Archive for November, 2007

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Podcast om “Fremtidens e-læring” fra Center for It og Læring (CIL)

November 28, 2007

Via Aarhus Universitets pod- og vodcastarkiv kan man finde interessante podcasts fra Center for It og Lærings (CIL) aktiviteter. 

CIL har fx for nylig afholdt et seminar om “Fremtidens e-læring”, hvor bl.a. Simon Heilesen fra Roskilde Universitetscenter (se: http://akira.ruc.dk/~simonhei/) holdt et tankevækkende oplæg om National Strategi for e-læring, RUC’s og andre universiteters arbejde med at implementere e-læring samt e-læring som begreb. Oplæggets titel var “E-læring i organisationen”.

På CIL’s hjemmeside (se: www.cil.au.dk) kan du finde link til Aarhus Universitets podcastarkiv, og i øvrigt finde informationer om CIL’s interessante aktiviteter. Det er muligt at abonnere på podcasts fra Aarhus Universitet

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Linqx – Online magazine about ICT and learning

November 21, 2007

Hvordan skaber man indblik i og overblik over e-læringslandskabet? Det er ikke muligt at skabe overblikket, og det er kun muligt at udfolde partiel viden om landskabet. Der findes imidlertid frugtbare metoder til at søge både indblik og overblik. Literature reviews kan være en god begyndelse. Tilmelding til at modtage pressemeddelelser, online nyheder og nyhedsbreve kan også være frugtbare metoder.

Jesper Hundebøl (ph.d.-studerende ved Danmarks Pædagogiske Universitetsskole, Aarhus Universitet) driver online magasinet Linqx om e-læring. Jespers magasin er online, gratis, og tilbyder mulighed for tilmelding til en nyhedsmail.

Jesper skriver om magasinet:

“linqx|dk was launched May 2001. Today it is the Danish online magazine on ICT and Learning. Now close to 1000 articles – searchable, dated, indexed and free of charge. No copy-paste; all entries has a unique editorial angle. For more than 5 years, every single article has a targeted focus on “e-learning”!”

Så hvis du forsøger at orientere dig i det meget komplekse og ofte rodede e-læringslandskab, så kan Jespers magasin være en udmærket begyndelse. Se her:http://www.linqx.dk/info.php

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Blackboxing

November 21, 2007

Blackboxing means backgrounding, making opaque, being invisible, taken-for-granted.

The tacit/silenced aspects of our everyday lives may be said to exist as black boxes. When opening black boxes (assuming here that they can be opened) we are questioning some-thing’s or some-one’s existence as such. Questioning how is it, that this/they/it becomes practiced as a natural, somewhat established and stabilizing aspect of everyday life?

Taking-‘things’-out-of-the-black-box: Unfolding black boxes means trying to unfold the kinds of efforts put into the establishments of certain objects. E.g. ‘pioneers’ (in Danish: Ildsjæle) may be appointed in practice and no one may discuss these enrolments of particular persons as pioneers in practice. However, questioning the taken-for-grantedness and naturalization of the existence of such pioneers means (trying to) taking ‘pioneers’ out of the black box and investigating how pioneers enact and become enacted in practice. Questioning: what is a pioneer? How does someone become a pioneer? How are ‘pioneers’ done?

Another example could be cultural patterns of structuring learning, which we take for granted – like academic lessons and the age-segregation of learners in school. 

The black box is often referrred to in Science and Technology Studies (STS) and Actor-network Theory (ANT). When I use the term black box, I use it inspired by Latour:

“Objects that exist simply as objects, detached from a collective life, are unknown, buried in the ground… Real artifacts are always parts of institutions, trembling in their mixed status as mediators, mobilizing faraway lands and people, ready to become people or things, not knowing if they are composed of one or many, of a black box counting for one or of a labyrinth concealing multitudes…” (Pandoras Hope, Latour, 1999, p. 192-93 )

On-Line writings – Copyright

The online writings on this website may be cited or briefly quoted in line with the usual academic conventions. You may also copy or download them for your own personal use. However, the writings must not be published elsewhere (e.g. to mailing lists, bulletin boards etc.) without the author’s explicit permission.

Please note that if you copy my writings you must:

• include this copyright note

• you should observe the conventions of academic citation in a version of the following form:

e.g. Hansbøl, Mikala: “Blackboxing”, published at Mikala’s Klumme – A researcher’s blog: https://mikalasklumme.wordpress.com/2007/11/21/blackboxing/ . Version 11th December 2007. 

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The cultural nature of human development

November 20, 2007

Barbara Rogoff vil kunne give dig nogle aha-oplevelser og bidrage med perspektiver på dit hverdagsliv. Det er jeg sikker på.

Læs om Barbara Rogoff: http://people.ucsc.edu/~brogoff/ og http://psych.ucsc.edu/directory/details.php?id=21

Jeg kan varmt anbefale “The cultural nature of human development” fra 2003. Rogoff har vundet flere priser for sit arbejde. Jeg ‘traf’ Rogoff via min baggrund i Psykologi – det er simpelthen bare en skam at ikke flere kender hendes arbejde. Denne bog burde være obligatorisk på ethvert studie, der beskæftiger sig med antropologi, uddannelse og læring. Se review a bogen her: http://www.ucsc.edu/currents/02-03/03-24/human_development.html). Og så er den oven i købet forholdsvist let læst.

Prøv lige at tænke engang over titlen. Rogoff interesserer sig for variationer og regulariteter i den menneskelige udvikling og opdragelse. Det er interessant læsning – ikke mindst hvis man pt. har små børn selv :-).

Rogoff undersøger børns udvikling og børneopdragelse på tværs af forskellige kulturer gennem historien. Hun viser flot, begavet og på en veldrejet måde, hvor vigtigt det er på én og samme tid, at vi har blik for og denaturaliserer vores forestillinger om de ‘rigtige’ udviklingsveje, kompetencer og deltagelsesformer – altså ud af den-sorte-boks-tænkning, på den ene side, og samtidig også bevarer analytisk blik for de kulturhistoriske regulariteter, der samtidigt er rammesættende for menneskers deltagelses- og udviklingsmuligheder i og på tværs af forskellige praksisser. Rogoff har dermed blik for noget af det, som “Situated Learning” (Jean Lave & Etienne Wenger, 1991) og “Communities of Practice” (Etienne Wenger, 1998) er blevet kritiseret for – at de har for meget fokus på immidiate bounded locations/practices.

Jeg finder især Rogoffs begreb om “guidet deltagelse” interessant. 

“To broaden our view of the collaborative nature of learning that occurs outside of (as well as within) explicit instructional situation, I proposed the concept of guided participation in cultural activities. Guided participation provides a perspective to help us focus on the varied ways that children learn as they participate in and are guided by the values and practices of their cultural communities…” (Rogoff, Barbara, 2003, p.  283-84)

Rogoff, Barbara (2003): The cultural nature of human development. Oxford University Press.

View some of the book content here: http://books.google.dk/books?id=ExpukZfnSYgC&dq=the+cultural+nature+of+human+development&pg=PP1&ots=zxiQ8hRCbq&sig=QQrv2X-RIc5mbOr1m5HWVT7p7jM&prev=http://www.google.dk/search%3Fsourceid%3Dnavclient%26aq%3Dt%26hl%3Dda%26ie%3DUTF-8%26rlz%3D1T4GGLJ_daDK242DK242%26q%3DThe%2Bcultural%2Bnature%2Bof%2Bhuman%2Bdevelopment&sa=X&oi=print&ct=title&cad=one-book-with-thumbnail#PPA3,M1  

 

 

On-Line writings – Copyright

The online writings on this website may be cited or briefly quoted in line with the usual academic conventions. You may also copy or download them for your own personal use. However, the writings must not be published elsewhere (e.g. to mailing lists, bulletin boards etc.) without the author’s explicit permission.

Please note that if you copy my writings you must:

• include this copyright note

• you should observe the conventions of academic citation in a version of the following form:

e.g. Hansbøl, Mikala: “The cultural nature of human development”, published at Mikala’s Klumme – A researcher’s blog: https://mikalasklumme.wordpress.com/2007/11/20/75/  . Version 11th December 2007. 

 

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40 % it-illiterates in Denmark – the world’s most digitalized society?

November 18, 2007

How is it that the world’s most digitalized society has managed to become a society characterized by approx. 40 % ICT-illiterates as suggested by a survey of the citizens’ (16 years old or older) digital literacy in Denmark (published by Teknologisk Institut, January 2007)?

According to World Economic Forum, Denmark tops the rankings of The Global Information Technology Report 2006-2007’s “Networked Readiness Index” (March 2007 see press release: http://www.weforum.org/en/media/Latest%20Press%20Releases/gitr_2007_press_release). It is difficult, but yet pivotal, that Denmark takes a serious self reflective look in the mirror and analyses Denmark as an ICT-nation.

There may be several issues at stake. One is the Networked Readiness Index. What does it really say? A second issue is the measurement of Danish citizens’ digital literacy. What is digital literacy, and is it measureable? What does it mean to be an it-illiterate in Denmark? A third matter to consider is how ICT and digital media participates in Danish citizens’ everyday lives – at home, at work and in school? A fourth question is, what can we use a top position for? What does it tell us?

We actually know very little about how ICT and digital media participates in Danish people’s everyday conduct of living. Since using and learning to use technologies must be viewed as joint activities, it is central to attend to the ways in which ICT and digital media becomes used in and across the everyday practices of people’s lives.

We know a lot about quantities and distribution of computers and internet in Danish homes, education and the public as well as private industry. We also have a lot of knowledge – but not enough – from research worldwide on formal learning activities with ICT and digital media, mostly in relation to formal goal- and content-oriented purposes in various educational contexts.

However, as informal ways of using and learning with ICT and digital media in the course of people’s everyday conduct of living is really where most of our societal e-learning is taken place, it is central that we emphasize a more systematic focus on these aspects of being an ICT-nation.

We see more and more examples of non-constructive ways of using ICT and digital media in our society – it is not only a Danish, but also a worldwide tendency: Happy Slapping, identity theft and other e-crimes. The spread of new technologies is not in and of itself something good.

Appointed as the world’s most digital society, we should consider ourselves obliged to take upon us the societal responsibility of keeping a critical stance towards being in this position. It isn’t just a case of the more the merrier. Having more doesn’t always turn out to be a good thing.

A highly digitalized society as Denmark is continuously in a state of becoming. With the speed of development, distribution as well as usages of ICT and digital media, it is a difficult but also an imperative task that we develop ways to analyze Denmark as a society in the making. We must invent ways to investigate enactments of societal regularities, variations of practices, as well as competent subjects with ICT and digital media.

On-Line writings – Copyright

The online writings on this website may be cited or briefly quoted in line with the usual academic conventions. You may also copy or download them for your own personal use. However, the writings must not be published elsewhere (e.g. to mailing lists, bulletin boards etc.) without the author’s explicit permission.

Please note that if you copy my writings you must:

• include this copyright note

• you should observe the conventions of academic citation in a version of the following form:

e.g. Hansbøl, Mikala: “40 % it-illiterates in Denmark – the world’s most digitalized society?”, published at Mikala’s Klumme – A researcher’s blog https://mikalasklumme.wordpress.com/2007/11/18/40-it-illiterates-in-denmark-the-worlds-most-digitalized-society/ . Version 11th December 2007. 

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Background for Projekt Learning Scenarios with ICT

November 18, 2007

Excerpts from my PhD application (February 2004) discussing the Danish status of implementing ICT in education as well as arguing theoretically for the relevance and necessity of investigating Computer-Supported distributed Collaborative Learning in and across practices in- as well as off-school: Background for Project Learning Scenarios with ICT

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Science and Technology Studies (STS) and Actor-Network Theory (ANT)

November 18, 2007

During the past few months, my work has been heavily inspired by Science and Technology Studies (STS) and Actor-Network Theory (ANT).

Two really interesting Danish PhD theses, a remarkable text by John Law, a fascinating article by Ingunn Moser and John Law, and one unique and attention-grabbing book by Annemarie Mol, is one way of explaining what has spurred my interest in STS and ANT (see below):

  • Jensen, Tine (2005): Variations of the Fifth Dimension: competences – computers – subjectivities. PhD thesis, Department of Psykology Philosophy / Science Studies, Roskilde University. Denmark. 

  • Sørensen, Estrid (2005): STS goes to school: Spatial imaginaries of technology, knowledge and presence. PhD thesis, Department of Psychology, University of Copenhagen. Denmark.

  • Mol, Annemarie (2002): The body multiple: ontology in medical practice. Duke University Press.

I owe my good colleague and fellow PhD student Nana Benjaminsen a huge “thank you J” for enthusiastically sharing experiences with readings of Law and Annemarie Mol. Furthermore, she initiated our PhD studygroup in STS and ANT studies at DPU (The Danish School of Education, Aarhus University).