Session Information
06 SES 06, Teacher Education and Digital Media
Paper Session
Contribution
EU FP7 project InteLEO is aiming to develop a set of next-generation Web tools which could support cross-organizational collaborative learning and knowledge building activities. The technological developments will be inspired by the pedagogical framework which puts a special focus on the harmonization of individual and organizational objectives. IntelLEO framework addresses learning communities which emerge within “extended organizations”, formed by temporary integration of two or more industrial, educational and/or research organisations with different cultures (Stokič et al., 2008; Kieslinger et al., 2009).
In the context of this study, extended organization consists of Tallinn University (TLU, the largest provider of pre- and in-service teacher training programmes in Estonia) and Estonian Association of Professional Teachers (EAPT). Our research problem is the low level of collaboration and communication between the members of these two organizations in the context of induction year programme for novice teachers. Poor communication between teacher training institutions and teachers’ communities of practice is the main reason contradiction between the academic/legitimised discourse on teachers professionalism and the praxis shared among experienced teachers. The construction of professional knowledge across boundary between schools and universities is rare and occurs mainly as one-directional from university towards school (Järvelä, 2001). Novice teachers do not still identify themselves as being part of the teachers’ community, mainly because of the in-service teachers do not see them as equal partners.
Our research questions are:
- Which aspects should be considered while developing the theoretical framework for the development of teachers’ network in extended organization?
- What are the the main design requirements for a Web-based portfolio environment that should support individual and collaborative knowledge building within extended organization?
- Which motivational factors can affect implementation of IntelLEO theoretical framework and Web-based portfolio in extended organization?
We claim that if the collaboration between the members of the extended organization will be technologically supported, then harmonization of cross-border learning and knowledge building can be more efficient. According to M. Knowles (1984), motivation is one of the key success factors for adult engagement in learning and knowledge sharing activities. Osterloch (2007) suggest that motivation is the key of knowledge work. The main aspect how to increase persons‘ intrinsic motivation is by giving the perception of autonomy in the context of learning. Technology can provide significant help to individuals and groups in cross-organisational knowledge building activities (Pata & Laanpere, 2008). During the first phase of this study, the priority was to map the current situation of the collaboration in extended organization and desired outcome. The second step involved defining the components of our technological solution, Web-based portfolio system. The next iteration of our study will focus on the motivation of individuals in network.
Method
Expected Outcomes
References
Baskerville, R.L. (1999): Investigating information systems with action research. Communications of the Association for Information Systems, Vol 2, Article 19. Järvelä, S. (2001). Shifting research on Motivation and Cognition to an Integrated Approach on Learning and Motivation in context. In S. Volet & S. Jäärvelä (Eds.), Motivation in learning contexts: Theoretical advances and methodological implications. New York:Pergamon. Kieslinger, B., Pata, K., Fabian C.M. (2009). Participatory Design Approach for the Support of Collaborative Learning and Knowledge Building in Networked Organizations. International Journal of Advanced Corporate Leaning Vol 2 (3). Knowles, M. S., et al., “Andragogy in action: Applying modern principles of adult education”. San Francisco: Jossey-Bass, 1984. Lave, J., Wenger, E. (1991). Situated learning: Legitime peripheral participation. New York: Cambride University Press. Osterloch, M. (2007). Human resources management and knowledge creation. In K. Ichijo & I. Nonaka (Eds.) Knowledge creation and management. New challenges for managers. (pp. 158-175). Oxford University Press. Pata, K., & Laanpere, M. (2008). Supporting cross-institutional knowledge-building with Web 2.0 enhanced digital portfolios. Paloma Diaz; Kinshuk; Ignacio Aedo; Eduardo Mora (Eds.). The 8th IEEE International Conference on Advanced Learning Technologies (ICALT 2008), July 1st- July 5th, 2008, Santander, Cantabria, Spain. (798 - 800). Washington: IEEE Computer Society Press Siadaty, M., Jovanovic, J., Gaševic, D., Stokic, D. (XXX) Content and Knowledge Provision services for and Intelligent Extended Learning Organisation Stokic , D., Pata., K., Devedži , V. & et al. (2008). Intelligent Learning Extended Organizations. Proceedings of TELearn2008, Hanoi, Vietnam. CD Edition.
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