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can create interventions to encourage reflection but practices and therefore PLEs cannot be simply taken over. This research is interested in developing environments and interventions, which foster students not only to adopt but rather to co-produce and refine diverse knowledge practices. The aim is to allow critical reviewing of negotiated practices as well as encouraging students to take over responsibility in such processes. Accordingly, this research aims to enable students to transform their own PLE. The underlying assumptions can be stated as follows: • Actual teaching and learning situations (in higher education) are affected significantly by personal learning environments and incorporated knowledge practices. • PLEs as activity systems are helpful for students to articulate knowledge practices. The study takes place in two seminar settings in higher education: The intention of the first seminar is to facilitate divergent thinking and to encourage students to generate questions. The second seminar aims to establish the inquiry-based concept development. The teacher assumes that students have to transform their existing practices and adapt their PLEs to dissolve the given assignments. The development of PLEs is not an explicit learning goal but it rather serves as a vehicle/instrument to explicate the knowledge practices. A mixed-method approach of qualitative methods (Cultural Probes, activity systems analysis, conversation analysis, interviews, artifact analysis) will be used to gain a deeper understanding of these negotiations to identify implicit and explicit incorporated practices of students, and how responsibility is developed in these processes. Students will also contribute as co-researchers by working on exploration tasks to collect contextual information. In summery the aim of the dissertation is to develop interventions which engages students to develop diverse knowledge practices and with it an emergent PLE. References Buchem, I., Attwell, G., & Torres, R. (2011). Understanding Personal Learning Environments: Literature review and synthesis through the Activity Theory lens. In Proceedings of the The PLE Conference 2011 (pp. 1–33). Retrieved from http://journal.webscience.org/658/1/ PLE_SOU_Paper_Buchem_Attwell_Torress.doc Drucker, P. F. (1999). Knowledge-Worker Productivity: The Biggest Challenge. California Management Review, 41(2), p 79-94. Retrieved from http://www.jstor.org/stable/41165987 Engeström, Y. (2007). Activity theory and individual and social transformation. In Y. Engeström, R. Miettinen, & R.-L. Punamäki (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge: Cambridge University Press. Hakkarainen, K. (2009). A knowledge-practice perspective on technology-mediated learning. International Journal of Computer-Supported Collaborative Learning, 4(2), 213–231. doi:10.1007/s11412-009- 9064-x Orlikowski, W. J. (2007). Sociomaterial Practices: Exploring Technology at Work. Organization Studies, 28(9), 1435–1448. doi:10.1177/0170840607081138 Reisas, S., Schaller, R., Allert, H., Richter, C., & Lehmhaus, F. W. (2011). Exploration der Lernsituation von Studierenden mit Cultural Probes. Zeitschrift für Hochschulentwicklung, 6(2), 78–92. Retrieved from http://www.zfhe.at/index.php/zfhe/article/view/230 Wenger, E. (2008). Communities of practice: Learning, meaning, and identity (16th ed.). Learning in doing. Cambridge: Cambridge Univ. Press. Yamagata-Lynch, L. C. (2010). Activity systems analysis methods: Understanding complex learning environments. New York ;, London: Springer. 55
Exploring the Intersection of Formative Assessment, Multimedia Design, and Mobile Technologies Richards Reshan, Teachers College, Columbia University, 525 West 120 th Street, New York, NY, 10027 This paper describes the intention of dissertation research which explores how, if at all, teachers with constructivist-oriented learning beliefs to put those beliefs into practice when using mobile screencasting as a technology for qualitative formative assessment of student understanding. I assert that this exploration is needed in order to better understand how to leverage emerging technologies and combine them with pedagogical approaches to create effective learning environments. The intent of this design-based participatory case study research is not to prove if mobile screencasting helps students learn. Rather, the intent is to uncover themes and patterns in the ways that some teachers implement an emerging technology into their teaching practices by using an approach that emphasizes and values the data that is gathered as much as it does the research design. This pilot study tests some of the methods and instruments for collecting data and documents the implementation and revision process that is part of designbased research (Collins, 1990; Hawkins & Collins, 1992; Brown, 1992; Barab & Squire, 2004; Bradley & Reinking, 2011). Research Problem Broad-brush research on the effectiveness of a tool often fails to identify the contexts that contribute to the success or failure of that tool (see HMH Fuse for recent example). This then leads to uninformed opinions about a tool without consideration of the beliefs and practices of whoever was in charge of implementing that tool. Cuban (2001) identified three goals for the use of technology in schools: to make schools more efficient, to transform learning and teaching into a process connected to real life, and to prepare young people for the future workplace. The term ‘technology’ by itself can be too broad for identifying and clarifying the aspects of hardware, software, infrastructure, and approaches that help achieve these and similar goals. In this research, I use the term ‘emerging technology’ to encompass technology software, hardware, infrastructure, and approaches that have become available to school settings within the last 10-15 years. The rate at which new technologies emerge and the need to evaluate both their appropriateness and effectiveness make it extremely important for varied approaches of research on educational technologies to take place (Haertel & Means, 2003). Skinner (1986) stated that we should be preparing students to be creators and discoverers. Being a discoverer of knowledge does not necessarily mean simply coming across information that has been prepared for the purpose of being accessed (Pink, 2006). In recent months, there has been a lot of attention given to screencasting technology in the context of flipped teaching (see also inverted classroom or flipped classroom). The premise of this approach is that instead of having the instruction (content delivery) take place during the regular school day, teachers create screencast video lectures and tutorials for students to watch at home. They then do their homework activities (e.g. problem sets or group discussions) during the class period with the teacher. The most important piece that is missing is how understanding is demonstrated and learning is assessed in flipped classrooms. I highlight the example of flipped teaching not because this research is intended to challenge the validity of such an instructional approach. Instead, I use it as an example of the lack of consideration for how the contexts, especially the teachers who are using such approaches, contribute to the success or failure of a learning intervention. Screencasting on its own is not a transformative technology. It is the way that is used that can allow educators to transform their practice. Research Purpose and Questions 56
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