Introduktion till deltagare på det första online mötet.

1. Introduktiontill forskningsprojektet Del 1 Students learning of scientific concepts by putting pieces of information together in use of digital (new media) artifacts to collect, transform, produce and share information – organization of their personal learning environment – in extended classrooms. - How learning activities designed with a “knowledge building” approach and designed collaboratively by teachers implicate students communication in blended learning in extended classrooms. Niklas Karlsson Doktorand Zoologiska institutionen University of Gothenburg Göteborg 20110412 CC BY-NC-SA 2.0 by Tatcher a Hainu http://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/

3. Lärplattformar, LMS till ...

4. Utvecklingavteknik…See more: Web 3.0 The way forward? (Steve Wheeler) CC BY 2.0by andrewcparnell Web 3.0: The way forward? http://www.slideshare.net/timbuckteeth/web-30-the-way-forward

5. Organisationavinformation ochpersonligaverktyg by Plearn Some rights reserved by Plearn "Finding and organizing online content related to personal interests and learning objectives can be a difficult task, given the quantity of information on the web and the ease of adding more." "Keeping track of one’s own contributions, and those of valued peers and colleagues, adds another layer of complexity." CC BY-NC-SA 2.0Some rights reserved by Plearn The Horizon Report: 2009 K-12 Edition; The New Media Consortium and the Consortium for School Networking http://eskillslearning.net/uploads/2009-Horizon-Report-K12%20with%20summary.pdf

7. Communication

8. ICT literacy

9. Social and/or cultural skills; citizenship EU betonarävenviktenavattlära sig attlära. (Voogt & Roblin, 2010) CC BY-NC-SA 2.0by actionhero I USA:s nationellautbildningsteknologiska plan för 2010 skrivs: "21st-century competencies and such expertise as critical thinking, complex problem solving, collaboration, and multimedia communication should be woven into all content areas." Education, T. A. (2010). Powered by Technology. Educational Technology. Voogt, J., & Roblin, N. P. (2010). White Paper 21stCS_Final_ENG_def. Retrieved November 7, 2010, from http://74.125.155.132/scholar?q=cache:X0gG2NvQPNsJ:scholar.google.com/+21ST+CENTURY+SKILLS&hl=sv&as_sdt=2000

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

11. Nyakompetenser "the new media literacies should be seen as social skills, as ways of interacting within a larger community, and not simply an individualized skill to be used for personal expression. ... ... youth need skills for working within social networks, for pooling knowledge within a collective intelligence, for negotiating across cultural differences that shape the governing assumptions in different communities, and for reconciling conflicting bits of data to form a coherent picture of the world around them." (Jenkins H. 2006) Henry Jenkins in Adams, D. (2006). Digitaltkunnskapsløft? E-learning.

13. studenterbehöverupptäckahurdetärattbidra till kunskapsuppbyggandeaktivitetergenomt.ex. attblogga"Schools are currently still training autonomous problem-solvers, whereas as students enter the workplace, they are increasingly being asked to work in teams, drawing on different sets of expertise, and collaborating to solve problems. " Henry Jenkins in Adams, D. (2006). Digitaltkunnskapsløft? E-learning.

15. Hurstrukturerareleverna sin personligalärmiljö? Vilkapersonerföreleverna dialog med ochgenomvilkaverktyg?

16. Hurfårelevernaihop "bitarav information" till kunskap, närinformationsochkommunikations- verktyganvändsiundervisningen? How does students learn scientific concepts in a “knowledge building” approach to design learning activities and use of selected information and communication artifacts in the extended classrooms? Work in progress.

18. Metod - Utgångspunkti design research, design based research.

19. Teoretiskautgångspunkterför design avundervisning

20. Knowledge building (Scardamalia & Berieter)

22. Utgångspunkterför design avundervisning "The main idea in the ‘trialogical’ knowledge creation metaphor is that knowledge creation is an object-centered process that calls for sustained and iterative collaborative efforts. While individual agents may have a crucial role in such a process, their actions take place upon the fertile ground of collective activity. Similar processes may also be present at the case of social semantic software. Working collaboratively for creating semantic wiki’s is naturally an object-centered collaborative process in respect of wiki being the object of learning." (Hakkarainen, K et al 2009) Hakkarainen, K., Engeström, R., Paavola, S., Pohjola, P., & Honkela, T. (2009). Knowledge Practices, Epistemic Technologies, and Pragmatic Web. Proceedings of I-KNOW (Vol. 9).

24. Eleversindividuellaaktiviteterärgrundenförkollektivtkunskap-/informations-uppbyggande.

26. Integrating new, technology-based innovations into one’s classroom practice is not easy. Teachers rely on familiar methods not because they lack incentive for improving student learning, but because these methods fit within the complex ecology of their classroom and school community. Teachers’ methods must also accommodate the mandated curriculum subject content, which is usually assessed through conventional measures. (Peters & James D. Slotta, 2010) Peters, V. L., & Slotta, James D. (2010). Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8

27. “Opening up space for a range of new kinds of collaborations – between teachers themselves, between teachers and students, students and students, university researchers and researchers and so on built upon a strong commitment to enquiry and practice – is crucial” (Sutherland 2009:215). The technolgical inventions can lead to a radical shift in the educational systems and learning activites, but if we wants that to happen it require innovations not only invensions (Jacobson & Reimann, 2010) CC BY-NC 2.0by Trondheim Byarkiv Sutherland, R. (2009). Improving classroom learning with ICT. Milton Park Abingdon Oxon ;;New York NY: Routledge. Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8

28. Teknikenöppnaruppförnya former avkommunikation, förändradelärandeakviteter… Dennaframväxandepraktikbehöverutformasisamverkanmellanlärare, bibliotekarier,…, eleverochforskare. Förattunderlättaföreleverattkommunicera med omvärlden, andraelever... finnsbehovavatt planeraundervisningenmed utgångspunkten "detutökadeklassrummet". CC BY-BY-NC-SA 2.0 by hojusaram

29. Presentationenfortsätter: Del 2 – Möjligheter till gemensam design avundervisningenibiologiämnetpågymnsaiet Del 3 – Konkretaideerpåkollaborativ design avlärandeaktiviteter. CC BY-NC-SA 2.0 by Tatcher a Hainu http://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/

31. References see in the notes section of slides

32. Image & licensing info in the notes section of slides

33. Presentation licensed: Creative Commons BY-NC-SA

34. The presentation can be downloaded from: http://www.slideshare.net/niklas_karlsson

36. Referenser&länkar Slide: 10. Slotta, J D, & Najafi, H. (2010). Knowledge Communities in the Classroom. International encyclopedia of education. Oxford. 11. Hakkarainen, K., Engeström, R., Paavola, S., Pohjola, P., & Honkela, T. (2009). Knowledge Practices, Epistemic Technologies, and Pragmatic Web. Proceedings of I-KNOW (Vol. 9). 13. CC BY-ND 2.0 Some rights reserved by wdrexler 14. Peters, V. L., & Slotta, James D. (2010). Scaffolding Knowledge Communities in the Classroom: New Opportunities in the Web 2.0 Era. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8 15. CC BY-NC 2.0by Trondheim Byarkiv Sutherland, R. (2009). Improving classroom learning with ICT. Milton Park Abingdon Oxon ;;New York NY: Routledge. Jacobson, M. J., & Reimann, P. (2010). Invention and Innovation in Designing Future Learning Environments. Designs for Learning Environments of the Future (pp. 205-232). Springer US. Retrieved from http://dx.doi.org/10.1007/978-0-387-88279-6_8 16. CC BY-BY-NC-SA 2.0 by hojusaram 17. CC BY-NC-SA 2.0 by Tatcher a Hainuhttp://www.flickr.com/photos/wunderkanone/4262065280/sizes/z/in/photostream/