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Descriptors:
Foreign Countries; Web Sites; Electronic Publishing; Formative Evaluation; Educational Practices; Classification; Educational Technology; Reflection; Instructional Design; College Instruction; Online Courses; Discourse Analysis; Content Analysis; Evaluation Criteria; Models

Abstract:
Purpose: The purpose of this paper is to analyze the use of blogs as part of a formative assessment practice, to report how reflective peer-to-peer learning can be designed and provided in online higher education. Design/methodology/approach: The research relies on a qualitative approach. The empirical setting comprised an online higher education course in which 23 students were enrolled. All students wrote individual blogs, and the analysis was done using all postings and comments from the blogs. For the analysis the ICE (Ideas, Connections, and Extension) three level classification model was used. Findings: The designed blog exercise turned into an informal and formative type of assessment that scaffolds the students' learning, providing a reflective peer-to-peer technology-enhanced learning design. Research limitations/implications: The study is limited to one online higher education course. Additional research on educational technology and e-assessment is needed. In particular, research on the informed design of technology-enhanced learning practices characterized by formative e-assessment and the role of the designed use of blogs in the facilitating and enhancement of the students' peer-to-peer learning. Practical implications: The paper demonstrates that the design and use of blogs embrace a formative assessment approach that cultivates the students' reflective peer-to-peer learning. Originality/value: The paper provides insight into the designed use of blogs in online higher education together with the potential in formative assessment for learning. The ICE three-level classification model provides a dynamic possibility to analyze online higher educational practices. (Contains 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Mathematics Teachers; Professional Development; Teaching Methods; Secondary School Teachers; Teamwork; Foreign Countries; Inservice Teacher Education; Instructional Effectiveness; Teacher Attitudes; Protocol Materials; Documentation; Educational Technology; Technology Integration; Computer Uses in Education; Video Technology; Computer Software; Multimedia Materials; Multimedia Instruction; Electronic Publishing; Internet

Abstract:
This study demonstrates the possibilities of videopaper to support teacher professional development in a workplace setting. A team of five mathematics teachers in a secondary school was followed over a period of six months as they worked jointly to improve their teaching and team practice. In a stepwise strategy for deliberate and object-oriented practice transformation based on principles of Developmental Work Research (DWR) methodology, videopaper is used as a tool for mirroring and analysing the teachers' practices. Research data encompassed field observations, video-films of teaching and teamwork discussions in a series of teacher-researcher workshops and videopaper documents. The findings point to changes in teachers' conceptual approaches to learning and teaching, and to the significance of technology-enhanced support for professional development. The study contributes to an understanding of the complexities in bridging practices between social and technological design for teacher development and the development of learning communities. (Contains 2 figures, 2 tables and 1 note.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Foreign Countries; Higher Education; Program Evaluation; Educational Change; Industry; School Business Relationship; Transfer of Training; Case Studies; Problem Solving; Educational Research; Training Methods; Research and Development; Web Based Instruction; Computer Mediated Communication; Computer System Design; Educational Technology; Computer Software; Instructional Design; Computer Assisted Instruction; Internet; Teaching Methods; Program Descriptions; Instructional Development; Design Requirements; Workplace Learning; Knowledge Management; Teacher Education; Networks

Abstract:
This deliverable has been produced in the context of the Knowledge-Practice Laboratory (KP-Lab) project. KP-Lab focuses on innovative practices of working with knowledge in higher education, teacher training, and workplaces. Participants of WP10 are University of Helsinki, University of Oslo and Poyry Forest Industry representing both researchers and practitioners. WP10 explores knowledge practices in workplaces to understand more of the ways professionals create, use, communicate, and embed knowledge in their work. Such understandings will be made available for subsequent problem-solving in individual and collaborative knowledge advancement. In a longer term perspective this allows to explore professionals' knowledge creation and production processes during boundary crossing between workplaces, from workplaces to education, and from higher education to workplaces. In this deliverable we report empirical findings from the case studies that are currently active in the portfolio of cases. We draw attention to aspects of "artefact production," "knowledge creation" and "practice transformation." In our studies knowledge-creation and transformation of practice rests in the interplay of tools, activities and actors. In the cases reported here, the tools provide either a) arena for productive interactions and knowledge creation, b) resources for knowledge creation and practice transformation or c) means for data collection and analytic work. The activities point to many examples where new structures of participation in knowledge work are exemplified as boundary crossing or horizontal movements as professional contribute their expertise to solve open-ended problems. The findings in the cases studies reported here will also be a resource in the continuation of work as more integrated studies; leading and satellite studies with extended pilots. In addition, the outcomes of the studies can feed into refinement of process-sensitive methodologies, exploitation and refinement of the KP-Lab Reference Model and elaboration of pedagogical models for open-ended, object-oriented inquiry as explained in pedagogical R&D in the revised research plan. (Individual sections contain references, figures, and footnotes.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Teacher Education; Portfolios (Background Materials); Foreign Countries; Teacher Education Programs; Student Teachers; Theory Practice Relationship; Technology Integration; Information Technology

Abstract:
Teaching portfolios supported by new learning technologies have increased in importance in Norwegian schools and teacher education. However, the learning potentials of integrated e-portfolios have still to be researched and further developed. This article focuses on professional learning in a teacher education programme reorganised by use of Information and Communication Technology (ICT), teaching portfolios and assessment. Findings reveal that the portfolios have prompted professional learning for the student teachers and that the portfolios turned out to be productive tools for bridging the gaps between theory and practice in teacher education. The impact of the integrated technology activities on students' learning varies depending on individual conceptions of technology, learning and teaching. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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