1. OM LÄRANDE - i en digital värld Bosse Müller Malmö högskola

2. As societies become more complex in structure and resources, the need of formal or intentional teaching and learning increases. As formal teaching and training grow in extent, there is the danger of creating an undesirable split between the experience gained in more direct associations and what is acquired in school. This danger was never greater than at the present time, on account of the rapid growth in the last few centuries of knowledge and technical modes of skill. (Dewey, 1916)

3. ‘ A society which is mobile, which is full of channels for the distribution of a change occurring anywhere, must see to it that its members are educated to personal initiative and adaptability. Otherwise, they will be overwhelmed by the changes in which they are caught and whose significance or connections they do not perceive.’ (Dewey, 1916)

6. TTT Tankar Tar Tid ITIT Information Tar Inte Tid Bodil Jönsson

7. Jeg har skrevet et sted, hvor jeg daglig maa se, det manende tankesprog: T.T.T. Naar man føler hvor lidet man naar med sin flid, er det nyttigt at mindes, at Ting Tar Tid. Piet Hein ,

8. IT ICT Information Communication

9. ‘ To be a recipient of a communication is to have an enlarged and changed experience. One shares in what another has thought and felt and in so far, meagerly or amply, has his own attitude modified. Nor is the one who communicates left unaffected. … Except in dealing with commonplaces and catch phrases one has to assimilate, imaginatively, something of another's experience in order to tell him intelligently of one's own experience. … It may fairly be said, therefore, that any social arrangement that remains vitally social, or vitally shared, is educative to those who participate in it . Dewey

10. IT ICT Information Communication Learning Risker för sammanblandning Möjligheter att skapa social arrangements, web 2.0

13. Den reflekterande praktikern Reflection in action – reflection on action Knowing in action – knowledge on action Donald Schön

14. Offers theories and ideas Re-describes theories Why questions and responses Offers conceptions and explanations Re-describes conceptions Partner provides facility for practical model building and problem solving Partner acts to build models and solve problems Learner acts to build models and solve problems Partner provides facility for mediating agreements Sets goals Adjusts model Acts Modifies actions How questions and responses Sets goals Adjusts model How questions and responses Acts Modifies actions Partner demonstrates or elicits models and problem solutions Learner demonstrates understanding of models and problem solutions Level of Descriptions Level of Actions A Conversational Framework for Learning with Technology (Laurillard, 2002)

15. The technology may provide or enrich the environment in which conversations take place. It can provide tools for collecting data and for building and testing models. It can extend the range of activities and the reach of a discussion, into other worlds through games and simulations, and to other parts of this world by mobile phone or email. The technology provides a shared conversational learning space, which can be used not only for single learners but also for learning groups and communities. Technology can also demonstrate ideas or offer advice at the level of descriptions, as with the worldwide web or online help systems, or through specific tools to negotiate agreements, such as concept maps and visualisation tools.

17. Organisering för kontinuerligt lärande Om kompetens i det digitala nätverkssamhället Ove Jobring Josefin Bergenholtz Klassisk organisationsdesign Traditionell utbildning Hierarkisk struktur av funktioner Kunskap fördefinierad i lagom stora portioner, kunskapssyn – toppstyrda inlärningsmål Fokusering på aktivitet Lärandet leds/styrs av lärare/utbildare som kontrollerar/övervakar uppgifter och lärandeprocess Korta affärstransaktioner Korta utbildningsinsatser, kurser skapas enligt storskalighetsprincipen Koordinering centralt och utförande lokalt Utbildning planeras och koordineras centralt. Lärande innebär inlärning/inhämtning av kunskap på individuell nivå

18. Organisering för kontinuerligt lärande Om kompetens i det digitala nätverkssamhället Ove Jobring Josefin Bergenholtz Dynamisk organisationsdesign Kontinuerligt och integrerat lärande Stödjande resurser centralt Stödjande resurser för lärande skapas centralt i organisationen, t.ex.; konkreta resurser i form av expertis, dokument, m.m., teknik som stödjer horisontell kommunikation samt resurser och stöd i form av modeller och metoder för utveckling av kontinuerligt och integrerat lärande. Lärandet stöds av olika resurser där IT spelar en stor roll. Fokus på resultat Lärande och kompetensutveckling påkallas och sker utifrån det lokala behovet att uppnå ett visst resultat. Varaktiga relationer Fokus på lärande som deltagande i sociala praktiker och gemenskaper. Utvecklandet av relationer, d.v.s. kommunikation, aktivitet och erfarenhetsutbyte mellan olika aktörer/medarbetare uppmuntras. Koordinering och utförande lokalt Varje medarbetare har ett ansvar och tillika utrymme för kompetensutveckling. Lärandeprocessen stöds av resurser som är skapade centralt, men koordineras och styrs lokalt. Lärandeprocesser startas och pågår kontinuerligt - verksamhetsintegrerat på lokal nivå.