Welcome to TRANSFORM

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The Transformations of Productive Learning Practice

 In-depth and structured knowledge on how ICT impacts human activity in learning and knowledge production is limited and raises a plethora of specific questions about how ICT changes the conditions anchored in the higher education system. Specific for higher education is that one is closer to how ICT contributes to the development of the discipline itself and it is important to understand the implications and conditions these place on learning.

The main objective of TRANSFORM is to increase our understanding of the conditions for productive learning practice in technology enhanced learning environments.

Sub-goals include:

• how do different technological artefacts embedded in various didactic arrangements in different disciplines change the requirements for learning and knowledge development
• understand the ways in which ICT can contribute to increasing the quality of learning in different disciplines
• how the relationship between technology, didactics and institutional aspects influences the conditions for productive learning practice
• to focus on interaction to analyse learning outcomes and processes in order to say something about productive learning practice

In TRANSFORM we aim to contribute to the growing international discourse on productive learning practice at different levels of the educational sector. We will do so by studying technology enhanced learning environments in higher education settings. The guiding research question for our work is:

What are the conditions for productive learning practice in technology enhanced learning environments?

In order to answer this question we will build on our experiences and knowledge base from several research projects over the last 6 years by carrying out new case studies and carefully designed interventions. We choose a sampling of cases from a variety of disciplines that will give a theoretical insight into how ICT is used to facilitate different activities that lead to productive learning practice in different knowledge domains.