The document discusses how digital technologies are transforming learning and how knowledge is acquired. It questions whether traditional concepts of learning, skills, and basic knowledge still apply in a digital context where information can be easily stored and shared. Specifically, it raises questions about whether: 1) Students in an example who used Diigo to collaborate learned "metalevel" knowledge in Biology, 2) Traditional basic knowledge needs to be directly taught in school or if it is now embedded in technology artifacts, and 3) Artifacts that mediate thinking may replace skills previously associated with deep learning, metacognition, and knowledge reconceptualization.

1. Presentation CUL 2Några frågorWork in progressNiklas Karlsson GU 110525CC BY 2.0by andrewcparnell

2. “It is argued that activities of learning, as they have been practised within institutionalized schooling, are coming under increasing pressure from the developments of digital technologies and the capacities to store, access and manipulate information that such resources offer. Thus, the technologies do not merely support learning; they transform how we learn and how we come to interpret learning” (Säljö, 2010)

3. “Attempts to account for what people know without integrating their mastery of increasingly sophisticated technologies into the picture will lack ecological validity.” “tolearnsomething is tobe ableconvert information stored in the expandingexternalsymbolicstoragesofour social memoryintosomethingthat is new, interesting and consequentialfor a practice or an issue.(Säljö, 2010)

5. Orden (vetenskapliga begrepp) är av central betydelse?

6. Orden representerar metadata?

7. Kan taggmolnet ses som en representation av ordgloben (Vygotsky)? Vygostskijproblematiskdåbegreppidagintebararepresenterasavord (språk). Idagmöjligtattkommunicerablider, symboler, genomkomplexatekniskaartefakter. Photo: by nilsmengedohtAttribution-NonCommercial 2.0 Generic (CC BY-NC 2.0)

8. Artefakternamedierarvårttänkadeochex.Diigosynliggör(medierar) ävencommmunityn (den lärandegruppen).Picture by Marc_SmithAttribution 2.0 Generic (CC BY 2.0)

9. Till frågorna: “the skills that are important in a knowledge-based society were previously associated with deep learning of specialized knowledge, metacommunication, metacognition, and task reconceptualization”(Ludvigsen & Mørch, 2010)

10. Frågor till er:Om det stämmer att artefakterna medierar vårt tänkade på sätt som tidigare var förknippat med djup ämneskunskap Har eleverna i exemplet ovan (Diigo) lärt sig ”metanivå” i Biologi A?

11. Vad är baskunskaper (som ska läras ut i skolan)?

12. Behöver eleverna lära sig baskunskaper i traditionell mening? Eller är baskunskaperna inbyggda i de medierande artefakterna? Referenser:Ludvigsen, S. R., & Mørch, A. I. (2010). Computer-Supported Collaborative Learning: Basic Concepts,Multiple Perspectives, and Emerging Trends. International encyclopedia of education. (pp. 290-296). Oxford.Säljö, R. (2010). Digital tools and challenges to institutional traditions of learning: technologies, social memory and the performative nature of learning. Journal of Computer Assisted Learning, 26(1), 53-64. doi:10.1111/j.1365-2729.2009.00341.xVygotskij, L. S. (1999). Tänkandeochspråk.