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
Høgskolen i Oslo
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)
Høgskolen i Oslo
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
Høgskolen i Oslo
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
Høgskolen i Oslo
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
Høgskolen i Oslo
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
Høgskolen i Oslo
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!
Høgskolen i Oslo
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)
Høgskolen i Oslo
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

Original didaktik in Norwegian and ICT
Remediation
Didaktik
Peer review assessment:
•Focus on process more than product,
Vygotsky, learn by interaction
Why collective learning? ICT as a tool for communication
Digital text production relevant
Norwegian
Methologhy of writing, learn to write:
•Grammas
•Word and text compotation
•Genre
•From symbol to sound
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
Presise uttrykksformer:
•A need to compose tasks for the pupils in school practice
•Work with symbol expressions
Digital formula editor and digital painting tool relevant
Mathematics
Formula:
•Polynomial expressions (3x3 - 2x + .5x2 + 6)
•Fractional expressions (1/4)
•The use of the sign equality (=)
Figures:
•Painting graphs and figures