Learning Across Sites
New Tools, Infrastructures and Practices
Herausgeber: Ludvigsen, Sten R; Rasmussen, Ingvill; Lund, Andreas
Learning Across Sites
New Tools, Infrastructures and Practices
Herausgeber: Ludvigsen, Sten R; Rasmussen, Ingvill; Lund, Andreas
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This book brings together a diverse range of contributions from leading international researchers, to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments.
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This book brings together a diverse range of contributions from leading international researchers, to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments.
Produktdetails
- Produktdetails
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 388
- Erscheinungstermin: 20. September 2010
- Englisch
- Abmessung: 234mm x 156mm x 22mm
- Gewicht: 609g
- ISBN-13: 9780415581769
- ISBN-10: 0415581761
- Artikelnr.: 29247786
- Verlag: Taylor & Francis Ltd (Sales)
- Seitenzahl: 388
- Erscheinungstermin: 20. September 2010
- Englisch
- Abmessung: 234mm x 156mm x 22mm
- Gewicht: 609g
- ISBN-13: 9780415581769
- ISBN-10: 0415581761
- Artikelnr.: 29247786
Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö
1. Introduction. Learning across sites; new tools, infrastructures and
practices Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö
Part 1: Developing professional expertise 2. Learning how to know who:
Professional learning for expansive practice between organizations Anne
Edwards 3. Co-configurational design of learning instrumentalities: An
activity-theoretical perspective Yrjö Engeström, Hanna Toiviainen 4.
Professional learning as epistemic trajectories Leif Christian Lahn 5.
Cultivating collective expertise within innovative knowledge-practice
networks Kai Hakkarainen, Jiri Lallimo, Seppo Toikka, Hal White 6. A new
artefact in the trade: Notes on the arrival of a computer supported
manufacturing system in a technical school Anne- Nelly Perret-Clermont,
Jean-Francois Perret Part 2: Unpacking collaboration and trajectories of
participation 7. Intersecting trajectories of participation; Temporality
and learning Sten Ludvigsen, Ingvill Rasmussen, Ingeborg Krange, Anne Moen,
David Middleton 8. Noticing the past to manage the future: On the
organization of shared knowing in IT-Support practices Ann-Charlotte
Eklund, Åsa Mäkitalo, Roger Säljö 9. Design and Use of an Integrated Work
and Learning System: Information Seeking as Critical Function Anders I.
Mørch, Mari Ann Skaanes 10. Versions of computer supported collaborating in
higher education Charles Crook 11. Promoting knowledge creation and object
- oriented inquiry in university courses Hanni Muukkonen, Minna Lakkala,
Sami Paavola 12. Social practices of group cognition in virtual match teams
Gerry Stahl 13. Changing objects in knowledge creation practices Andreas
Lund, Trond Eiliv Hauge 14. Socio-cognitive tension in collaborative
working relations Jerry Andriessen, Michael Baker, Chiel van der Puil 15.
Productive E-feedback in higher education: Two models and some critical
issues Olga Dysthe, Sølvi Lillejord, Barbara Wasson, Arne Vines Part 3:
Institutional development 16. Breakdowns between teachers, educators and
designers in elaborating new technologies as precursors of change in
education to dialogic thinking Baruch Schwarz, Reuma de Groot 17.
Researching classroom interactions: a methodology for teachers and
researchers Sally Barnes, Rosamund Sutherland 18. Weaving the context of
digital literacy Ola Erstad Part 4: Design environments and new tools and
representations 19. Using Bakhtin to re-think the teaching of higher order
thinking for the network society Rupert Wegerif, Maarten De Laat 20.
Self-regulation and motivation in computer upported collaborative learning
environments Sanna Järvelä, Tarja-Riitta Hurme, Hanna Järvenoja 21.
Interactive whiteboards: Does new technology transform teaching? Neil
Mercer, Julia Gillen, Judith Kleine Staarman, Karen Littleton, Alison
Twiner 22. Differences that make a difference: Contrasting the local
enactment of two technologies in a kinematics lab Oskar Lindwall, Jonas
Ivarsson
practices Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö
Part 1: Developing professional expertise 2. Learning how to know who:
Professional learning for expansive practice between organizations Anne
Edwards 3. Co-configurational design of learning instrumentalities: An
activity-theoretical perspective Yrjö Engeström, Hanna Toiviainen 4.
Professional learning as epistemic trajectories Leif Christian Lahn 5.
Cultivating collective expertise within innovative knowledge-practice
networks Kai Hakkarainen, Jiri Lallimo, Seppo Toikka, Hal White 6. A new
artefact in the trade: Notes on the arrival of a computer supported
manufacturing system in a technical school Anne- Nelly Perret-Clermont,
Jean-Francois Perret Part 2: Unpacking collaboration and trajectories of
participation 7. Intersecting trajectories of participation; Temporality
and learning Sten Ludvigsen, Ingvill Rasmussen, Ingeborg Krange, Anne Moen,
David Middleton 8. Noticing the past to manage the future: On the
organization of shared knowing in IT-Support practices Ann-Charlotte
Eklund, Åsa Mäkitalo, Roger Säljö 9. Design and Use of an Integrated Work
and Learning System: Information Seeking as Critical Function Anders I.
Mørch, Mari Ann Skaanes 10. Versions of computer supported collaborating in
higher education Charles Crook 11. Promoting knowledge creation and object
- oriented inquiry in university courses Hanni Muukkonen, Minna Lakkala,
Sami Paavola 12. Social practices of group cognition in virtual match teams
Gerry Stahl 13. Changing objects in knowledge creation practices Andreas
Lund, Trond Eiliv Hauge 14. Socio-cognitive tension in collaborative
working relations Jerry Andriessen, Michael Baker, Chiel van der Puil 15.
Productive E-feedback in higher education: Two models and some critical
issues Olga Dysthe, Sølvi Lillejord, Barbara Wasson, Arne Vines Part 3:
Institutional development 16. Breakdowns between teachers, educators and
designers in elaborating new technologies as precursors of change in
education to dialogic thinking Baruch Schwarz, Reuma de Groot 17.
Researching classroom interactions: a methodology for teachers and
researchers Sally Barnes, Rosamund Sutherland 18. Weaving the context of
digital literacy Ola Erstad Part 4: Design environments and new tools and
representations 19. Using Bakhtin to re-think the teaching of higher order
thinking for the network society Rupert Wegerif, Maarten De Laat 20.
Self-regulation and motivation in computer upported collaborative learning
environments Sanna Järvelä, Tarja-Riitta Hurme, Hanna Järvenoja 21.
Interactive whiteboards: Does new technology transform teaching? Neil
Mercer, Julia Gillen, Judith Kleine Staarman, Karen Littleton, Alison
Twiner 22. Differences that make a difference: Contrasting the local
enactment of two technologies in a kinematics lab Oskar Lindwall, Jonas
Ivarsson
1. Introduction. Learning across sites; new tools, infrastructures and
practices Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö
Part 1: Developing professional expertise 2. Learning how to know who:
Professional learning for expansive practice between organizations Anne
Edwards 3. Co-configurational design of learning instrumentalities: An
activity-theoretical perspective Yrjö Engeström, Hanna Toiviainen 4.
Professional learning as epistemic trajectories Leif Christian Lahn 5.
Cultivating collective expertise within innovative knowledge-practice
networks Kai Hakkarainen, Jiri Lallimo, Seppo Toikka, Hal White 6. A new
artefact in the trade: Notes on the arrival of a computer supported
manufacturing system in a technical school Anne- Nelly Perret-Clermont,
Jean-Francois Perret Part 2: Unpacking collaboration and trajectories of
participation 7. Intersecting trajectories of participation; Temporality
and learning Sten Ludvigsen, Ingvill Rasmussen, Ingeborg Krange, Anne Moen,
David Middleton 8. Noticing the past to manage the future: On the
organization of shared knowing in IT-Support practices Ann-Charlotte
Eklund, Åsa Mäkitalo, Roger Säljö 9. Design and Use of an Integrated Work
and Learning System: Information Seeking as Critical Function Anders I.
Mørch, Mari Ann Skaanes 10. Versions of computer supported collaborating in
higher education Charles Crook 11. Promoting knowledge creation and object
- oriented inquiry in university courses Hanni Muukkonen, Minna Lakkala,
Sami Paavola 12. Social practices of group cognition in virtual match teams
Gerry Stahl 13. Changing objects in knowledge creation practices Andreas
Lund, Trond Eiliv Hauge 14. Socio-cognitive tension in collaborative
working relations Jerry Andriessen, Michael Baker, Chiel van der Puil 15.
Productive E-feedback in higher education: Two models and some critical
issues Olga Dysthe, Sølvi Lillejord, Barbara Wasson, Arne Vines Part 3:
Institutional development 16. Breakdowns between teachers, educators and
designers in elaborating new technologies as precursors of change in
education to dialogic thinking Baruch Schwarz, Reuma de Groot 17.
Researching classroom interactions: a methodology for teachers and
researchers Sally Barnes, Rosamund Sutherland 18. Weaving the context of
digital literacy Ola Erstad Part 4: Design environments and new tools and
representations 19. Using Bakhtin to re-think the teaching of higher order
thinking for the network society Rupert Wegerif, Maarten De Laat 20.
Self-regulation and motivation in computer upported collaborative learning
environments Sanna Järvelä, Tarja-Riitta Hurme, Hanna Järvenoja 21.
Interactive whiteboards: Does new technology transform teaching? Neil
Mercer, Julia Gillen, Judith Kleine Staarman, Karen Littleton, Alison
Twiner 22. Differences that make a difference: Contrasting the local
enactment of two technologies in a kinematics lab Oskar Lindwall, Jonas
Ivarsson
practices Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö
Part 1: Developing professional expertise 2. Learning how to know who:
Professional learning for expansive practice between organizations Anne
Edwards 3. Co-configurational design of learning instrumentalities: An
activity-theoretical perspective Yrjö Engeström, Hanna Toiviainen 4.
Professional learning as epistemic trajectories Leif Christian Lahn 5.
Cultivating collective expertise within innovative knowledge-practice
networks Kai Hakkarainen, Jiri Lallimo, Seppo Toikka, Hal White 6. A new
artefact in the trade: Notes on the arrival of a computer supported
manufacturing system in a technical school Anne- Nelly Perret-Clermont,
Jean-Francois Perret Part 2: Unpacking collaboration and trajectories of
participation 7. Intersecting trajectories of participation; Temporality
and learning Sten Ludvigsen, Ingvill Rasmussen, Ingeborg Krange, Anne Moen,
David Middleton 8. Noticing the past to manage the future: On the
organization of shared knowing in IT-Support practices Ann-Charlotte
Eklund, Åsa Mäkitalo, Roger Säljö 9. Design and Use of an Integrated Work
and Learning System: Information Seeking as Critical Function Anders I.
Mørch, Mari Ann Skaanes 10. Versions of computer supported collaborating in
higher education Charles Crook 11. Promoting knowledge creation and object
- oriented inquiry in university courses Hanni Muukkonen, Minna Lakkala,
Sami Paavola 12. Social practices of group cognition in virtual match teams
Gerry Stahl 13. Changing objects in knowledge creation practices Andreas
Lund, Trond Eiliv Hauge 14. Socio-cognitive tension in collaborative
working relations Jerry Andriessen, Michael Baker, Chiel van der Puil 15.
Productive E-feedback in higher education: Two models and some critical
issues Olga Dysthe, Sølvi Lillejord, Barbara Wasson, Arne Vines Part 3:
Institutional development 16. Breakdowns between teachers, educators and
designers in elaborating new technologies as precursors of change in
education to dialogic thinking Baruch Schwarz, Reuma de Groot 17.
Researching classroom interactions: a methodology for teachers and
researchers Sally Barnes, Rosamund Sutherland 18. Weaving the context of
digital literacy Ola Erstad Part 4: Design environments and new tools and
representations 19. Using Bakhtin to re-think the teaching of higher order
thinking for the network society Rupert Wegerif, Maarten De Laat 20.
Self-regulation and motivation in computer upported collaborative learning
environments Sanna Järvelä, Tarja-Riitta Hurme, Hanna Järvenoja 21.
Interactive whiteboards: Does new technology transform teaching? Neil
Mercer, Julia Gillen, Judith Kleine Staarman, Karen Littleton, Alison
Twiner 22. Differences that make a difference: Contrasting the local
enactment of two technologies in a kinematics lab Oskar Lindwall, Jonas
Ivarsson