1. Høgskolen i Oslo 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

2. Høgskolen i Oslo Culture for learning Ministry of Education and Research Basic skills – five competences: l Express oneself: –orally –written l Read l Mathematics l ICT (digital competence) Report no. 30 to the Storting (2003-2004)

3. Høgskolen i Oslo Goal: Develop the student teachers digital competence l The governmental framework: –ICT as a pedagogical tool at all levels l 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 multi-disciplinary didaktik with ICT

4. Høgskolen i Oslo Questions - challenges l How to make sure that ICT is not reduced to only a tool? l Develop a digital competence is more than a skill »Need for remediation »Defining semantic structures

5. Høgskolen i Oslo Remediation i the meaning… …the formal logic by which new media refashion prior media forms… Remediation is used in science on new media. Two strategies for remediation are ”immediacy” and ”hypermediacy” (Bolter and Grusin 2003:273)

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

7. Remediation ICT Mathematics Didaktik Digital didaktik Ex: Formula editor and painting tool in Mathematics Word processor: Insert objects Formula editor Painting tool: Create images Raster and vector graphic Image Size Editing images Visualization for kids Formula: Polynomial expressions ( ) Fractional expressions (1/4) The use of the sign equality (=) Figures: Painting graphs and figures Precise forms for expressions: A need to compose tasks for the pupils in school practice Work with symbol expressions Original didaktik in Mathematics and ICT Digital formula editor and digital painting tool relevant

8. Høgskolen i Oslo Defining semantic structures l combine compulsory subjects with ICT l expand teacher students digital competence further than technical skills l Stimulate and motivate for: –concrete and abstract thinking –connect experiences with action – the semantic level, the level of meaning –Ex. In the combination of Norwegian and ICT, the teacher students have to learn that ICT is more than operational skills who is inferior to write

9. Høgskolen i Oslo Describe experiences > terms > semantic structure for the new content in Teacher Education l Through concrete and abstract dialogue the content changes character l To find out what is changed, is to describe experiences with ICT in learning – result gives terms, that together results in semantic structures l Changes TEXT as a phenomena l Changes COMMUNICATION and SOCIAL interaction as a phenomena l Changes the MEMORY FUNCTION both individually and collectively (changing the habits)