Abstract
This paper reports a novel perspective of integrating digital media in education. In a research and development project we developed and tested a new tool (eLogg) aimed for use in primary and lower secondary schools. Strongly influenced by popular technologies, such as weblogs and wikis, eLogg was built on different assumptions and ideas of how to facilitate learning and communication than traditional learning management systems (LMS). After an initial phase of participatory design and development, eLogg was tested in different school settings. Part of this use was observed, and the preliminary results are reported here. Our analysis shows that the open aspects of eLogg lead pupils to hold conversations with each other as well as opening for building on others’ writings in their online learning activities. The specific activity types we identified in this study were peer conversations, resource sharing, lurking, project work, and assignments. We end the paper by relating these findings to what we have found in a second case study, where we observed the use of an LMS. On these grounds we conclude that there are important differences, and that we always should keep in mind that the technologies we use are inscribed with assumptions about what learning is and how it should be supported.
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IT i Utdanning (IT in Education) Network for IT-Research and Competence in Education, funding from the Ministry of Education in Norway.
Some self-reported by pupils/teachers.
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Acknowledgments
The work is sponsored by ITU, as a part of the joint R&D project “Dramaturgi i Distribuert Læring”. The partners in the project are Mediesenteret, Websys AS, and InterMedia. In particular we would like to thank Morten Fahlvik, Jon Hoem, Hanne Opedal, Ture Schwebs, Jo Wake, and Barbara Wasson.
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Baggetun, R., Mjelstad, S. eLogg: Facilitating ownership and openness in virtual learning environments. Educ Inf Technol 11, 357–369 (2006). https://doi.org/10.1007/s10639-006-9006-4
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DOI: https://doi.org/10.1007/s10639-006-9006-4