Open LinCS-seminar: discussions on research and policy issues on learning and IT

Seminar open to the public

Welcome to an open LinCS-seminar where three guests from the University of Oslo will discuss research and policy issues on learning and IT

Associate Professor Ingvill Rasmussen "DiDiAC - Digitalised dialogues across the curriculum"
I will present the research project DiDiAC being undertaken by the University of Oslo and University of Cambridge (2016-2020). The project is investigating how micro-blog-supported classroom dialogues (using Talkwall) and elements of the 'Thinking Together' approach can contribute to the development of secondary school students' collaboration and critical thinking within three core domains (language, social science and natural science). I will present the empirical research that we are currently undertaking in the DiDiAC project in Norway and the UK, and I will show the use of Talkwall.

Associate Professor Anniken Furberg "Teaching in technology rich settings - Scrutinizing teacher-student interaction in dialogic classroom settings"
The lecture will focus on the role of support provided by teachers in settings where students engage with digital representations in the context of science education. Even though studies show positive aspects of students' engagement with multimodal representations, studies also show the considerable effort needed for students to make sense of such representations, as well as the significance of support provided by the teacher. The lecture will be based on experiences and findings from previous and ongoing empirical studies.

Professor Sten Ludvigsen "In-depth learning and progression: a policy perspective"
In the governmental reports (NOU 2014:7 and NOU 2015:8) about future schooling in Norway, in-depth learning and progression are two of the main principles behind subject renewal that is suggested in the white paper from the government; Subjects, in-depth orientations and understanding ¿ renewal of the knowledge foundation reform.

Where do these concepts (in-depth learning and progression) come from, and how are they anchored in empirical studies? Learning is often described as a series of incremental changes, while deep learning means that non-monotone changes take place. Deep changes can occur through a transformation of worldviews, concepts, and ontological and epistemological assumptions about specific phenomena as part of participation with others. Progressions can be defined as students¿ increasingly sophisticated ways of thinking and reasoning in a community about a problem, theme or a conceptual system.

In-depth learning and progressions is seen as the foundation of the development of:
- Competences in the subjects/knowledge domains
- Competences to learn in and across subjects
- Competences in communication, collaboration and participation related to development of democratic development in society
- Digital competences including capacities to explore, inquire and create.

The two NOU's create the knowledge foundation for new school reforms proposed in the white paper. NOU means Norwegian public report and is often used a bride between synthesis of research/expert work and policy development. The two mentioned NOUs is based on idea of systematic review.


Welcome!