InterMedia, University of Oslo

1
InterMedia, University of Oslo

• InterMedia Design, communication and learning
  in digital environments
• New research school fall 2004 sociocultural
  perspectives on learning, communication and ICT
  (9 students)
• Networks- Kaleidoscope, Nordic, University
  level Strategic program
• Socio-cultural perspective
• ICT and learning research group
• Anders Mørch computer science, design etc.
• Sten- Educational psychology
• 8-10 PhD students, 2 post docs
• Mostly studies in the educational sector, a few
  in workplaces
• Projects all based on the socio-cultural
  approach
• Dialogism (6) (science, social science, language,
  art history, teacher education)
• Activity theory (2) (teacher education)

2
Institutional perspective

• Socio-cultural perspective
• Guiding research question
• What counts as knowledge in a practice (and
  across practices)
• Learning trajectory
• Constituted by interactional achievement and
  participation structures
• Talk and artifacts
• Prompting and scaffolding tools
• Methodological orientation Ethnography with
  Interaction analysis (video data .)

3
Institutional perspective

• Assumptions
• Students has different interests, multiple
  goals, multiple voices in schools as
  institutions and in activities in general
  multiplicity and cultural diversity
• Accountability from student perspective and other
  perspectives

4
Institutional perspective

• Development
• The idea of higher order knowledge and skills
• The relationships and transformation of everyday
  and scientific concepts
• Computer tools that can contribute to prompt,
  scaffold and structuring of learning activities
• Structuring of learning environment in different
  knowledge domains

5
Fle Categories

• Fle2-supported inquiry set (basic categories)
• Problem
• My working theory
• Reliable knowledge
• Uncertain knowledge

Our specialization of deepening knowledge
6
Institutional perspective

• Socio-genetic perspective
• Institutional talk and artifacts - individual
  development
• What counts as knowledge for the participants?
• Artifacts prompts and categorization

7
Contribution to math_at_..

• Unit of analysis and levels of description
• Institutional history and moment by moment
  interaction (different data types)
• Learning trajectory
• Interactional achievement and participations
  structures
• Figure-ground in multiple level analysis
• Does institutional aspects disappear in online
  environments?

8
Institutional perspective

• Publications
• Ludvigsen, S. Mørch, A. (2003). CATEGORISATION
  IN KNOWLEDGE BUILDING. Task specific
  argumentation in a co-located CSCL environment.
  In Wasson, B., Ludvigsen, S. Hoppe, U. (Eds.)
  Designing for Change in Networked Learning
  Environments .Amsterdam, Kluwer
• Ludvigsen, S. (in press). What counts as
  knowledge Learning to use categories in computer
  environments. In Säljö, R. (Ed.). ICT and
  Transformation of Learning Practices.