Trond Eiliv Hauge

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Digital case methodolgy in collaborative
settings.A study of student teachers
co-construction of professional knowledge

• Trond Eiliv Hauge
• InterMedia, University of Oslo

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The context PLUTO TED-reform 2000-2004
Pre-service teacher education in a digital
learning environment
Aims To develop a problem and practice oriented
teacher education based on ICT as an integrated
tool for management and learning
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Case pedagogy experimentation and innovation

• Generation Teacher and student
• written cases of classroom practices
• 2. Generation Video films of
• classroom episodes
• 3. Generation Digital cases in a comprehensive
• technological learning environment

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The Case Production Sequence
Case input prewritten texts, observations, video
films
PBL-situations
Process writing
Collaborative student work and peer supervision
Teacher supervision
Case output A portfolio assignment
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Monday morning an introductory lesson in English
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DLC intentions

• Narrow and intensify situated experiences
• Highligt significant concepts about classroom
  leadership
• Strengthen collaborative development of teacher
  professionalism
• Improve scaffolding mechanisms
• in case study work

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Contributors to the DLC design
Text/script Alf Sjuls Hansen, Heid
Leganger-Krokstad, Jon Magne Vestøl Andreas Lund,
Trond Eiliv Hauge, Thomas de Lange, Turi
Digernes Silje Andersen Video script/film/design
Bjørn Skaar, Yngve Refseth Programming/design/tec
hnology Jan Dolonen, Torgeir Christensen, Shane
Colvin
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Aims of the folow-up study

• How do student teachers perceive the DLC
  application as a means of developing their
  understanding classroom leadership?
• To what extent does the DLC application supports
  collaborative learning and collective reflection?

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Students assessments of the application
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More questionnaire findings . Students who
look at themselves as quali- fied classroom
leaders seem to appreciate the application more
than others No clear collaborative strength of
the application has been found so far as the
students assessments concerns
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Findings from the portfolio assignment study
26 pair of students
Assignment Group A Heavy use of formal
knowledge Assignment Group B Integrated use of
formal, practical and DLC knowledge Assignment
Group C Primarily use of practical knowledge with
some additions of formal knowledge and DLC
knowledge
5 3 2 relation between assignments in group
A C
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DLC - elements
Video film
Peer supervision
Classroom leadership
Student collaboration
Concept mapping
Student text writing
Technological environment
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DigitalLearningCases- Design Attributes

• Conceptual representations Significant concepts
  are presented
• in different forms and contexts film,
  text, concept map, group work
• Collaborative actions Group writing, sharing of
  ideas by e-mail,
• peer supervision, use of collaborative
  learning objects
• Tool mediated actions Activities defined by a
  differentiated
• set of digital and conceptual tools