Creating intercontextuality in students learning trajectories. Opportunities and difficulties

Wiig, Camilla; Silseth, Kenneth; Erstad, Ola

doi:10.1080/09500782.2017.1367799

Cited by 24 publications

(17 citation statements)

References 41 publications

(38 reference statements)

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“…In several of the research projects I have been leading we find that teachers struggle with creating learning environments that truly draw on informal learning experiences of students (Silseth & Erstad, 2018;Wiig, Silseth & Erstad, 2017). Teachers are generally positive to the importance of involving students' experiences and practices from other contexts as part of classroom activities but have problems to implement this in practice.…”

Section: Discussionmentioning

confidence: 99%

Trajectories of knowledge builders: A learning lives approach

Erstad

2018

Qwerty

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This article takes the position that studying learners in different contexts and considering how resources from different contexts interconnect can support a broader understanding of students' 'learning lives'. This stance conceives learning in two ways. First, as ways of following young people at and beyond school as they use digital media for different practices. Second, as ways of studying the interconnected aspects of learning in situated contexts; for example, knowledge work at school that draws on students' experiences and practices from beyond the classroom. This article explores how studying trajectories of learning at-and beyond-school can provide insight into the process of knowledge building among students.

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Section: Discussionmentioning

confidence: 99%

Trajectories of knowledge builders: A learning lives approach

Erstad

2018

Qwerty

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“…The project Knowledge in Motion aims to understand how knowledge travels on and across the boundaries between out-of-school activities (including sports and media use) and school activities and learning (cf. Erstad & Smette, 2017;Silseth, 2018;Stefansen, Smette, & Strandbu, 2016;Strandbu, Stefansen, Smette, & Sandvik, 2017;Wiig, Silseth, & Erstad, 2017). During the course of the fieldwork for Knowledge in Motion, both schools banned the use of phones.…”

Section: Fieldwork Methods and Datamentioning

confidence: 99%

Expanding educational chronotopes with personal digital devices

Gilje

2019

Learning, Culture and Social Interaction

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The aim of this study is to investigate the role of personal digital devices for negotiating assignments during collaborative work in school. Using video recordings of the peer-to-peer interactions in two math and Norwegian language projects, an interactional analysis (IA) is used to analyse the meaning making and the role of phones and cameras in social interaction. To enable a better understanding of the spatial and temporal dimensions in the school context, the students' interactions with the digital devices are used as the unit of analysis because these interactions constitute a practice 'in tandem' with the cultural tools and mediational means being deployed. Using two cases, the article demonstrates how personal digital devices can constitute and reconstitute the spatial and temporal dimensions in the educational chronotope. Overall, the findings show the ways in which the specific features of the screen and viewfinder are important in understanding the dialogues and negotiations during collaborative work on assignments where students use personal digital devices.

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“…Det betyr at tradisjonell instruksjon ofte «avbrytes» av spørsmål og/eller innspill fra elevene, men disse innspillene gjelder som oftest praktiske avklaringer (Klette, 2013;Klette et al, 2018). Det observeres relativt høy elevdeltakelse, men i liten grad diskusjoner hvor elevene bygger på hverandres bidrag og/eller utfordrer hverandre (Gilje, mfl., 2016;Ødegaard & Arnesen, 2010), og få diskusjoner som elevene selv tar initiativ til, og som laerer følger opp (Rasmussen, Rindal & Lund, 2014;Wiig, Silseth & Erstad, 2018 ). I studier av samarbeid mellom elever ser det ut til å vaere en stor variasjon mellom norske laerere når det gjelder den kognitive støtten, det vil si måten laererne bruker språket på for å vise elevene hvordan de skal jobbe sammen (e.g.…”

Section: Diskusjon Og Konklusjonunclassified

“…I studier av samarbeid mellom elever ser det ut til å vaere en stor variasjon mellom norske laerere når det gjelder den kognitive støtten, det vil si måten laererne bruker språket på for å vise elevene hvordan de skal jobbe sammen (e.g. Frøytlog & Rasmussen, 2020;Ingulfsen, Furberg & Strømme, 201;Wiig, Silseth & Erstad, 2018), og hvordan de skal jobbe med fag (dette gjelder også internasjonalt) (Hamre mfl., 2013). Det er ikke gitt at elever har erfaring med å dele strategier og ressurser for å nå et felles mål, eller at de vet hvordan de skal gjøre det.…”

Section: Diskusjon Og Konklusjonunclassified

Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater

Rasmusssen

Kjærnsli

Jensen

et al. 2020

ADNO

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I PISA 2015 undersøkes elevers ferdigheter i problemløsing ved samarbeid. Problemløsing ved samarbeid er en innovativ del av PISA-undersøkelsen og kommer i tillegg til lesing, matematikk og naturfag. Den innovative delen bygger på problemer og samarbeidssituasjoner som elever i 15-årsalderen møter i og utenfor skolen. I denne prøven løser elever oppgaver og samarbeider via en forhåndsprogrammert chat i en virtuell verden. Norske elever presterer på OECD-gjennomsnittet i problemløsing ved samarbeid, mens de presterer over gjennomsnittet i lesing, matematikk og naturfag. Denne artikkelen bidrar med en diskusjon av teorien som ligger til grunn for rammeverket, oppgavene og resultatene til norske elever i lys av annen forskning om problemløsing ved samarbeid. Nøkkelord: problemløsing, samarbeid, PISA, samtaler, datamediering Collaborative Problem Solving in PISA 2015: A discussion of the framework and the results of Norwegian students AbstractAbstract: Students’ skills in collaborative problem solving are tested in the 2015 PISA-survey. The collaborative problem solving test is an innovative part of the PISA-survey and appears in addition to reading, mathematics and science. This innovative part builds on problems and situations that 15 year old students encounter in and outside schools today. These skills are tested by students solving tasks and cooperating in a pre-programmed chat set in a virtual world. Norwegian students perform at the OECD-average, which is relatively weaker compared to how they perform in reading, mathematics and science. This article contributes with a discussion of the framework, tasks and Norwegian students´ results in light of other research on problem solving and collaboration. Keywords: problem solving, collaboration, PISA, discussions, computer mediated

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Creating intercontextuality in students learning trajectories. Opportunities and difficulties

Cited by 24 publications

References 41 publications

Trajectories of knowledge builders: A learning lives approach

Trajectories of knowledge builders: A learning lives approach

Expanding educational chronotopes with personal digital devices

Problemløsing ved samarbeid i PISA 2015: En diskusjon av rammeverket og norske elevers resultater

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