The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education

Autor/inn/en	Zitter, Ilya; de Bruijn, Elly; Simons, Robert-Jan; ten Cate, Olle
Titel	The Role of Professional Objects in Technology-Enhanced Learning Environments in Higher Education
Quelle	In: Interactive Learning Environments, 20 (2012) 2, S.119-140 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494821003790863
Schlagwörter	Foreign Countries; Educational Technology; Instructional Design; Computer Mediated Communication; Web Sites; Computer Software; Simulation; Role Playing; Video Technology; College Instruction; Case Studies; Content Analysis; Observation; Task Analysis; Student Projects; Active Learning; Expertise; Journalism; Transfer of Training; Cooperative Learning; School Business Relationship; Nonprofit Organizations; Small Businesses; Program Administration; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Unterrichtsmedien; Lesson concept; Lessonplan; Unterrichtsentwurf; Computerkonferenz; Web-Design; Simulation program; Simulationsprogramm; Rollenspiel; Hochschullehre; Case study; Fallstudie; Case Study; Inhaltsanalyse; Beobachtung; Aufgabenanalyse; Schulprojekt; Aktives Lernen; Expert appraisal; Journalistik; Journalismus; Training; Transfer; Ausbildung; Kooperatives Lernen; Nonprofit-Organisation; Kleingewerbe; Niederlande
Abstract	We study project-based, technology-enhanced learning environments in higher education, which should produce, by means of specific mechanisms, learning outcomes in terms of transferable knowledge and learning-, thinking-, collaboration- and regulation-skills. Our focus is on the role of objects from professional practice serving as boundary objects and the authentic mechanisms they are to activate. We identify three sets of features of boundary objects: (1) facilitation of the interaction between actors enacting various roles; (2) handling in diverse physical and digital spaces; and (3) usage across certain timeframes. Data from an in-depth case study show that these features help to activate authentic mechanisms, namely, using expert performances, enacting multiple roles and perspectives, collaboratively constructing knowledge, reflecting and articulating. The identification of boundary objects and the way they trigger authentic mechanisms for learning, provide concrete guidance for the design of project-based, technology-enhanced learning environments in higher education. (Contains 3 tables, 9 figures and 2 notes.) (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10