1. Drexel, June 2004 1 InterMedia, University of Oslo  InterMedia: Design, communication and learning – in digital environments  New research school: fall 2004– sociocultural perspectives on learning, communication and ICT (9 students)  Networks’- Kaleidoscope, Nordic, University level: Strategic program  Socio-cultural perspective  ICT and learning research group  Anders Mørch – computer science, design etc.  Sten- Educational psychology  8-10 PhD students, 2 post docs  Mostly studies in the educational sector, a few in workplaces  Projects: all based on the socio-cultural approach  Dialogism (6) (science, social science, language, art history, teacher education)  Activity theory (2) (teacher education)

2. Drexel, June 2004 2 Institutional perspective  Socio-cultural perspective  Guiding research question:  What counts as knowledge – in a practice (and across practices)  Learning trajectory  Constituted by interactional achievement and participation structures  Talk and artifacts  Prompting and scaffolding tools  Methodological orientation: Ethnography with Interaction analysis (video data + ….)

3. Drexel, June 2004 3 Institutional perspective  Assumptions:  Students has: different interests, multiple goals, multiple voices – in schools as institutions and in activities in general– multiplicity and cultural diversity  Accountability from student perspective and other perspectives

4. Drexel, June 2004 4 Institutional perspective  Development:  The idea of higher order knowledge and skills  The relationships and transformation of everyday and scientific concepts  Computer tools that can contribute to prompt, scaffold and structuring of learning activities  Structuring of learning environment in different knowledge domains

5. Drexel, June 2004 5 Fle Categories  Fle2-supported inquiry set (basic categories)  Problem  My working theory  Reliable knowledge  Uncertain knowledge Our specialization of “deepening knowledge”

6. Drexel, June 2004 6 Institutional perspective  Socio-genetic perspective  Institutional – talk and artifacts - individual development  What counts as knowledge for the participants?  Artifacts: prompts’ and categorization

7. Drexel, June 2004 7 Contribution to math@..  Unit of analysis and levels of description  Institutional history and moment by moment interaction (different data types)  Learning trajectory  Interactional achievement and participations structures  Figure-ground in multiple level analysis  Does institutional aspects disappear in online environments?

8. Drexel, June 2004 8 Institutional perspective  Publications:  Ludvigsen, S. & Mørch, A. (2003). CATEGORISATION IN KNOWLEDGE BUILDING. Task specific argumentation in a co-located CSCL environment. In Wasson, B., Ludvigsen, S. & Hoppe, U. (Eds.) Designing for Change in Networked Learning Environments.Amsterdam, Kluwer  Ludvigsen, S. (in press). What counts as knowledge: Learning to use categories in computer environments. In Säljö, R. (Ed.). ICT and Transformation of Learning Practices.