Archive for the ‘Interesting ressources’ Category

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Ledelse af grænseoverskridende undervisning

October 6, 2014

Afsluttende rapport fra GNU-ledelsesaktiviteterne og ledelsesforskningen i det treårige projekt Grænseoverskridende Nordisk Undervisning.

GNU-projektet er et bruger-drevet udviklingsprojekt, hvor 14 nordiske skoler i samarbejde med forskere fra 5 professionshøjskoler i Danmark, Norge og Sverige har udviklet, planlagt, afprøvet og videreudviklet fælles grænseoverskridende nordiske undervisningsaktiviteter i fagene modersmål, science/naturfag, historie/samfundsfag og matematik – understøttet af nye teknologier. Konkret har projektet etableret en række virtuelle ”nordiske klasser”, hvor svenske, norske og danske elever er blevet undervist samtidigt af en fælles gruppe af nordiske lærere.

Denne rapport præsenterer arbejdet med skoleudvikling via grænseoverskridende nordiske undervisningsaktiviteter, og rapporten er først og fremmest skrevet til skoler, skoleledere og kommunale aktører.

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ProPEL Conference 2014: Professional Matters: materialities and virtualities of professional learning

July 2, 2014

It_is_all_in_the_questions_we_ask_fenwick_propel2014Last week I attended the very inspirering ProPEL Conference 2014: Professional Matters: materialities and virtualities of professional learning. 

I recommend tjecking out the programme booklet with abstracts as well as the ProPEL homepage with (among other) link to their new blog.

Going back home from attending a conference allways make me think: “what was the important stuff I bring with me back?”

In this case it has different forms, some of which was gained through participation in the conference twitter #2014propel dialogues. For instance: “Pedagogies of noticing” was something I had never heard of before. I definitely will look more into this, as I believe that this relates very much to the paper I presented at ProPEL, and furthermore to the paper I have presented in May 2014 at the Designs for Learning Conference.

Also, I brought a new book “Reconceptualising Professional Learning – Sociomaterial knowledges, practices and responsibilities” (Fenwick & Nerland, 2014) back with me. At a glance it looks extremely relevant and interesting. The introduction has already convinced me that it is going to be a read worth while.

Tara Fenwick held a captivating opening speech emphasizing the importance of the questions we ask as researchers. I noted two important questions:

– What is professional knowledge and capability becoming in this era of rapidly changing work?

– How can education better support this becoming?

I was happy that the paper I presented at ProPEL seemed to fit right in, and it also received quite positive response and spured interesting questions to pursue further. The paper is related to our VIOL project, focusing on welfare technology, innovation, care and learning:

“REFURNISHING SENSIBILITY BUTTONS – MOVING PROFESSIONAL CONTEXTS OF KNOWLEDGES AND ENGAGEMENTS WITH DIGITAL TECHNOLOGIES

Welfare technology is taking up increasing space in health care debates, policies and professions in Denmark and worldwide. In Denmark, recent national and municipal health care strategies emphasize a radical refurnishment of the health care sector. Telemedicine, telehealth and homecare, empowerment and citizen-centric approaches are invoked as passages to the innovation of future health care practices.New actors in these health care movements are concepts like “epital” (virtual hospital), “telemedicine”,“telemonitoring”, “outmitted” and “self treating” patients. All of these movements are associated with what it implies to be working with and focusing on welfare technology. Digital technologies are seen as central actors in working with welfare technology in the professions, and central actors in forwarding the so-called new health care paradigm. In Denmark, recent research into developments of the nurse profession state that nurses increasingly experience rapid introduction of new digital technologies into their daily work practices. When it comes to the physiotherapy profession, there is a lack of knowledge about recent developments in the health care sector, and its implications for the physiotherapy profession.

In 2002 empirical philosopher Annemarie Mol stated that the new meaning of “is” is situated. Being is situated. In this spirit, welfare technology is basically about (rapidly and digitally) changing the sociomaterial configurations of health care situations – that is moving the “is” of health care practices.This paper places professional sensibility towards sociomaterially shifting contexts of knowledges and engagements as a central literacy related to the new emphasis on digitally/tele supported health care practices. With the new health care movement, we foresee increasing needs for professionals that are able to navigate between and continuously develop new professional sensibilities, related to the rapid changing situations of the professional knowledge and engagement spaces.This foregrounds being able to professionally sense and provide answers to this question as increasingly important: what are the specific implications for the professional knowledge and engagement spaces,when introducing this or that digital technology into the health care situation? Engaging with this question presupposes professional relational sensibility towards practical (sociomaterial) arrangements of alternative health care practices, and towards their implications for enacting variations of good and bad passages to the “is” of health care practices. In other words, this paper also places an argument for the increasing importance of comparative literacy in the health care profession. This is presented as“professional relational comparative sensibility”.

The paper refers to a large ongoing professional education development project at University College Zealand (UCSJ) in Denmark. The project is called Welfare Technology, Innovation, Care and Learning. It runs from January 2013 – December 2014, and includes developing welfare technology related teaching and learning practices in and across eight professional bachelor programmes at UCSJ. The project’s ambition is to further develop educational programmes in order to better raise students’ “technological literacy”.

This paper takes point of departure in the ongoing refurnishment of the health care sector, and relates these movements to two case examples from the first empirical phase of the project (January 2013–August 2013). The two cases provide different analogies to what it means to “refurnish sensitivity buttons”. The first case “health clinic and digital patient portfolios” is from module eight at the Bachelor of Physiotherapy Degree Programme. The second case “virtual rehabilitation” is from a Danish health center. The empirical gatherings are methodologically inspired by Annemarie Mol’s approach to praxiography. After a discussion of praxiography as a methodological approach to engaging with technological literacy (in this instance), the paper places technological literacy in relation to professional education in general, and more closely to the Physiotherapy Degree Programme in Denmark and at UCSJ. Thereafter, the paper presents the two cases, and refers to Moser and Law’s concepts of “extension”, “specificity”,“passages”, “bad passages”, “better passages”, as a means to engage in a relational comparative sensibility towards the shifting contexts of knowledges and engagements in physiotherapy practices.”

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The question of representation: Have MOOCs adressed really central educational challenges?

March 10, 2014

Thomas Ryberg posted a link on Twitter which made me aware of this great interview “A free education online: too good to be true? – video debate” with (among other) Diana Laurillard who asks the central question: Have MOOCs adressed really central educational challenges?

During the interview – which I recommend seeing – the problem of representation is adressed: who and what is being represented when, how and where, when dealing with MOOCs? The interview also points at the importance of acknowledging local and distributed learning – both as ways to adress equality.

The interview goes straight to the core of educational challenges and how they may actually also become enlarged rather than decreased with current MOOC workings.

I have enrolled in the ongoing Scientific Humanities and Carpe Diem MOOC. Both are designed and run by key figures within their respective knowledge areas: Science and Technology Studies (Bruno Latour) and eLearning Design (Gilly Salmon). This is one of the reasons why I have enrolled.

I have wondered about the fundamental differences between these two MOOC courses and the university courses – I was familiar with – run by the Institute of Education and Pedagogy (DPU/Aarhus University) where I worked during 2002-2012 as a researcher and university teacher. These two MOOC courses have one prominent figure who’s ideas are widely disseminated and maybe (I am in the middst of these courses – so I do not know how they will end) their ideas are not disputed or really up for discussion?

The university courses I have been teaching previously, have all had this commen denominator: a fundamental acknowledgement of knowledge being produced through several scientific approaches to a matter, which of course deeply influences what becomes the matter. The courses I have taught, have all taken point of departure in a strong emphasis on the historical and cultural foundations of knowledge.

Of course it is possible also in university to take a special course relating to a particular methodology or subject area. However, the above mentioned interview made me think, that when we talk about localized and distributed learning, it is important also to keep in mind, what may become the new power relations of knowledge, as we are shifting out and adding to the platformations of our historical ways of distributing knowledge.

Thomas Ryberg (in his Twitter comment) and the interview mentioned above bring forward important concerns regarding the politics of knowledge: for instance, the issue of developing countries and their knowledge forms (currently) being underrepresented and perhaps even repressed. Also, if videobased instructions become the new acknowledged way of education, what kinds of societal concequences would that bring about? What if governments and/or citizens were to start believing that key figures from certain elite universities possess better knowledge than their own professors and university teachers?

There is a lot of really important relationships and a lot of politics to take into consideration when working with MOOCs.

We need NOT TO FORGET the allways important question of REPRESENTATION!

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Videos from ECGBL 2010

November 16, 2010

Download presentations and watch videos from ECGBL 2010:

European conference on Games Based Learning

21. – 22. October 2010, the fourth European conference on ‘Games Based Learning’ and a PhD Master Class on ‘The Educational Potential of Computer Games’,  was held at the Danisch Scool of Education, Aarhus University.

Video streaming from the conference:

Download presentation from PhD Master Class:

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Summing up: ECGBL 2010

October 22, 2010

Summations from this years ECGBL 2010… Good weekend to you all :-).

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Follow ECGBL online initiative

October 15, 2010

While we attend ECGBL next week, there are many people across the world that due to different circumstances (no visum, no financial resources etc.) cannot participate.

For this reason, but also because we find it important to nurture our research community, to create more cross-cultural collaborations, and to engage continuously in discussions (as well as getting better at engaging in these), we want to encourage everyone to use our Game-Based Teaching NING as a resource to blog and share your ECGBL experiences, to share resources, as well as reflections such as: what made you wonder, what made you interested, what was particularly special about ECGBL 2010 compared to earlier events etc.

We hope that as many as possible will feel encouraged to contribute to this collaborative event!

Best,

Mikala and Thorkild

NING Coordinators

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Virtual Worlds – SERIOUSLY

October 7, 2010

As previously mentioned here, last week I did a presentation at the Virtual Worlds project’s workshop “Augmenting Reality in the Public Domain”.

It was an interesting day with good discussions on amon other the constructions of the “serious” in serious games and serious virtual worlds. I deliberately turned my title around to “Virtual Worlds – SERIOUSLY” because I wanted to indicate that there exist many ways to engage with virtual worlds seriously. I also wanted to insert that the boundaries between what makes a virtual world and a serious game are not very clear. They might in fact become partially contained in each other.

In my talk, the focus was on assemblages of relationships between education and virtual worlds. As previously mentioned here, CarrieLynn Reinhard and I went to Singapore in June where we met up with representatives from the InfoComm Development Association and people from two schools working with various initiatives to engage with and construct virtual worlds for both educational and gaming purposes.

CarrieLynn’s presentation at the workshop introduced how the government in Singapore is thinking strategically in terms of virtual worlds for tourism, and my presentation was more focused on what seems to mark the Singaporean mergers between education and virtual worlds (with the limited knowledge we have). I supplemented this with a focus on my research following how a particular virtual universe Mingoville.com moves and becomes moved in and out of schools, homes and other contexts dealing with education ‘in the world’ (i.e. in Vietnam, Singapore, Finland, Portugal, Norway, Denmark, Chile, Nigeria, China).

(Too) Briefly put, I suggested (and this is very much to be considered work in progress) that we are dealing with many different constructions of what it means to work seriously with virtual worlds (e.g.):

  • Built/designed/structured around/for serious purposes with learning goals/purposes
  • Used for serious purposes for learning goals / purposes
  • The imaginary that learning transfer happens from the serious game/gaming/virtual world engagements to other situations.

Furthermore, I explicited three variations as examples of approaches to serious engagements in virtual worlds:

  • Virtual worlds used for / engaged in  local/regional/periodic educational situations (e.g. secondlife.com and the Singaporean virtual world constructed for education and youth olympic games engagements. See CarrieLynn’s and my slides for examples and elaborations).
  • Virtual world / learning environment developed locally (e.g. for a school) with more long-term serious aims (e.g. several examples can be found in Singapore’s Future Schools projects that merge serious games, virtual world elements and LMS/VLE elements).
  • Serious games /virtual worlds developed for serious purposes with a broader scope/market (e.g. the world as market) and more broad educational aim – ‘educational oxygens’ (e.g. Mingoville.com and the Serious Games Interactive series). Those may include both shorter periodic activities and more long-term engagements.

These examples represent quite different ways to construct hybridities between serious games and virtual worlds, and how these can in various ways adress and become actors that augment different aspects of educational activities and thereby assist in solving/supporting various educational challenges in the world.

 I would love to get comments on my attempts to describe these matters.