Skip to Content

Learning Across Sites

New Tools, Infrastructures and Practices

Edited by Sten R. Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö

Routledge – 2011 – 388 pages

Series: New Perspectives on Learning and Instruction

Purchasing Options:

  • Add to CartPaperback: $56.95
    978-0-415-58176-9
    September 20th 2010
  • Add to CartHardback: $170.00
    978-0-415-58175-2
    September 13th 2010

Description

The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers?

Learning Across Sites 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. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:

  • How are learning activities organised?
  • How are tools and infrastructures used?
  • What competences are needed to participate in specialised activities?
  • What counts as knowledge in multiple and diverse settings?
  • Where can parallels be drawn between workplaces?

Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

Contents

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

Author Bio

Sten Ludvigsen is Professor at InterMedia, University of Oslo. His research interests focus on how digital learning resources are used and how relationships work in distributed settings, both in education and in the workplace.

Andreas Lund is Associate Professor at the Department of Teacher Education and School Development, University of Oslo. He has experience of teaching in high schools and his research interests include technology-mediated collective thinking and the pedagogical and technological co-design of learning environments.

Ingvill Rasmussen is currently undertaking a post-doctorate position at InterMedia, University of Oslo. Her research interests are learning and change connected to the use of computer technology in educational settings.

Roger Säljö is Professor of Education and Psychology of Education, University of Gothenburg. His research interests include learning, interaction and development in a sociocultural perspective.

With contributions from:-

Jerry Andriessen, Department of Educational Sciences, Research Centre Learning in Interaction, Utrecht University, Netherlands

Michael Baker, CNRS & University Paris X, France

Sally Barnes, Graduate School of Education, University of Bristol, UK

Charles Crook, Learning Sciences Research Institute, School of Education, University of Nottingham, UK

Olga Dysthe, Department of Education, University of Bergen, Norway

Anne Edwards, Department of Education, University of Oxford, UK

Ann-Charlotte Eklund, LinCS, Department of Education, Communication and Learning, University of Gothenburg, Sweden

Yrjö Engeström, Center for Research on Activity, Development and Learning, University of Helsinki, Finland

Ola Erstad, Institute for educational research, University of Oslo, Norway

Julia Gillen, Literacy Research Centre, Lancaster University, UK

Reuma de Groot, The School of Education, The Hebrew University of Jerusalem, Israel

Kai Hakkarainen, Center for Research on Activity, Development and Learning, University of Helsinki, Finland

Trond Eiliv Hauge, Department of Teacher Education and School Development, University of Oslo, Norway

Tarja-Riitta Hurme, Department of Educational Sciences and Teacher Education, University of Oulu, Finland

Jonas Ivarson, Department of Education, University of Gothenburg, Sweden

Sanna Järvelä, Department of Educational Sciences and Teacher Education, University of Oulu, Finland

Hanna Järvenoja, Department of Educational Sciences and Teacher Education, University of Oulu, Finland

Ingeborg Krange, InterMedia, University of Oslo, Norway

Maarten De Laat, Institute of Education, Utrecht University, Netherlands

Leif Christian Lahn, Institute for educational research, University of Oslo, Norway

Jiri Lallimo, Center for Research on Activity, Development and Learning, University of Helsinki, Finland

Minna Lakkala, Institute of Behavioural Sciences, Department of Psychology, University of Helsinki, Finland

Sølvi Lillejord, Department of Education, University of Bergen, Norway

Oscar Lindwall, Department of Education, University of Gothenburg, Sweden

Karen Littleton, Centre for Research in Education and Educational Technology, The Open University, UK

Sten Ludvigsen, InterMedia, University of Oslo, Norway

Andreas Lund, InterMedia, University of Oslo, Norway

Åsa Mäkitalo, LinCS, Department of Education, Communication and Learning, University of Gothenburg, Sweden

Neil Mercer, Faculty of Education, University of Cambridge, UK

David Middleton, Loughborough University, UK

Anne Moen, InterMedia, University of Oslo, Norway

Anders Morch, InterMedia, University of Oslo, Norway

Hanni Muukkonen, Institute of Behavioural Sciences, Department of Psychology, University of Helsinki, Finland

Sami Paavola, Institute of Behavioural Sciences, Department of Psychology, University of Helsinki, Finland

Jean-Francois Perret, Institute of Psychology and Education, University of Neuchâtel, Switzerland

Anne- Nelly Perret-Clermont, Institute of Psychology and Education, University of Neuchâtel, Switzerland

Ingvill Rasmussen, InterMedia, University of Oslo, Norway

Roger Säljö, LinCS, Department of Education, Communication and Learning, University of Gothenburg, Sweden

Baruch Schwarz, The School of Education, The Hebrew University of Jerusalem, Israel

Mari Ann Skaanes, Depsrtment of Informatics, University of Oslo, Norway

Judith Kleine Staarman, Graduate School of Education, University of Exeter, UK

Gerry Stahl, College of Information Science and Technology, Drexel University, USA

Rosamunde Sutherland, Graduate School of Education, University of Bristol, UK

Seppo Toika, Center for Research on Activity, Development and Learning, University of Helsinki, Finland

Hanna Toiviainen, Center for Research on Activity, Development and Learning, University of Helsinki, Finland

Alison Twiner, Faculty of Education and Language Studies, The Open University, UK

Chiel Van der Puil, Department of Educational Sciences, Utrecht University, Netherlands

Arne Vines, Department of Education, University of Bergen, Norway

Barbara Wasson, Department of Information Science and Media Studies, University of Bergen, Norway

Rupert Wegerif, Graduate School of Education, University of Exeter, UK

Hal White, Center for Research on Activity, Development and Learning, University of Helsinki, Finland

Name: Learning Across Sites: New Tools, Infrastructures and Practices (Paperback)Routledge 
Description: Edited by Sten R. Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö. The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a...
Categories: Educational Psychology, Theories of Learning, Adult Education and Lifelong Learning