“Designs for Teaching and Designs for Learning –
Technology Mediated Amalgamation (‘Obuchenie’)”
Professor Dr. Andreas Lund
University of Oslo, Norway
Abstract. The aim of this presentation is twofold: First, it discusses what professional digital competence involves for the teaching profession and teacher education. What sets this particular professional competence apart from that of other professions such as e.g. nurses and engineers, and what is it about digital technologies that have transformative impact on our concept of knowledge and how knowledge can be constructed in 21st century educational settings? The answer is found by examining both the more generic impact of technologies on pedagogy and the learning sciences, the more subject specific impact on didactics, and implications for practice. Second, the presentation makes an argument for a response in the form of design. However, this concept needs to be examined in light of conceptual frameworks as well as empirical studies in order to demonstrate explanatory power when learning becomes increasingly complex, collaborative, and entwined with actors’ use of sophisticated artifacts. Vygotsky’s notion of obuchenie – an activity that holds learning as well as teaching – will serve as a guiding principle in this section. I will draw on research studies that can serve as empirical carriers of this principle, from the use of wikis in classrooms as well as from the use of tablets in teacher education. Finally, I will raise some issues concerning ‘performative’ competence and assessment as a point of departure for further discussion.
Andreas Lund (1951) is Professor at the Department of Teacher education and School Research at the University of Oslo in Norway and Director of the ProTed Center for Excellence in Teacher Education. ProTed aims to develop coherent, integrated and research-based teacher education at master’s level, and has digital learning environments and student teachers’ professional digital competence as prioritized areas. Lund’s previous positions include Dean of Studies at the Faculty of Education, post-doctoral researcher at InterMedia, Center for learning, technology and design, and teacher at senior high school level. Supervisor of numerous PhD students, mostly in the field of ICT and learning, but also teacher education and school leadership. Lund has published extensively within the field of learning, teaching and ICT, technology-mediated communication, and teacher education. His research activities and fields of interest: Teacher education and the design of digital learning environments and trajectories, human interactions in technology-rich environments, sociocultural and activity theoretical perspectives on learning and didactics, speech communities, and communication change, collective cognition and collaborative knowledge advancement. Website. http://www.uv.uio.no/ils/english/people/aca/andlund/index.html
Some relevant publications
Lund, A., Furberg, A., Bakken, J., & Engelien, K. (2014). What Does Professional Digital Competence Mean in Teacher Education? Nordic Journal of Digital Literacy, 9(4), 281-299.
Aagaard, T., & Lund, A. (2013). Mind the Gap: Divergent Objects of Assessment in Technology-rich Learning Environments Nordic Journal of Digital Literacy(4), 225-243.
Lund, A., & Hauge, T. E. (2011). Designs for Teaching and Learning in Technology Rich Learning Environments. Nordic Journal of Digital Literacy(4), 258-271.
Lund, A., & Hauge, T. E. (2011). Technology in Use – Some Lessons About Change in Schools and Teacher Professional Development. Nordic Journal of Digital Literacy(4), 204-206.
Lund, A., & Rasmussen, I. (2008). The right tool for the wrong task? Match and mismatch between first and second stimulus in double stimulation. International Journal of Computer-Supported Collaborative Learning, 3(4), 25-51.
Lund, A., Rasmussen, I., & Smørdal, O. (2009). Joint designs for working in wikis: a case of practicing across settings and modes of work. In H. Daniels, A. Edwards, Y. Engeström, T. Gallagher & S. Ludvigsen (Eds.), Activity theory in practice: promoting learning across boundaries and agencies (pp. 207-230). Oxon, UK and New York: Routledge.