Making Sense of Technologically Enhanced Learning in Context

Abstract

This chapter proposes that technologically enhanced learning should be understood and evaluated by means of a combination of analytical strategies. These will allow us to analyze it both as seen from the macroanalytical or “outside” perspective of a rich social, cultural, and technological context, and from a microanalytical or “inside out” perspective of individual sense-making in learning situations. As a framework, we will be using sense-making methodology, and a model for causal layered analysis. Our area of attention will be limited to the “remediated classroom” of constructivist, net-based university education. Problematizing some common assumptions about technologically enhanced learning, the authors define 10 questions that may serve as the basis for a research agenda meant to help us understand why the many visions and ideals of the online or remediated classroom are not more widely realized and demonstrated in educational design and practice.

Introducing ICT-Services in a University Environment

“…A strategy for facilitating adoption of e-learning has to be developed. It should have two aims: Firstly, to bring about a change of attitude in the understanding of ICT-supported teaching among managers and faculty, and secondly, to contribute to a general recognition of the significance of teaching, an activity that strangely has never been held in the highest esteem in Danish university life (Heilesen and Jensen, 2006). Two obvious pitfalls have to be avoided: One is to send everybody on courses, and then wait for things to change -they will not.…”

Formativ og summativ evaluering på nettet. Om erfaringer og tendenser

“…For deltagerne betyder dette i praksis, at en raekke både intuitive og indøvede personlige og professionelle kompetencer pludselig ikke slår til i undervisnings-eller vejledningssituationen. Det er derfor nødvendigt at udvikle en ny forståelse og praksis på grundlag af de kendte mønstre (Heilesen & Jensen, 2006). Tid og rum udgør ikke blot en ramme for den praksis, der udøves.…”