Crina Damsa & Hanni Muukkonen (2020) Conceptualising pedagogical designs for learning through object-oriented collaboration in higher education, Research Papers in Education, 35:1, 82-104, DOI: 10.1080/02671522.2019.1677751
Conceptualising pedagogical designs for learning through object-oriented collaboration in higher education
|Author:||Damsa, Crina1; Muukkonen, Hanni2|
1University of Oslo, Oslo, Norway
2University of Oulu, Oulu, Finland
|Online Access:||PDF Full Text (PDF, 0.7 MB)|
|Persistent link:|| http://urn.fi/urn:nbn:fi-fe2022020918452
|Publish Date:|| 2022-02-09
This paper elaborates on the notion of object-oriented collaborative learning by building on empirical material from two case studies in higher education. Prior empirical findings show how knowledge objects are evolving entities, shaped by the interactions between participants, and how students learn from engaging in knowledge practice that involves different activities with knowledge objects. However, the pedagogy of teaching and learning with objects needs to be further explored and grounded in empirical data. Using two case studies, we examine how learning designs in higher education courses support students’ learning through work on shared knowledge objects, as well as how students experience these designs and the learning process. By means of complementary datasets, the learning design, enacted teaching practices, collaboration processes, experiences, and competence learned are mapped and analysed. The findings are helpful in elucidating the learning taking place through interaction and practices mediated by shared knowledge objects, as well as informing the development of principles of a pedagogy of object-oriented collaborative learning, which provide practical recommendations and invite further research endeavours.
Research papers in education
|Pages:||82 - 104|
|Type of Publication:||
A1 Journal article – refereed
|Field of Science:||
516 Educational sciences
This work was supported by the Academy of Finland [ARONI 285806]; European Commission [KNORK 402765 543154-LLP-1-2013-1-FI-KA3-KA]; Norges Forskningsråd [HORIZON 212285].
© 2019 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Research Papers in Education on 18 Oct 2019, available online: https://doi.org/10.1080/02671522.2019.1677751.