Video Productions as Learning Resources in Students’ Knowledge Building in the Ubiquitous Society Presenters: Lars Birch Andreasen a & Mie Buhl b Co-authors: Rikke Ørngreen a, Karin Levinsen a, Pernille Rattleff c a Associate Professor, PhD, Department of Education (DPU), Aarhus University b Professor, PhD, Department of Communication, Aalborg University c Senior advisor, PhD, Faculty of Law, Copenhagen University International Conference on Lifelong Learning, ICLLL 2011, Nov, Kuala Lumpur, Malaysia

Theoretical framework of ICT- based pedagogical design A learning perspective: – Potentials in digital media? A teaching perspective: – Realisation of the potentials?

The preconditions for the paper Builds on a status of state-of-the-art and on specific pilot studies: – Video streaming of teacher presentations and actual class activity – Involving students in production and analyses of video from their own professional practice In preparation for a long-term research project on educational use of video

Purpose and theoretical approach Purpose: is to study the interplay between digital devices (artefacts), learners, and the specific learning content Theoretical approach: multimodality as the interplay between different sign systems (images, text, sound, narratives)

Methodological approach A theory-generating practice – Developing designs in collaboration with stakeholders, e.g. students – Further development through feedback from stakeholders – Inspired by design-based and action research Multimodality – with regards to observation, analysis, understanding and change of a professional practice.

Methodological challenges The choices of qualitative data generation in difference to quanitative data generation: How can we learn from different data- generation practices? – qualitative knowledge of phenomena and the constitutive paths to get there. – the value of non-generalisational themes in concrete learning situations

Methodological choices Data-generation – How to grasp the learning as situations – E.g. through ethnograpic methods (students as co-producers in mapping their learning paths in different situations) – E.g. through students’ own design of video productions from their own professional practice

Qualitative research findings knowledge on how learning activities unfold among students or learners in specific situations in the ubiquitous society implications for the design of study environments the design of educational programmes.

Recommendations This particular presentation of our approach as a contribution to network discussions on how to conduct research processes – Theoretical framework – Preconditions – Theoretical approaches – Methodological challenges – Methodological choices – Research findings

Thank you Mie Buhl, Lars Birch Andreasen,