‘Contemporary Perspectives on Reading and Spelling Edited by Clare Wood and Vincent Connelly Researching and Understanding Educational Networks Edited by Robert McCormick, Alison Fox, Patrick Carmichael and Richard Proctor Use of Representations in Reasoning and Problem Solving Edited by Lieven Verschaffel Erik De Corte, Ton de Jong and Jan Elen Learning Across Sites New tools, infrastructures and Practices Edited by Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen and Roger Salj6ss0< This first edcion published 2011 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, OXI4 4RN. Simultaneously published in the USA and Canads by Routledge 270 Madison Avenue, New Yerk, NY 10016 Routledge isan imprint of the Tylor & Francis Group, on informe business MRo3] © 2011 selection and edicoral material, Sten Ludvigsen, Andreas Lund, Ingvill Rasmussen and Roger Silja; individual chapters, che contributors Typeset in Gallard by Pindar NZ, Auckland, New Zealand Princed and bound in Great Britain by CPI Antony Rowe, Chippenham, Wiltshire All righes reserved. No part of this book may be reprinted ‘oF reproduced or utilised in any form ar by any slestroni, ‘mechanical or other means, now known or heresfterinvence, Including photocopying and recording, arin any information storage or retrieval system, without permission In writing from the publishers, British Library Cataloguing in Publication Dato A catalogue record for this book is avalable from the British brary Library of Congcess Cotaloping-in-Pablication Date Learning across sites: new tool, infrastructures ané practices / edited by Sten Ludvigsen [et ol] —Ist ed, em 1. Educational change. 2.Teams in che workplace. 3 (Organizational learning Ludvigsen, Sten 1LB2806..3936 2011, 658.3'124—der? 2010002318 ISBN 13: 978-0-615-58175-2 (hbk) ISBN13:978-0-415-581 74-9 (phi) ISBN13: 978-0°203-64781-7 (ebk) Contents Foreword 1 Introduction: learning across sites; new tools, infrastructures and practices STEN LUDVIGSEN, ANDREAS LUND, INGVILL RASMUSSEN AND ROGER SALIO SECTION | . Developing professional expertise 2. Learning how to know who: professional learning for expansive practice between organizations ANNE EDWARDS 3. Co-configurational design of learning instrumentalities: an activty-theoretical perspective ‘yR}O ENGESTROM AND HANNA TOIVIAINEN 4. Professional learning, as epistemic trajectories LEIP CHRISTIAN LAHN 5 Cultivating collective expertise within innovative knowledge: practice networks KAI HAKKARAINEN, FIRU LAI AND HAL WHITE MO, SEPPO FOIKKA, 15 33 69ii Contents 6 A new artifact in the trade: notes on the arrival of a computer supported manufacturing system in a technical school ANNE-NELLY PERRET-CLERMONT AND JEAN- FRANC 1S PERRET SECTION 2 Unpacking collaboration and trajectories of 7 Intersecting trajectories of participation: temporal ty and learning STEN LUDVIGSEN, INGVILL RASMUSSEN, INGEBORG KRANGE, ANNE MOEN AND DAVID MIDDLETON 8 Noticing the past to manage the future: on the organization of shared knowing in [T-support practices, ANN-CHARLOTTE EKLUND, ASA MAKITALO AND ROGER SALJO 9 Design and use of an integrated work and learning system: information secking as critical funetion ANDERS 1. MORCH AND MARI ANN SKAANES 10 Versions of computer supported collaborating in higher education (CHARLES CROOK 11 Promoting knowledge creation and object-oriented inguiry in university courses HANNI MUUKKONEN, MINNA LAKKALA AND SAMI PAAVOLA 12 Social practices of group cognition in virtual match teams CERRY TAIL 13 Changing objects in knowledge-creation practices ANDREAS LUND AND TROND EILIV HAUGE 14. Socio-cognitive tension in collaborative working re ations JERRY ANDRIESSEN, MICHAEL BAKER AND CHIEL VAN DER PULL 87 103 122 138 156 172 190 206 222 Contents ix 15. Productive e-feedback in higher education: two models and some stitical issues OLGA DYSTHE, SOLVI LILLEJORD, BARBARA WASSON AND. SECTION 3 Institutional development 16 Breakdowns between teachers, educators and designers in claborating new technologies as precursors of change in education to dialogic thinking BARUCH SCHWARZ AND REUMA DE GROOT 17. Researching classroom interactions: a methodology for teachers and researchers SALLY BARNES AND ROSAMUND SUTHERLAND 18 Weaving the context of digital literacy SECTION 4 Design environments and new tools and representations 19. Using Bakhtin to re-think the teaching of Higher-order thinking for the network society RUPERT WEGERIF AND MAARTEN DE LAAT 20 Self regulation and motivation in computer-supported collaborative learning environments SANNA JARVELA, TARJA-RILTTA HURME AND HANNA JARVENO:A 21 Interactive whiteboards: does new technology transform teaching? [NEIL MERCER, JULIA GILLEN, JUDITH KLEINE STAARMAN, KAREN LITTLETON AND ALISON TWINER 243 259 261 278 298 aut 313 330 346x Contents 22 Differences that make a difference: contrasting the local enactment ‘of two technologies in a kinematics ab OSKAR LINDWALL AND JONAS IVARSSON Indew 364 381 | Foreword ‘This book has its origins in different strategic efforts in Norway and Sweden and from two major initiatives about learning, innovation and ICT in the European research area First, in 2002, InterMedia at the Faculty of Education, University of Oslo, ‘was a partner in 2 major initiative for strengthening our understanding of soci- ‘tal transformation and the development of learning and ICT. Several research institutes and faculties have been involved in the strategic program, Competence and Media Convergence (CMC). The CMC program has been supported with a grant from the University of Oslo. This grant has given us the financial support necessary to arrange a series of international seminars and workshops as well as a special workshop where all the authors in this book met to further develop the ideas for their contributions to the project. “The sevoud stiand of support comes from the University of Gothenburg and two research initiatives. The first one is LearnIT, the research program on learning and ICT funded by the Knowledge Foundation in 2000. The second source of support at the University of Gothenburgis the national center of excellence, the Linnacus Centre for Research on Learning, Interaction and Mediated Communication in Contemporary Society (LinCS), The founders of the Linnaeus Centre have collaborated with the Faculty of Education and InterMedia over a long period of time. ‘The third strand that must be mentioned is Kaleidoscope Network of Excellence in the 6th framework in EU (IST program). This program has given us, as European colleagues, excellent possibilities for international cooperation in the field of technology-enhanced learning. The fourth strand is the EU project Knowledge Practices Laboratory (KP-LAB) (2005-2010, integrated project in the Sixth Framework, IST program), which adds new possibilities to such collaborations. Several of the chapters in this book address directly key issues in the KP-LAB project. These different strategic efforts, centers, projects and networks collaborate at the personal as well as institutional levels, and this creates productive-structuring mechanisms for advancing our knowledge in order to promote @ more com: plete understanding of learning in the 21st century. The projects and centers