Learning Across Sites New Tools, Infrastructures and Practices

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 

Biography

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