Semantic Structures & Multi-disciplinary Integration Visualization, Linguistic Multiplicity and Semantic Annotation as Didactical Scaffolds for Internationalized e-Learning Seminar 12.9.05 Webpage: http://pedit.hio.no/~fragment/org/sem050912/ Vibeke Bjarnø, the Department of ICT, Faculty of Education http://pedit.hio.no/pedit/appl/cabalist/seminar/seminar_register.php

Culture for learning Ministry of Education and Research Basic skills: to be able to express oneself orally to be able to read to be able to express oneself in writing to be able to do arithmetic to be able to use information and communication technology   Report no. 30 to the Storting (2003-2004)

Goal: Develop the student teachers digital competence The governmental framework: ICT as a pedagogical tool at all levels What is digital competence for student teachers? Learn to use Use to learn How to integrate ICT as a natural part of learning – in pupil’s everyday life – develop new didaktik http://odin.dep.no/ufd/english/doc/handbooks/045071-120012/dok-bn.html The term didaktik used in my paper is untranslarable to English, it is used to emphasize the Central and Northern European connotations of the concept. The term Didaktik is interwined of action and reflection, practice and theory (Gundem and Hopmann 1998). Different from the Anglo saxon understanding of didactic, who is more a methodological concept.

Definition of “use information and communication technology …to use and bring out/get forth, save, create, introduce, evaluate and exchange information… (p.34: my translation) Digital competence = comprehensive term, not yet finally defined The vision of the Programme for digital competence 2004 – 2008: “Digital competence for all…Make digital competence everyone's property” The biggest challenge in teacher education: Raise the educational use of ICT in learning …bruke og hente frem, lagre, skape, presentere, vurdere og utveksle informasjon…. (s. 34) Visjonen i Program for digital kompetanse 2004-2008 = ”digital kompetanse for alle” ”Gjøre digital kompetanse til alles eiendom” Digital kompetanse er summen av enkle IKT-ferdigheter, som det å lese, skrive og regne, og mer avanserte ferdigheter som sikrer en kreativ og kritisk bruk av digitale verktøy og medier. IKT-ferdigheter omfatter det å ta i bruk programvare, søke, lokalisere, omforme og kontrollere informasjon fra ulike digitale kilder, mens den kritiske og kreative evnene også fordrer evnene til evaluering, kildekritikk, fortolkning og analyse av digitale sjangrer og medieformer. Totalt sett kan digital kompetanse dermed betraktes som en meget sammensatt kompetanse. (Kultur for læring side 48)

How? Close the gap between what student teachers are taught to do in school and the way ICT is used as a tool for learning in teacher education. In school practice: gap between teachers’ ICT knowledge and their skills in using ICT to support pupils’ learning What can teacher education do to change this? Means/agent: develop a multi-disciplinary education with ICT and be role models for the student’s Plan for the first division (first and second year) of the new teacher education at Oslo University College Integration of ICT in the compulsory subjects: Mathematics Norwegian Educational science Christianity and general religious and moral education = 1st and 2nd year of Teacher Education (3rd) After longer discussions we decided to enlarge the project by exposing some of the themes to third year. The third year will not be referred in this presentation, since it not yet tried out in practice. Based on a 30-point curriculum “ICT and Learning 1” with 3 main themes: Introduction to information technology (15-point) Didaktikal use of information technology (10-point) Information technology in society and at the workplace (5-point) This study has until recently been one of many options for the student in their fourth and finial year. To integrate the component from the beginning of the study time, they will be able to raise their ICT competence. The student will also experience how this competence can be used in learning situations, and in school practice (primary and secondary schools) during their practice period. They will be fit to meet the challenges and the prevailing rules for information technology in society and working-life. To reach this point it has been a long process, and still is a long process before we can say that the goal of full integration of didaktikal use in the new teacher education, is reached – (see next folder)

Questions - challenges How to handle the framework for ICT integration? Defining semantic structures? How to make sure that ICT is not reduced to only a tool? Develop a digital competence is more than a skill

The plan of eNorway Norway is the country for opportunities. The new technology forces boarders and the youth of today are already the most important agent’s in this development. The SMS-generation are tomorrows value makers. Therefore we have to listen and learn from them (Source: Odin – my translation). The student teacher uses already digital tool – What can the teacher education introduce? A integral education - Give the student teacher’s the opportunity to further develop their digital competence, systematize it, show good didaktikal use of digital tools in learning situations in the way our student’s are going to practice in later school practice. The challenge of remediation! En helhetlig opplæring - videreutvikle deres digitale kompetanse, systematisere den, vise god didaktisk bruk av digitale verktøy i læreprosesser slik studentene skal praktisere i senere barnehage- og skolepraksis. eNorge-planen: Norge er mulighetenes samfunn. Den nye teknologien sprenger grenser og dagens unge er allerede blant de viktigste aktørene i denne utviklingen. SMS-generasjonen er morgendagens verdiskapere. Derfor må vi lytte til og lære av dem.” (Kilde: Odin)

Remediation i the meaning… …the formal logic by which new media refashion prior media forms… Remediation is used on science on new medias. Two strategies for remediation are ”immediacy” and ”hypermediacy” (Bolter and Grusin 2003:273) Helge skal du bruke denne??: Eks: en remediering av en thesaurus

Ex: - Peer review assessment ICT Word processor: Track changes Insert comment Compare and Merge Documents Spelling and Grammar check LMS: Tool for writing in groups Discussion forum Chat New didaktik Remediation Original didaktik in Norwegian and ICT Didaktik Hvorfor samarbeidslæring? Hva er bra med det? IKT et virkemiddel for kommunikasjon. Norwegian Peer review assessment: Focus on process more than product, Vygotsky, learn by interaction Why collective learning? ICT as a tool for communication Methologhy of writing, learn to write: Grammas Word and text compotation Genre From symbol to sound Digital text production relevant

Ex: Formula editor and painting tool in Mathematics ICT Word processor: Insert objects Formula editor Painting tool: Create images Raster and vector graphic Image Size Editing images Digital didaktik Remediation Original didaktik in Mathematics and ICT Didaktik item, spot, point, dot, period = punkt Raster Images Raster images are composed of individual elements, called pixels, arranged in a grid. Each pixel has a specific location and colour. If you magnify raster data, you can see the individual pixels as squares of colours. An object in a raster image is defined by its pixels. For example, the front door in an image of a house is made up of a mosaic of pixels at certain locations in the image. In bitmap images you edit pixels rather than objects or shapes. Raster images can display subtle changes in tones and colours, so they are most often used for images like photographs and digital artwork. Raster images contain a fixed number of pixels, so when you magnify the image you are magnifying the display size of the pixels. As a result, raster images can display jagged rather than smooth edges if magnified on screen or printed at a large magnification. Vector Graphics Vector graphics or images use geometric characteristics—lines, curves, and their locations—to define objects. For example, a door in a graphic of a house is made up of a rectangle with a certain width and height at a specific location and filled with a certain colour. In vector images you edit objects or shapes rather than pixels. Vector graphics do not lose clarity or detail when scaled to any size or printed at any resolution. They work well for technical illustrations or corporate logos. brøk-fractional Brøkdelfraction likhetlikeness, equality POLYGON = a closed figure formed by three or more segments polynomial A mathematical expression that is a sum of terms, each term being a product of a constant and a non-negative (or zero) power of a variable or variables. For example: 3x3 - 2x + .5x2 + 6 Presise uttrykksformer: A need to compose tasks for the pupils in school practice Work with symbol expressions Mathematics Formula: Polynomial expressions (3x3 - 2x + .5x2 + 6) Fractional expressions (1/4) The use of the sign equality (=) Figures: Painting graphs and figures Digital formula editor and digital painting tool relevant