Mapping Situations in Implementing Learning Platforms

Abstract

The implementation of digital learning platforms can be a complex process as it involves change for multiple stakeholders such as teachers, school managers and staff from the municipality. This paper draws on video observations from workshops held at two schools in a project intended to support implementation. The aim of this paper is to map the stakeholders' beliefs about the platforms and their implementation, to identify cultural logics underlying these beliefs and to investigate how these affect opportunities for implementing the platforms.

Mapping what matters – an approach to determine curriculum content of in-service teacher training

“…For example, although there is widespread consensus of the importance of digital literacy and computational thinking, these concepts have dramatically different meanings depending on the source (see e.g. Tamborg & Allsopp, 2018Kallia et al 2021). This is problematic since teachers can both use the same labels to refer to different content, and different labels to refer to the same content, ultimately leaving course designers with only a vague understanding of what is needed.…”

Arcform

“…Furthermore, in that work, the compositional structure was compared to that of a range of other notations and various hypothetical ways of using triples and enclosures, the ease of using the compositional structures was tested on potential users and the expressiveness of the compositional structure was tested while capturing a text corpus in the notation. Arcform has since been used in research projects in processes of untangling stakeholder relations and beliefs from interview data [2,3], including one project that used the compositional structure with a language other than English [4]. It has also been considered as a foundation for an e-learning platform [5].…”