Abstracts - Earli

Theoretically we aim to contribute to an understanding of one particular type of collaborativeactivity; collective knowledge advancement (Scardamalia & Bereiter, 2006; Hakkarainen et al.,2004). As for educational practice we see the need to prepare teachers and learners for suchcollective knowledge advancement. This involves going beyond the individual learner as well asthe community of practice metaphor (Lave & Wenger, 1991) and working in and with varioustypes of knowledge collectives. In sum, our perspective can be crystallized in efforts to co-developtechnology and learning practices conducive to collective knowledge advancement.Measuring time management strategies by self-report and by learning taskChristoph Metzger, University of St. Gallen, SwitzerlandCharlotte Nuesch, University of St. Gallen, SwitzerlandAndrea Zeder, University of St. Gallen, SwitzerlandFostering Learning Strategies (LS) is an explicit goal in the three-year curriculum of VocationalEducation in Switzerland. Therefore, a program has been started focusing on the followingresearch question: Does the intensive fostering of LS during the three school-years improve boththe students’ LS-knowledge and LS-use? The use of time management strategies (TMS) isembedded into LS-instruction, because TMS is seen as an important factor for success in school.In order to measure the continuous and final effects of an intensive TMS-instruction and since theexclusive use of self-reports has been increasingly criticized, the students’ knowledge and use ofTMS was measured by different means at three times. (1) A TMS-inventory as part of a LSinventory,measuring the generalised use of TMS was given to 90 students from two schoolsbefore any TMS-instruction took place. (2) After one year the students were asked to apply theirTMS-knowledge by evaluating a 3-school-weeks time management record of a fictitious student.Additionally, the students filled in the LS-inventory again. (3) In the third year, the students wereexpected to apply actively their TMS while creating a project-oriented, 10-20 pages paper, anauthentic task which has to be performed over a few months apart the regular classroom. As atrace of TMS-use the students’ personal time management records were collected. Again the LSinventorywas administered. Quantitative analyses were done to answer the following questions:(1) How far did the self-reported generalised TMS-use change during the intervention? (2) Howfar can students apply their TMS-knowledge by evaluating the TMS-use of a fictitious student? (3)What TMS do students actively use while fulfilling a complex learning task over a longer periodof time? (4) What is the relationship between students’ self-reported generalised TMS and bothknowledge and use of TMS in specific learning tasks?The practice of planning in project work with ICTIngvill Rasmussen, University of Oslo, InterMedia, NorwayTeaching and learning practices are rather established in school institutions. Yet, alongside thestability that characterises school institutions new forms of teaching and learning practices haveemerged and matured (Cuban, 1993). Theme, project and group-work often in combination withICT are today enacted on a regular basis in many classrooms particularly in Scandinavia(Bergquist & Säljß, 2004; Klette, 2003). This research investigated how teachers and pupilsengage in planning during project work in a primary classroom. The findings show that ICT-richproject work presuppose rather complex skills on the parts of pupils being able to define the taskand to plan what to do and how to do it. Learning to plan and structure the ordering of workbecomes essential in such learning environments. In fact, the teachers spend most of their timescaffolding the pupils in this kind of work.– 211 –