The EduAction PhD project is studying the characteristics of 15 year old students' collaborations while solving different tasks within ICT based learning resources. A webpage and a networked 3D learning environment are used to support science as a knowledge domain. Collaborations documented on videotapes constitute the basis for the analysis, mainly interaction analysis. The project is part of Telenor RD's project EduAction.
The project is based on socio-cultural perspectives on learning. These have in common that knowledge is understood in the light of social interactions. Two elements are defined to constitute the core of this interpretation; language and tools. These entities are considered to be cultural and historical sides of knowledge and it is here the socio-cultural position differs from other more traditional interpretations. Knowledge is partly present in the individual, partly in the social interaction and partly in the tools. In this sense knowledge is considered to be both a cognitive and a social process.
In line with the analytical framework, design experiments are used as an interpretation to study the students’ collaborative activities. Video recordings as well as semi-structured interviews constitute the bases for the study that aim to be context sensitive.
The data are primarily analysed by interaction analysis. Both the students’ dialogue and the interactions with different kinds of tools play significant roles.
The project has contributed to better understanding of collaborative learning situations in networked 3D learning environments. It has related its findings to relevant publications and further developed previous understandings within this field. In this sense it has both contributed to the understanding of learning and the design of learning resources.
(only publications that have been produced during the PhD period and that have been presented in more formal settings)
Articles, papers etc.
1. Krange, I. (forthcoming). Students' Conceptual Practice - Productive Disciplinary Interactions in a Mini Learning Trajectory.
2. Rasmussen, I, I. Krange, S. Ludvigsen. (in press). “The process
of understanding the task: How is agency distributed between students,
teachers and representations in technology-rich learning environments?”
International Journal of Educational Research.
3. Rasmussen, I, I. Krange, S. Ludvigsen. 2002. “Understanding the
task - How is agency distributed between tools, students and teachers
in technology-rich learning environments?” ISCRAT conference. Amsterdam.
4. Krange, I. og Fjuk, A. 2004. ”Design and use of a 3D learning environment: The situated conditions of awareness information” International Journal of Human Resources: Development & Management. 4 (1).
5. Krange, I., Larsen, A., Fjuk, A., Ludvigsen, S. 2002.
“Describing construction of knowledge through identification of
collaboration patterns in 3D learning environments”. In Stahl, G. 2002.
Computer Support for Collaborative Learning: Foundations for a CSCL
Community. Proceedings of: CSCL 2002, January 7-11, 2002. Boulder,
Colorado, USA
6. Krange, Ingeborg. 2001. Methodological coherence in three empirical articles. Paper til kvalitativt metodeseminar, Universitetet i Oslo.
7. Krange, Ingeborg, Anniken Larsen, Annita Fjuk & Sten Ludvigsen. Identification of collaboration patterns in 3D learning environments. 2001. 5th Nordic interactive research school. University of Oslo, May 2001.
1. Krange, Ingeborg & Sten R. Ludvigsen. 2004. “Everyday and
Scientific Concepts - Knowledge construction by students and teachers
in a networked 3D learning environment supported by a web page:
implications for design.” Kaleidoscope: CSCL symposium, Lausanne, Switzerland, 7–9 October 2004,
2. Krange, I. 2004. “Students' Conceptual Practice - Productive Disciplinary Interactions in a Mini Learning Trajectory”. ISCAR conference. 2004, September 3-5, København, Denmark.
3. Ingvill Rasmussen, Ingeborg Krange & Sten R. Ludvigsen.
2003. “Openness and structure in technology rich learning environments
- how is agency and knowledge construction distributed between tools,
students and teachers?” At Earli. 2003, August, Padova, Italy
4. Ingvill Rasmussen, Ingeborg Krange & Sten R. Ludvigsen.
2002. “Openness and structure in technology rich learning environments
- how is agency and knowledge construction distributed between tools,
students and teachers?” At ISCRAT Dealing with diversity. Tools and resources for human development in social practices. 2002, June 18-22, Amsterdam, Netherlands.
5. Ingvill Rasmussen, Ingeborg Krange & Sten R. Ludvigsen.
2002. “Openness and structure in technology rich learning environments
- how is agency and knowledge construction distributed between tools,
students and teachers?” At ITU-Workshop, 2002, June 4, Bergen, Norway.
6. Krange, I., Larsen, A., Fjuk, A., Ludvigsen, S. 2002.
“Describing construction of knowledge through identification of
collaboration patterns in 3D learning environments”. At The Computer Supported Collaborative Learning Conference 2002, January 7-11, 2002. Boulder, Colorado, USA.
InterMedia,University of Oslo, ITU, Telenor RD
The
mother project, EduAction, was finished by the end of 2003 and the PhD
project will be finished approximately by the end 2006.