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Signs for learning to perform in a digital environment
Mid Sweden University, Faculty of Educational Sciences, Department of Education.ORCID iD: 0000-0002-0941-9364
Pedagogiska institutionen, Umeå universitet.
Pedagogiska institutionen, Umeå universitet.
2010 (English)In: Australasian Journal of Educational Technology, ISSN 1449-3098, E-ISSN 1449-5554, Vol. 26, no 7, p. 996-1011Article in journal (Refereed) Published
Abstract [en]

This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

Place, publisher, year, edition, pages
2010. Vol. 26, no 7, p. 996-1011
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:miun:diva-12420DOI: 10.14742/ajet.1030ISI: 000285643500007Scopus ID: 2-s2.0-78650795536OAI: oai:DiVA.org:miun-12420DiVA, id: diva2:374659
Available from: 2010-12-06 Created: 2010-12-06 Last updated: 2017-12-12Bibliographically approved

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Lindberg, J OlaOlofsson, Anders D.

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