Cand. Scient. Ola Berge, PhD student (Research Fellow)
The background for the project is the proliferation of technology-enhanced learning environments and digital learning resources in educational institutions. This has led to a corresponding interest in improving the cost-efficiency related to developing and deploying such materials within these institutions. The project is motivated by the recognition of the need for understanding current practices with regard to use and reuse of learning resources in educational institutions.
The research explores use and reuse of learning resources in networked learning environments. It is therefore central to understand the new communicative, collaborative, and pedagogical conditions represented in such environments, as a basis for understanding the role of the various learning resources used in the situated practice of learning and teaching.
The research is grounded in a sociocultural perspective on learning and development. It is especially the understanding of the incorporated role of artefacts in human activity that makes this perspective suitable for illuminating the research questions. Activity theory constitutes the analytical framework for the studies
The research questions are explored through case studies of introductory courses on object-orientation at university level. Data is primarily collected by observations, interviews, available learning resources and documents, and digitally captured activities.
Based on the actvity theoretical framework, learning is understood as an activity. Learning resources, then, are regarded as mediating artifacts in the students' learning activities. Following from this position, use and resue of learning resources must be understood in the context of the learning activity, which is constituted by a complex set of interrelated aspects such as the knowledge domain, learning objective, pedagogical approach, and the constellation of ICTs used for mediating the learning activities.
The aim of the research is to inform design and deployment of learning technology standards. One important contribution to this is expected to be a framework guiding decisions on deployment of learning resource specifications within educational institutions.
Fjuk, Annita; Berge, Ola; Bennedsen, Jens; Caspersen, Michael. Learning Object-Orientation through ICT-mediated Apprenticeship [Scientific presentation]. The 4th IEEE Int. Conference on Advanced Learning Technologies; 30.08.2004 - 01.09.2004. Published in: Proceedings from IEEE International Conference on Advanced Learning Technologies
Dolonen, Jan Arild; Fjuk, Annita; Berge, Ola; Bennedsen, Jens. Learning object-oriented concepts mediated through collaboration and use of artifacts [Poster]. 18th European Conference on Object-Oriented Programming; 14.06.2004 - 18.06.2004
Kaasbøll, Jens Johan; Berge, Ola; Borge, Richard Edvin; Fjuk, Annita; Holmboe, Christian; Samuelsen, Terje. Learning Object-Oriented Programming [Scientific presentation]. 16th Annual Workshop of the Psychology of Programming Interest Group; 05.04.2004 - 07.04.2004. Published in: Proceedings of the 16th Annual Workshop of the Psychology of Programming Interest Group; 2004
Berge, Ola; Fjuk, Annita; Groven, Arne-Kristian; Hegna, Håvard; Kaasbøll, Jens Johan. Comprehensive Object-Oriented Learning - an Introduction. Computer Science Education 2003;13(4)
Berge, Ola; Fjuk, Annita. Socio-cultural Perspectives on Object-oriented Learning [Scientific presentation]. Seventh Workshop on Pedagogies and Tools for Learning Object-Oriented Concepts at European Conference on Object-Oriented Programming 2003; 21.07.2003 - 25.07.2003
Berge, Ola; Fjuk, Annita. Design of Reusable Learning Objects [Poster]. Computer Support for Collaborative Learning 2003; 14.06.2003 - 18.06.2003. Published in: CSCL 2003 Community Events