson & Reimann, 2010)CC BY-NC 2.0by Trondheim ByarkivSutherland, R. (2009). Improving classroom learning with ICT. Milton Park  Abingdon  Oxon ;;New York  NY: Routledge.Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8
• 28.
  Teknikenöppnaruppförnya former avkommunikation,förändradelärandeakviteter…Dennaframväxandepraktikbehöverutformasisamverkanmellanlärare, bibliotekarier,…, eleverochforskare. Förattunderlättaföreleverattkommunicera med omvärlden, andraelever... finnsbehovavatt planeraundervisningenmed utgångspunkten "detutökadeklassrummet".CC BY-BY-NC-SA 2.0 by hojusaram
• 29.
  Presentationenfortsätter:Del 2 –Möjligheter till gemensam design avundervisningenibiologiämnetpågymnsaietDel 3 – Konkretaideerpåkollaborativ design avlärandeaktiviteter. CC BY-NC-SA 2.0by Tatcher a Hainuhttp://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/
• 30.
  Information All imagesfrom http://www.flickr.com(unless specifically stated)
• 31.
  References seein the notes section of slides
• 32.
  Image &licensing info in the notes section of slides
• 33.
  Presentation licensed:Creative Commons BY-NC-SA
• 34.
  The presentationcan be downloaded from: http://www.slideshare.net/niklas_karlsson
• 35.
  More informationabout me: Blog& http://lincs.gu.se/members/niklas-karlsson/Referenser&länkarSlide:1. CC BY-NC-SA 2.0 by Tatcher a Hainuhttp://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/2. CC BY 2.0by  andrewcparnell Web 3.0: The way forward? http://www.slideshare.net/timbuckteeth/web-30-the-way-forward3. CC BY-NC-SA 2.0Some rights reserved by PlearnThe Horizon Report: 2009 K-12 Edition; The New Media Consortium and the Consortium for School Networkinghttp://eskillslearning.net/uploads/2009-Horizon-Report-K12%20with%20summary.pdf4. CC BY-NC-SA 2.0by actionheroI USA:s nationellautbildningsteknologiska plan för 2010 skrivs: "21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas."Education, T. A. (2010). Powered by Technology. Educational Technology.Voogt, J., & Roblin, N. P. (2010). White Paper 21stCS_Final_ENG_def. Retrieved November 7, 2010, from http://74.125.155.132/scholar?q=cache:X0gG2NvQPNsJ:scholar.google.com/+21ST+CENTURY+SKILLS&hl=sv&as_sdt=20006. Henry Jenkins in Adams, D. (2006). Digitaltkunnskapsløft? E-learning.    7. Henry Jenkins in Adams, D. (2006). Digitaltkunnskapsløft? E-learning.  
• 36.
  Referenser&länkarSlide:10. Slotta, JD, & Najafi, H. (2010). Knowledge Communities in the Classroom. International encyclopedia of education. Oxford.11. Hakkarainen, K., Engeström, R., Paavola, S., Pohjola, P., & Honkela, T. (2009). Knowledge Practices, Epistemic Technologies, and Pragmatic Web. Proceedings of I-KNOW (Vol. 9).    13. CC BY-ND 2.0 Some rights reserved by wdrexler  14. Peters, V. L., & Slotta, James D. (2010). Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_815. CC BY-NC 2.0by Trondheim ByarkivSutherland, R. (2009). Improving classroom learning with ICT. Milton Park  Abingdon  Oxon ;;New York  NY: Routledge.Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_816. CC BY-BY-NC-SA 2.0 by hojusaram17. CC BY-NC-SA 2.0 by Tatcher a Hainuhttp://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/