Educational texts are everywhere Susanne V. Knudsen

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Educational texts are everywhereSusanne V.
Knudsen Mattias ØhraSyddansk Universitet,
Dream, September 2006
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• Vestfold University College
• Senter for textsbooks and learning resources
• Master in educational texts learning
  communication design.
• IARTEM, The International association for
  research on textbooks and educational media

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Disposal

• 1. Educational texts
• 2. Educational texts and situatedness
  textbooks, digital portfolios, netbank/ing
• 3. Situatedness as transparency

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1. Educational texts examples

• Textbooks as basic books, subject divided, grades
  oriented
• Photocopies
• Textbook-packagebasic book, book of exercises,
  teachers book
• Wall picture, map
• Cd-rom, webpages
• The museum
• Manual
• Netbank
• Digital portfolios

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Situatedness

• Context
• In use
• About processes
• Socio-cultural learning
• learning as a communicative praxis connected to
  co-operation
• situated learning connected to context

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Situatedness related to educational texts
(1)Situatedness related to learning theories
(2)Situatedness related to technology (3)
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Textbooks

• related to educational texts (1)
• The absence of situatedness in the texts.
• The teachers have no perspectives on contexts
• Lack of reflections on educational texts as
  genre, medium
• Lack of reflections on learning (2)
• The teachers do often use the textbooks from the
  beginning to the end, do not select materials
  from textbooks for different students in
  different situations
• (Dagrun Skjelbred et als. Kartleggning av
  læremidler og læremiddelpraksis 2005)(Mapping
  learning resources and learning resources in
  practices)

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Netbank/ing and situatedness

• Related to educational texts (1)
• A digital genre (fx e-letter, chat,
  self-representation)
• A new genre? (from bankbook, bankcard to netbank)
• Types instruction and explanation (paperbased,
  telephone call, links)
• Transparent seamless argumentation efficiency
  for the customer and the bank, save time and
  money.
• Transformation of genre and medium the genre
  netbank through the computer and the Internet

Danskebank og Fokusbank
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Related to educational texts (1)

• - Establishing authenticity (the truth, the
  reality)
• - Establishing authority (vertical hierarchy,
  horisontal democrazy)
• - Reliability
• - Exactness

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Related to educational texts (1) Users
model-user (Eco)

• - Seriousness
• - Transparency
• - Inclusion and exclusion

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Netbanking and situatedness

• Related to learning theories (2)
• Creating identity
• Selv-formation
• Behaviorism press a button and get the answer
  stimulus message about right/wrong track.
• Cognitivism gradual development of learning,
  meta-reflection, oriented towards the individual

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Netbank/ing and situatedness

• Related to technology (3).
• Different programme articles,
• But also standardized designs of the web and the
  communication customer friendly composition

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Related to technology (3)

• Using links
• Using interactivity between the human being and
  the machine
• Using multimodality layout
• - The relation between the Internet and other
  media (telephone, e-mail) and genres (e-letter,
  sms, computergame)

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Digital portfolios

• Increased focus on how ICT can help to improve
  the quality of teaching and learning.
• Better access to learning materials and the
  development of new and varied learning methods to
  stimulate activity, autonomy and cooperation

N O R W A Y
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Portfolio as educational media

• Portfolio is a systematic collection of student
  work which shows effort, progress and performance
  in one or more areas. The collection must include
  student involvement regarding content, selection
  criteria and evaluation criteria and it must show
  student self- reflection. Paulsson, F. L. ,
  Paulsson, P. R. Meyer, C (1991)

N O R W A Y
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A model of analyses for portfolio processes in
the project Alternative assessments in Teacher
education in Norway. (Dysthe Engelsen 2004).
N O R W A Y
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Digital portfolios

• Frontpage presents the students as both
  individuals and part of a community.
• A first step towards a definition of situatedness
  
• The front page gives a curiosity and a
  possibility to share knowledge.
• The students works are transparent, meaning that
  you can just move into different strategies to
  solve tasks and make documents of curriculum
  goals (målområder og mål).
• Open digital portfolios, open through world wide
  web for in principle every human being.

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Digital portfolios

• Lene Bore a genuine self-construction of web
  design and communication design.
• The frontpage shows herself, worked with the
  photography's, Dalai Lama in between her
  vitality.
• We can see Situadness in the presentations
  portfolios as one gathered document.

• http//lenebb.stud.hive.no/

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Digital portfolios

• Her portfolios like the students portfolios show
  how she/they have chosen the presentation
  portfolios from their working portfolios
• The films she has been involved in producing,
• dreiebok,
• synopsis,
• her analyses of the film.
• Learning goals are intergrated in the text,

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Digital portfolioshttp//stud.hive.no/kolenge/in
dex.htm

• Kolbjørn Enge his self-construction of a web
  design/the visual logo where he jumps around in
  the university college (jf link to his earlier
  teacher studies) and communication design/his
  hypertextuality (to the left with the main
  subjects from the media studium).
• In for example Mediekultur (media culture), he
  has seven perspectives, presented in a chronlogy
  from the first work to the last work in the
  studium.
• In the work of media culture he also have
  different links to relevant public informations
  about the subjects (for example links to news in
  different media organisations (newspapers, news
  bulletins), links to retssag). Also examples of
  how he have multimodality (PJM4) storyboard for
  a film with drawings, synopsis in words, the
  film, self-reflections and analysis of the film.

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3. Situatedness as transparency

• Beyond formal and informal learning (Dreyfus
  phases)
• Beyond the dichotomy into fluidity (Patti Lather)
• Combining phenomenology and post-structuralism
  when working with digital media as educational
  texts

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Formal and informal learning A

• Working with youth cultures in the 1990s the
  distinction between formal and informal was
  simply formal was related to school, informal to
  leisure activity the parallel school (Birgitte
  Tufte, 1995)
• Textbooks and situatedness
• formal learning as no-differentiation and
  no-situatedness the same textbook for all
  students
• informal learning as differentiated use of
  textbooks connected to different contexts (social
  background, ethnicity, gender, age) and different
  practices or different pedagogies
• informal learning can take place in school (e.g.
  chat as an experience of developing further
  knowledge of genres in use)

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Formal and informal learning B

• In the 1970s power perspective formal as
  visible, informal as hidden curriculum
• The first netbank in Norway 19962006 2,3 mil
  users in Norway
• Netbank/ing and situatedness
• formal learning connected to conventions, e.g.
  ways of making links.
• formal learning to make social and cultural
  equality
• informal learning the hidden curriculum,
  excluding customer without computer knowledge
• negative definition of informal learning power
  as oppression

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Formal and informal learning C

• In the 1970s power perspective formal as
  visible, informal as hidden curriculum
• 2006s digital portfolios and situatedness
• formal learning as learning goals the relation
  between the criteria of working portfolio and
  presentation portfolio
• informal learning as the students genuine choices
  of web-design and communication and the choices
  of minimum two learning goals out of six.
• informal learning as ways of linking to relevant
  Internet places as resources
• informal learning as sharing knowledge
• informal learning as meta-reflections

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Conclusion

• Educational texts are everywhere,
• BUT they have
• different forms of situatedness
• different connections to formal and informal
  learnig
• different grades of transparency

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Educational texts and situatedness

• From the point of view of phenomenology
• The contributions of phenomenology are best
  summed up in the word situatedness. Phenomenology
  is the study of human life and human cognition as
  fundamentally situated. We are always already in
  a context, and this context works as the
  background for our understanding. We never come
  to the world as pure, cognitive machinens, but
  always as interested actors. The context in which
  we find ourselves is not only theoretical but
  also practical (Beate Elvebakk Virtual
  Chemistry A Phenomenological Analysis.
  University of Olso, Dissertation 2003).

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Educational texts and tranparency

• To embody ones praxis through technologies is
  ultimately an existential relation with the
  world. It is something humans always- since they
  left the naked perceptions of the Garden- done .
  The closer to invisibility, transparency, and the
  extension of ones own bodily sense this
  technology allows, the better. Note that the
  design perfection is not one related to the
  machine alone but to the combination of machine
  and human. The machine is perfected along a
  bodily vector, molded to the perceptions and
  actions of humans (Don Ihde 199072,74).