Plats: MIT-huset, MC 413
Ulf Hedestig, Informatik: Making sense of technology - the case of e-learning
Under detta "förseminarium" diskuterar en panel Ulf Hedestigs kommande avhandling. Seminariet inleds av Ulf med en kort presentation av avhandlingen (ca 10 min). För dem som vill läsa avhandlingen inför seminariet finns exemplar tillgängliga hos Ulf.
Teaching and learning involves a complex web of interaction that both deals with organizing education and teaching/learning processes. Organization of education put attention on procedures and structures and the latter the social and cultural dimension of teaching and learning. Traditionally there has been a clear connection between computerization and organization/ administration since both require well defined procedures and structures. During decades we have developed and used design models that have formalized administrative activities into information systems. What has complicated the view is that actors in organizations do not necessary follow these procedures in practice. Every day practices among actors follow a complex pattern of informal and formal interaction, the use of different technologies, and actions that continuously has to be re-negotiated. And there is no exception that teachers and learners do not experience the same. The purpose of this thesis is therefore to understand what processes is involved when actors use information and communication technologies in e-learning settings and what impact these educational practices has on design of learning environments.
The research follows a social constructivist perspective and has basically used ethnographical oriented techniques as data collection method. The study contains fieldworks in different settings where actors in distance and decentralized education have used different ICT-tools. The study involves different actors in videoconference setting, students everyday use of ICT and attitudes on e-learning environments etc. The study shows a divergence between what a formal e-learning environments offer and the technology that is used in everyday interaction within a learning setting. Further, the study shows a complicated web of interactions and interdependencies between new actors that may affect the performance within an e-learning setting. From a technical perspective has much of the work been oriented towards formalizing the operational level of the educational setting, that is development of re-usable course contents or providing efficient administrative functions.
The study reveals that existing e-learning systems has difficulties of applying a socio-constructivist perspective, which emphasize learning as a social process. An alternative design approach is therefore investigated that focus more on students and teachers everyday interaction with information and communication technologies and how it can be used as a foundation for designing interactive e-learning environments.