5. The Norwegian Qualification
frameworkLevel 6 (part of
Bachelor) Higher
education of shorter
duration:
A candidate who has
completed his or her
qualification should
have the following
learning outcomes
defined in terms of
knowledge, skills and
general competence:
The candidate…
has knowledge of
important topics, theories,
problems, processes, tools
and methods in the subject
area
is familiar with research
and development work in
the field
can update his/her
knowledge in the subject
area
is familiar with the subject
area’s history, traditions,
distinctive nature and place
in society
The candidate…
can apply academic
knowledge to practical and
theoretical problems and
explain his/her choices
can reflect on his/her own
academic practice and
adjust it under supervision
can find, assess and refer to
information and academic
material and relate it to an
issue
masters relevant academic
tools, techniques and styles
The candidate…
has insight into relevant
ethical issues relating to the
field/ profession
can plan and carry out tasks
and projects alone or as part
of a group and in
accordance with ethical
requirements and principles
can present important
academic material such as
theories, problems and
solutions, both in writing
and orally, as well as using
other relevant forms of
communication
can exchange opinions with
others with a background in
the field and participate in
discussions concerning the
development of good
practice
is familiar with new ideas
and innovation processes
6. Blooms taxonomy - Cognitive domain
Knowledge
Exhibit memory of previously learned materials by recalling facts, terms,
basic concepts and answers
• Knowledge of specifics - terminology, specific facts
• Knowledge of ways and means of dealing with specifics - conventions,
trends and sequences, classifications and categories, criteria,
methodology
• Knowledge of the universals and abstractions in a field - principles and
generalizations, theories and structures
Questions like: What are the health benefits of eating apples?
Comprehension
Demonstrative understanding of facts and ideas by organizing, comparing,
translating, interpreting, giving descriptions, and stating main ideas
• Translation
• Interpretation
• Extrapolation
Questions like: Compare the health benefits of eating apples vs. orange.
Application
Using new knowledge. Solve problems to new situations by applying
acquired knowledge, facts, techniques and rules in a different way
Questions like: Which kinds of apples are best for baking a pie, and why?
Analysis
Examine and break information into parts by identifying motives or
causes. Make inferences and find evidence to support generalizations
• Analysis of elements
• Analysis of relationships
• Analysis of organizational principles
Questions like: List four ways of serving foods made with apples and
explain which ones have the highest health benefits. Provide references
to support your statements.
Synthesis
Compile information together in a different way by combining elements in
a new pattern or proposing alternative solutions
• Production of a unique communication
• Production of a plan, or proposed set of operations
• Derivation of a set of abstract relations
Questions like: Convert an "unhealthy" recipe for apple pie to a "healthy"
recipe by replacing your choice of ingredients. Explain the health benefits
of using the ingredients you chose vs. the original ones.
Evaluation
Present and defend opinions by making judgments about information,
validity of ideas or quality of work based on a set of criteria
• Judgments in terms of internal evidence
• Judgments in terms of external criteria
Questions like: Do you feel that serving apple pie for an after school
snack for children is healthy?
11. Teaching styles
The thoughtful instructor: Strong discipline focus; instructivist/teacher-managed; pre-emptive; highly
structured curriculum; extrinsic motivation; minimal or fixed feedback on a reproductive learning
process; concerned more with content than process.
The pre-emptive professional: Strong discipline focus; constructivist/student-managed, but pre-
emptive. There may be tensions between constructivist beliefs and implementation (e.g. sharply
focused and experiential). Emphasis on case-study methods with experiential focus. Reliance on
intrinsic motivation; a mixture of reproductive and constructive learning with some constructive
interactivity; guided rather than structured framework.
The conversational constructivist: Strong discipline focus; strongly constructivist and student-
managed; conversational in accommodation of students’ conceptions; authentic environments with
CAL implementing constructive interactivity; reliance on intrinsic motivation; responsive feedback to
students with guidance rather than facilitation.
The learning facilitator: Strong discipline focus; strongly constructivist and student-managed; varied
approaches to students’ conceptions (non-defining); open task structure (complex problems), but low
interactivity (much of work is offline); reliance on intrinsic motivation; little emphasis on
collaborative work; facilitated rather than guided framework.
The situated knowledge negotiator: Knowledge is seen as being situated and negotiable with the
student; strongly constructivist and student-managed; open task structure (complex problems), but
low interactivity (much of work is offline); little collaboration, but it is cognitive in focus; the CAL is
facilitative rather than guiding, and provides little feedback; predominantly conversational approach
to students’ conceptions. (
Bain og McNaught 2006:104)
12. Artefacts/tools
[…] rather than considering computers and digital
technologies primarily as instructional aids, one of the main
consequences of why these technologies are so significant is
that they affect the manners in which society builds up and
provides access to social memory, that is, the pool of
insights and experiences that people are expected to know
about and to make use of.
Then, my second point is that the technology does not
facilitate or improve learning in a linear sense, rather it is
currently hanging our interpretations of what learning is and
changing our expectations about what it means to know
something.
Roger Säljö (2010) Journal of Computer
Assisted Learning 26, 53–64
13. […] it is through its impact on our culture and our
communicative/cognitive activities that technology
becomes significant to a rather radical restructuring of
how we develop skills and exercise intelligent action. By
changing the communicative ecology of our daily
practices, and the way in which we interact with the
collective resources of our social memory, technology
contributes to transforming our conceptions of what
learning is: our expectations of what people should
master, and how human skills should be cultivated.
14. Significant elements of changes exerting
pressure on formal education:
• (1) the role of the technology as a tool for
storing information and building up a social
memory;
• (2) the consequences of the recent
developments in our abilities to have access to
social memory; and
• (3) the increasing capacity of technologies to
perform analytical, cognitive-like operations
that were previously made by people.
15. Text and language
What is specific about writing and texts is that they became
elements of a cultural development that radically
transformed the ability to externalize and objectify human
experiences
Texts became – at least to some extent – publicly available
as a social memory. They became constitutive elements of
many practices, making it possible to share information and
insights between people in new ways. They became partners
in thinking and remembering across a range of activities and
they were to serve as potent cognitive amplifiers of
considerable cultural significance for collective as well as
individual action.
16. Externalized cognition
• spell and grammar checks,
• search engines,
• Global Positioning System (GPS) navigators,
• bookkeeping software,
• face recognition devices
• and a range of similar resources used in
various sectors of society
17. Learning definition:
to learn something is to be able convert
information stored in the expanding external
symbolic storages of our social memory into
something that is new, interesting and
consequential for a practice or an issue
Säljö 2009:62
18. Adult learning
(1) more aware and critical in assessing assumptions—
both those of others and those governing one’s own
beliefs, values, judgments, and feelings;
(2) more aware of and better able to recognize frames
of reference and paradigms (collective frames of
reference) and to imagine alternatives; and
(3) more responsible and effective at working with
others to collectively assess reasons, pose and solve
problems, and arrive at a tentative best judgment
regarding contested beliefs.
(Mezirow 1997b:9)
19. Discourse
Discourse is necessary to validate what and
how one understands, or to arrive at a best
judgment regarding a belief. In this sense,
learning is a social process, and discourse
becomes central to making meaning.
(Mezirow 1997b:10)
21. ref
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 (2010), 26, 53–64
Bain, J. D. and C. McNaught (2006). "Original article: How academics use
technology in teaching and learning: understanding the relationship
between beliefs and practice." Journal of computer assisted learning 22(2):
99-113.
Mezirow, J. (1997). "Transformative Learning: Theory to Practice." New
Directions for Adult and Continuing Education 1997(74): 5-12.
Fowler, C. and T. Mayes (2004). Stage 2: Mapping Theory to Practice and
Practice to Tool functionality based on the Practitioners’ perspective. JISC e-
Learning Models Desk Study. C. Fowler, JISC: 32.
