Learning Across Sites (PDF)
The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a...
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The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers?
Learning Across Sites brings together a diverse range of contributions from leading international researchers to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions:
- How are learning activities organised?
- How are tools and infrastructures used?
- What competences are needed to participate in specialised activities?
- What counts as knowledge in multiple and diverse settings?
- Where can parallels be drawn between workplaces?
Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.
Sten Ludvigsen is Professor at InterMedia, University of Oslo. His research interests focus on how digital learning resources are used and how relationships work in distributed settings, both in education and in the workplace.
Andreas Lund is Associate Professor at the Department of Teacher Education and School Development, University of Oslo. He has experience of teaching in high schools and his research interests include technology-mediated collective thinking and the pedagogical and technological co-design of learning environments.
Ingvill Rasmussen is currently undertaking a post-doctorate position at InterMedia, University of Oslo. Her research interests are learning and change connected to the use of computer technology in educational settings.
Roger Säljö is Professor of Education and Psychology of Education, University of Gothenburg. His research interests include learning, interaction and development in a sociocultural perspective.
With contributions from:-
Jerry Andriessen, Department of Educational Sciences, Research Centre Learning in Interaction, Utrecht University, Netherlands
Michael Baker, CNRS & University Paris X, France
Sally Barnes, Graduate School of Education, University of Bristol, UK
Charles Crook, Learning Sciences Research Institute, School of Education, University of Nottingham, UK
Olga Dysthe, Department of Education, University of Bergen, Norway
Anne Edwards, Department of Education, University of Oxford, UK
Ann-Charlotte Eklund, LinCS, Department of Education, Communication and Learning, University of Gothenburg, Sweden
Yrjö Engeström, Center for Research on Activity, Development and Learning, University of Helsinki, Finland
Ola Erstad, Institute for educational research, University of Oslo, Norway
Julia Gillen, Literacy Research Centre, Lancaster University, UK
Reuma de Groot, The School of Education, The Hebrew University of Jerusalem, Israel
Kai Hakkarainen, Center for Research on Activity, Development and Learning, University of Helsinki, Finland
Trond Eiliv Hauge, Department of Teacher Education and School Development, University of Oslo, Norway
Tarja-Riitta Hurme, Department of Educational Sciences and Teacher Education, University of Oulu, Finland
Jonas Ivarson, Department of Education, University of Gothenburg, Sweden
Sanna Järvelä, Department of Educational Sciences and Teacher Education, University of Oulu, Finland
Hanna Järvenoja, Department of Educational Sciences and Teacher Education, University of Oulu, Finland
Ingeborg Krange, InterMedia, University of Oslo, Norway
Maarten De Laat, Institute of Education, Utrecht University, Netherlands
Leif Christian Lahn, Institute for educational research, University of Oslo, Norway
Jiri Lallimo, Center for Research on Activity, Development and Learning, University of Helsinki, Finland
Minna Lakkala, Institute of Behavioural Sciences, Department of Psychology, University of Helsinki, Finland
Sølvi Lillejord, Department of Education, University of Bergen, Norway
Oscar Lindwall, Department of Education, University of Gothenburg, Sweden
Karen Littleton, Centre for Research in Education and Educational Technology, The Open University, UK
Sten Ludvigsen, InterMedia, University of Oslo, Norway
Andreas Lund, InterMedia, University of Oslo, Norway
Åsa Mäkitalo, LinCS, Department of Education, Communication and Learning, University of Gothenburg, Sweden
Neil Mercer, Faculty of Education, University of Cambridge, UK
David Middleton, Loughborough University, UK
Anne Moen, InterMedia, University of Oslo, Norway
Anders Morch, InterMedia, University of Oslo, Norway
Hanni Muukkonen, Institute of Behavioural Sciences, Department of Psychology, University of Helsinki, Finland
Sami Paavola, Institute of Behavioural Sciences, Department of Psychology, University of Helsinki, Finland
Jean-Francois Perret, Institute of Psychology and Education, University of Neuchâtel, Switzerland
Anne- Nelly Perret-Clermont, Institute of Psychology and Education, University of Neuchâtel, Switzerland
Ingvill Rasmussen, InterMedia, University of Oslo, Norway
Roger Säljö, LinCS, Department of Education, Communication and Learning, University of Gothenburg, Sweden
Baruch Schwarz, The School of Education, The Hebrew University of Jerusalem, Israel
Mari Ann Skaanes, Depsrtment of Informatics, University of Oslo, Norway
Judith Kleine Staarman, Graduate School of Education, University of Exeter, UK
Gerry Stahl, College of Information Science and Technology, Drexel University, USA
Rosamunde Sutherland, Graduate School of Education, University of Bristol, UK
Seppo Toika, Center for Research on Activity, Development and Learning, University of Helsinki, Finland
Hanna Toiviainen, Center for Research on Activity, Development and Learning, University of Helsinki, Finland
Alison Twiner, Faculty of Education and Language Studies, The Open University, UK
Chiel Van der Puil, Department of Educational Sciences, Utrecht University, Netherlands
Arne Vines, Department of Education, University of Bergen, Norway
Barbara Wasson, Department of Information Science and Media Studies, University of Bergen, Norway
Rupert Wegerif, Graduate School of Education, University of Exeter, UK
Hal White, Center for Research on Activity, Development and Learning, University of Helsinki, Finland
- 2010, 400 Seiten, Englisch
- Herausgegeben: Sten R. Ludvigsen, Andreas Lund, Ingvill Rasmussen, Roger Säljö
- Verlag: Taylor & Francis
- ISBN-10: 1136943927
- ISBN-13: 9781136943928
- Erscheinungsdatum: 04.10.2010
Abhängig von Bildschirmgröße und eingestellter Schriftgröße kann die Seitenzahl auf Ihrem Lesegerät variieren.
- Dateiformat: PDF
- Größe: 3.57 MB
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