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EJ959627 - The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education

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ERIC #:	EJ959627
Title:	The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education
Authors:	Zitter, Ilya; de Bruijn, Elly; Simons, Robert-Jan; ten Cate, Olle
Descriptors:	Foreign Countries; Educational Technology; Instructional Design; Computer Mediated Communication; Web Sites; Computer Software; Simulation; Role Playing; Video Technology; College Instruction; Case Studies; Content Analysis; Observation; Task Analysis; Student Projects; Active Learning; Expertise; Journalism; Transfer of Training; Cooperative Learning; School Business Relationship; Nonprofit Organizations; Small Businesses; Program Administration
Source:	Interactive Learning Environments, v20 n2 p119-140 2012
More Info: Help Peer Reviewed:	Yes
Publisher:	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Date:	2012-00-00
Pages:	22
Pub Types:	Journal Articles; Reports - Evaluative
Abstract:	We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects and the authentic mechanisms they are to activate. We identify three sets of features of boundary objects: (1) facilitation of the interaction between actors enacting various roles; (2) handling in diverse physical and digital spaces; and (3) usage across certain timeframes. Data from an in-depth case study show that these features help to activate authentic mechanisms, namely, using expert performances, enacting multiple roles and perspectives, collaboratively constructing knowledge, reflecting and articulating. The identification of boundary objects and the way they trigger authentic mechanisms for learning, provide concrete guidance for the design of project-based, technology-enhanced learning environments in higher education. (Contains 3 tables, 9 figures and 2 notes.)
Abstractor:	As Provided
Reference Count:	22

Note:	N/A
Identifiers:	Netherlands
Record Type:	Journal
Level:	N/A
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	ISSN-1049-4820
Audiences:	N/A
Languages:	English
Education Level:	Higher Education; Postsecondary Education
Direct Link:	http://dx.doi.org/10.1080/10494821003790863

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