Learning and Meaning Making in the Virtual Space

Learning and Meaning Making in the Virtual Space

Staffan Selander (Stockholm Institute of Education, Sweden) and Anna Åkerfeldt (Stockholm Institute of Education, Sweden)
DOI: 10.4018/978-1-59904-970-0.ch023
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Abstract

School pedagogy is being questioned. Increasing migration as well as increasing access to information and new patterns of communication are challenging traditional school work and school curricula. Teachers’ and students’ positions as didactic agents seem to be changing. The individualized curriculum puts new demands on schools. Teachers not only function as subject experts but also as individual “coaches” or “mentors”. To a greater degree than ever before students are obliged to understand their own learning paths and develop strategies for their school work. A new perspective on learning is needed to capture these changes in learning in institutional settings. Our aim is to outline a new perspective on designs for learning.

Key Terms in this Chapter

Designs for learning: The concept emphasizes the double aspect of learning, on the one hand resources and system created for learning, on the other hand the learners meaning-making as sign production.

User control: User as a producer of his or her own learning resources. The shift in interest from technological to pedagogical possibilities, indicated a shift in school work, although not all teachers have been trained for this change.

Representation: The final student work that the teacher assess. Show what the students’ perceive as central or peripheral by way of various modes and media. The representation itself indicates what students value as natural or divergent, important or unimportant, central or peripheral, necessary or unnecessary and so on.

Transformation and formation of knowledge: Learning process that leads to the final representation. Students seek and transform information, they cut and paste information from the Internet, but they also produce new information by way of interviews, making film, producing music or, for example, constructing three-dimensional objects. The process of transforming and forming contains many choices and decisions that show choices and “signs” of learning.

Design: Design as a concept involves changed attitudes towards information and knowledge. It is a necessity both for teachers in terms of designing environments and processes of learning, and for the individual student in terms of designing his or her own learning path.

Educational semantic web: Highlight the role of the new tools in education, in relation to what is understood as learning in schools. The concept is also a kind of futuristic vision, is based on three affordances; 1) the capacity for information storage and retrieval, 2) agents, 3) and the possibilities of communication via Internet (Anderson & Whitelock, 2004).

Learning design sequences: A theoretical map for the purpose of describing and analyzing critical incidents in (a creative) learning process, in a process of meaning-making. Central aspects are the situation and the resources, interest and social communication as starting points for the meaning-making process, by transforming and forming knowledge.

Complete Chapter List

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Editorial Advisory Board
Table of Contents
Foreword
Thomas Hansson
Preface
Thomas Hansson
Acknowledgment
Thomas Hansson
Chapter 1
Abdul Azad
This chapter presents the development of a modular Internet-based laboratory facility using cutting edge technologies along with its implementation... Sample PDF
The Modular Design of an Internet-Based Laboratory
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Chapter 2
Carl Bagley
This chapter draws on the analysis and (re)presentation of qualitative research undertaken on a UK government project known as Sure Start, an... Sample PDF
Exploring Multimedia Performance in Educational Research
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Chapter 3
Mads Bo-Kristensen, Bente Meyer
This chapter focuses on the relationship between remediation and educational innovation in Information and Communications Technology- (ICT)... Sample PDF
Transformations of the Language Laboratory
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Chapter 4
Leena Hiltunen, Tommi Kärkkäinen
A topic-case driven methodology for a web course design and realization process is based on software engineering metaphors for capturing the... Sample PDF
A Topic-Case Driven Methodology for Web Course Design
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Chapter 5
Hamish Holewa
The chapter aims to document the challenges associated with the management of an international research program and to look at innovative... Sample PDF
New Paradigms: A Collaborative Web Based Research Tool
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Chapter 6
Jonas Ivarsson, Göran Karlsson
The overall aim of this chapter is to explore some of the pedagogical potentials, as well as limitations, of animations displaying complex... Sample PDF
Animations in Science Education
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Chapter 7
Andrew Kitchenham
This chapter outlines a recent study on 1:1 computing and teacher transformation. It begins with an introduction to the theoretical framework of... Sample PDF
One to One Computing and Teacher Transformation
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Chapter 8
Gennadiy Kuleshov
The use of web enhanced curriculum to teach and reinforce science concepts based on specific learning objectives has been a positive experience for... Sample PDF
Web Enhanced vs. Traditional Approach for a Science Course
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Chapter 9
José Luis Lalueza, Isabel Crespo, Marc Bria
Through a case study, we will exemplify how ICT can be used in a collaborative way to constitute the foundations of intercultural projects in local... Sample PDF
Microcultures, Local Communities, and Virtual Networks
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Chapter 10
Monica E. Nilsson
The aim of this chapter is to discuss digital storytelling in the context of education. Two questions guide the study: What is a digital story? What... Sample PDF
Digital Storytelling as a Tool in Education
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Chapter 11
Nancy Sardone, Roberta Devlin-Scherer
Today’s middle school students represent a generation growing up where digital tools abound and where using them for home and school is the norm.... Sample PDF
Multi-User Virtual Learning Environments in Education
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Chapter 12
Anne Bartlett-Bragg
This chapter proposes that social software can enable informal learning environments through collective learning networks and the fundamental social... Sample PDF
Pedagogical Practice for Learning with Social Software
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Chapter 13
Josianne Basque, Kim Dao, Julien Contamines
The goal of this chapter is to illustrate how the concept of authentic learning can be implemented in a web-based distance course. We present a... Sample PDF
Authentic E-Learning in a Virtual Scientific Conference
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Chapter 14
Albino Claudio Bosio, Guendaline Graffigna, Edoardo Lozza
Starting from a review of current dominant points of view about online focus groups, the authors outline the results of a research project in which... Sample PDF
Toward Theory and Technique for Online Focus Groups
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Chapter 15
Robert Dixon, Kathyrn Dixon
A longitudinal study of students in the Training and Development program at Curtin University of Technology has been undertaken in an attempt to... Sample PDF
Online Pedagogical Effectiveness in Adult Contexts
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Chapter 16
Leah Herner-Patnode, Hea-Jin Lee, Eun-ok Baek
The number of learning opportunities that are technology mediated (E-learning) is increasing as institutions of higher learning discover the value... Sample PDF
Reflective E-Learning Pedagogy
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Chapter 17
Louise Limberg, Mikael Alexandersson, Annika Lantz-Andersson
The purpose of this chapter is to present and discuss findings from a study of students’ information seeking and use for a learning assignment. The... Sample PDF
To be Lost and to be a Loser Through the Web
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Chapter 18
Heather Lotherington
Contemporary conceptualizations of literacy as socially and culturally situated practice must be framed in our digitally-mediated, glocalized... Sample PDF
Digital Epistemologies and Classroom Multiliteracies
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Chapter 19
John Paul Loucky
This chapter integrates important challenges of how to improve accessibility, readability and learnability of online content. It is concerned with... Sample PDF
Improving Online Readability and Information Literacy
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Chapter 20
Anoush Margaryan, Betty Collis
This paper focuses on tools and strategies to integrate the strengths of formal and informal learning in the corporate context via the use of... Sample PDF
Technology-Enhanced Learning in the Corporate Context
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Chapter 21
Robert J. McClelland
This work is concerned with the evolution of blended learning supports for university students in moving from early Virtual Learning Environment... Sample PDF
Virtual Learning Environment Blends
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Chapter 22
Kathryn Moyle, Robert Fitzgerald
An emerging trend in education research methods is to integrate digital technologies into the research process. Electronic focus groups represent... Sample PDF
Education Research with Electronic Focus Groups
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Chapter 23
Staffan Selander, Anna Åkerfeldt
School pedagogy is being questioned. Increasing migration as well as increasing access to information and new patterns of communication are... Sample PDF
Learning and Meaning Making in the Virtual Space
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Chapter 24
Thomas Hansson
Research into human behaviour have produced much innovative modelling, some respectable instrumentation, but little empirical theory-testing. This... Sample PDF
Communication and Relation Building in Social Systems
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Chapter 25
Agnes Kukulska-Hulme
Advancements in technology are a significant driving force in educational innovation, but a strong focus on technology means that human aspects and... Sample PDF
Human Factors and Innovation with Mobile Devices
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Chapter 26
Irit Kupferberg
This chapter presents and illustrates the theoretical and methodological frameworks of a discourse-oriented approach to the study of... Sample PDF
Self-Construction in Computer Mediated Discourse
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Chapter 27
Jeanette Lemmergaard, Damien Brigth, Christopher Gersbo-Møller, Tim Hansson
Through a case study based on a knowledge-sharing community of Danish plant growers, this chapter examines how an IT system can be designed to... Sample PDF
Design and Implementation of Trust Enabling Functions
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Chapter 28
Steve McRobb, Pat Jefferies, Bernd Carsten Stahl
In this chapter, a framework which models at a high level the interactions between technology, pedagogy and ethics is applied to the interpretation... Sample PDF
Lost in the Funhouse, is Anyone in Control?
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Chapter 29
Konrad Morgan, Madeleine Morgan
Since the inception of the Internet in the late 1960´s, technological advances in the field of Information Communications Technology (ICT) have... Sample PDF
Ethical Issues in Digital Information Technology
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Chapter 30
Olli Mäkinen
This chapter deals with the influence of mediation in different kinds of virtual environments, e.g. virtual conferences, e-learning platforms... Sample PDF
Philosophy of Web-Based Mediation
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Chapter 31
Lars-Erik Nilsson, Anders Eklöf, Torgny Ottoson
The purpose of this chapter is to illustrate how access to information through the implementation of digital information and communication... Sample PDF
Unstructured Information as a Socio-Technical Dilemma
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Chapter 32
Anders D. Olofsson, Ola J. Lindberg
The importance of incorporating an ethical perspective in the development of digital competence is discussed. It is argued that an ethical... Sample PDF
An Ethical Perspective on ICT in the Context of the Other
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Chapter 33
John Traxler
The increasing diversity, availability and functionality of mobile and wireless technologies over the last four or five years has accelerated the... Sample PDF
Mobile Learning in a Social, Ethical, and Legal Environment
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About the Contributors