Learning Across Sites: New tools, infrastructures and practices - Earli

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For EARLI members only. Not for onward distribution. Knowledge creation and object-oriented inquiry 187 for. Possibilities of changing learning and evaluation practices are in multiple ways limited by the priorities of the entire educational system. Taking into account curricular constraints and limited resources in university teaching, it appears quite risky and even contradictory to general practices to initiate an ill- defined collaboration process without clearly defined content for outcomes. There is an obvious mismatch between those non- predefined and self- organizing processes of objectoriented inquiry we wish to emphasize, and the achievement of greater compatibility and comparability in the systems of higher education by implementation of standards for quality assurance, which is one of the emphases stressed by the Bologna process for the reform of European higher education (Bologna Declaration, 1999). Nonetheless, the two cases described were for us highly motivating examples of small- scale efforts of transforming educational practices towards knowledge creation and objectoriented inquiry. References Andriessen, J. (2006). Arguing to Learn. In K. Sawyer (ed.) Handbook of the Learning Sciences (pp. 443–459). Cambridge: Cambridge University Press. Bereiter, C. (2002). Education and Mind in the Knowledge Age. Hillsdale, NJ: Erlbaum. Bielaczyc, K. (2006) Designing Social Infrastructure: Critical issues in creating learning environments with technology. Journal of the Learning Sciences, 15, 301–329. Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., Ridgway, J., Wiesemes, R., and Nickmans, G. (2006). A learning Integrated Assessment System. Educational Research Review, 1, 61–67. Bologna Declaration (1999). The Bologna Declaration on the European Space for Higher Education: An explanation. Retrieved January 11, 2007, from http://ec.europa.eu/ education/policies/educ/bologna/bologna_en.html Engeström, Y. and Blackler, F. (2005). On the Life of the Object. Organization, 12, 307–330. Geisler, C. (1994). Academic Literacy and the Nature of Expertise. Hillsdale, NJ: Erlbaum. Gellin, A. (2003). The Effect of Undergraduate Student Involvement on Critical Thinking: A meta- analysis of the literature 1991–2000. Journal of College Student Development, 44, 745–762. Guribye, F. (2005). Infrastructures for Learning: Ethnographic inquiries into the social and technical conditions of education and training. Unpublished doctoral dissertation, University of Bergen, Norway. Retrieved April 3, 2006, from: http://hdl.handle. net/1956/859 Hakkarainen, K. (2003). Emergence of Progressive Inquiry Culture in Computer- supported Collaborative Learning. Learning Environments Research, 6, 199–220. Hakkarainen, K., Palonen, T., Paavola, S., and Lehtinen, E. (2004). Communities of Networked Expertise: Professional and educational perspectives. Amsterdam: Elsevier. Kaptelinin, V. (2005). The Object of Activity: Making sense of the sense- maker. Mind, Culture, and Activity, 12, 4–18. Kaptelinin, V. and Miettinen, R. (2005). Perspectives on the Object of Activity. Mind, Culture, and Activity, 12, 1–3.
For EARLI members only. Not for onward distribution. 188 H. Muukkonen et al. Lakkala, M., Muukkonen, H., and Hakkarainen, K. (2005). Patterns of Scaffolding in Computer- mediated Collaborative Inquiry. Mentoring and Tutoring, 13, 283–302. Lakkala, M., Muukkonen, H., Paavola, S., and Hakkarainen, K. (2008). Designing Pedagogical Infrastructures in University Courses for Technology- enhanced Collaborative Inquiry. Research and Practice in Technology Enhanced Learning, 3(1), 33–64. Lee, E. Y. C., Chan, C. K. K. and van Aalst, J. (2006). Students Assessing their Own Collaborative Knowledge Building. Computer- Supported Collaborative Learning, 1, 278–307. Leontiev, A. N. (1978). Activity, Consciousness, and Personality. Englewood Cliffs, NJ: Prentice Hall. Lipponen, L. and Lallimo, J. (2004). From Collaborative Technology to Collaborative Use of Technology: Designing learning oriented infrastructures. Educational Media International, 41, 111–116. Marttiin, P., Nyman, G., Takatalo, J. and Lehto, J. A. (2004). Learning Virtual Project Work. In J. Cordeiro and J. Filipe (eds), Computer Supported Activity Coordination: Proceedings of the 1st International Workshop on Computer Supported Activity Coordination, CSAC 2004 (pp. 91–102). Portugal: Insticc Press. Miettinen, R. (1998). Object Construction and Networks in Research Work: The case of research on cellulose- degrading enzymes. Social Studies of Science, 28, 423–463. Muukkonen, H. and Lakkala, M. (2009). Exploring Metaskills of Collaborative Objectoriented Inquiry in Higher Education. International Journal of Computer- Supported Collaborative Learning, 4(2), 187–211. Muukkonen, H., Lakkala, M., and Hakkarainen, K. (2005). Technology- mediation and Tutoring: How do they shape progressive inquiry discourse Journal of the Learning Sciences, 14, 527–565. Paavola, S., Lipponen, L., and Hakkarainen, K. (2002). Epistemological Foundations for CSCL: A comparison of three models of innovative knowledge communities. In G. Stahl (ed.), Computer Support for Collaborative Learning: Foundations for a CSCL community. Proceedings of the Computer- supported Collaborative Learning 2002 Conference (pp. 24–32). Hillsdale, NJ: Erlbaum. Available: http://newmedia.colorado.edu/cscl/228.html Paavola, S., Lipponen, L., and Hakkarainen, K. (2004). Models of Innovative Knowledge Communities and Three Metaphors of Learning. Review of Educational Research, 74 (4), 557–576. Paavola, S. and Hakkarainen, K. (2005). The Knowledge Creation Metaphor – An Emergent Epistemological Approach to Learning. Science and Education, 14, 535–557. Resnick, L. (1987). Education and Learning to Think. Washington, DC: National Academy Press. Scardamalia M. and Bereiter, C. (2005). Does Education for the Knowledge Age Need a New Science European Journal of School Psychology, 3, 21–39. Sfard, A. (1998). On Two Metaphors for Learning and the Dangers of Choosing Just One. Educational Researcher, 27, 4–13. Stahl, G., Koschmann, T., and Suthers, D. (2006). Computer- supported Collaborative Learning: An historical perspective. In R. K. Sawyer (ed.), Cambridge Handbook of the Learning Sciences (pp. 409–426). New York: Cambridge University Press. Star, S. L. (1999). The Ethnography of Infrastructure. American Behavioral Scientist, 43, 377–391. Stetsenko, A. (2005). Activity as Object- Related: Resolving the dichotomy of individual and collective planes of activity. Mind, Culture, and Activity, 12, 70–88.
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