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A Changing Experience A Changing Experience – communication and meaning-making in web-based teacher training Acta Wexionensia Nr 176/2009 Pedagogik A Changing Experience – communication and meaning-making in web-based teacher training Linda Reneland-Forsman Växjö University Press A Changing Experience – communication and meaning-making in web-based teacher training. Akademisk avhandling för filosofie doktorsexamen vid Institutio- nen för pedagogik vid Växjö universitet 2009. Skriftserieredaktör: Kerstin Brodén ISSN: 1404-4307 ISBN: 978-91-7636-660-8 Tryck: Intellecta Infolog, Göteborg 2009 Abstract Reneland-Forsman, Linda (2009). A Changing Experience – communication and meaning-making in web-based teacher training. Acta Wexionensia No 176/2009. ISSN: 1404-4307, ISBN: 978-91-7636-660-8. Written in English with a summary in Swedish. This is a study of students’ meaning making in web-based higher education courses. Conditions for students meaning-making change when interaction tech- nology is used to support educational practices. Widened Participation policy ac- tivities often use web-based programs to attract “new” groups of more experi- enced students. The study used a communicative approach and focused on how previous experiences influenced actions and meaning making when students en- countered challenges related to course objectives. Mediated Discourse Analysis was used to analyse asynchronous communication in 10 groups during 18 weeks of a 4-year part-time distance education program, training childminders for a Bachelor of Education, specialising in early childhood. Appearances of meaning-making were traced to changes and breaks in student communication and presented as themes of orientations of actions namely: x participation, the manifestation of presence, engagement in course work and the creation of space for engagement x positioning, the creation of a student identity, the organisation of work, and the construction of a group culture x reference, the orientation actions took in a nexus of practices. Where did students go for examples and to challenge theoretical concepts? x changing experience is a collection of moments of reification, when students came to make realisations of relevance to subject and task. This study tells an alternative story to research on web-based education stating difficulties to achieve in-depth communication. The mediated environment of- fered strength for meaning-making and knowledge building as time, in the op- portunity to develop new perspective through thinking and in encountering con- cepts again and again. As numbers, in the necessary impact of other’s experi- ences. And as distance, provided by the shift of actions in asynchronous com- munication, forcing thoughts into written language and making them accessible for reflection and criticism. If we are serious about widening participation we should regard students not only as numbers but instead as a valuable resource that may contribute to change in education. In this context, the combination of new groups of students and web-based scenarios provides future avenues for an informed pedagogical approach to higher education. Keywords: Course design, Higher education pedagogy, Mediated Discourse Analysis, Meaning making, Mediation, Teacher training, Web-based learning, Web-based teaching, Widened participation In memory of Ron Scollon, 2009 To be a recipient of a communication is to have an enlarged and changed experience. One shares in what another has thought and felt and in so far, meagerly or amply, has his own attitude modified. Nor is the one who communicates left unaffected. (John Dewey, 1916/2004, p.5) 5 Acknowledgement A research environment characterised by generosity, intellectual fellowship, competence, multi-diversity, trust and tolerance, equity, curiosity, liberty and a small-scale format will favour an open and creative mind (Sahlin, 2001). Although difficult to find within a single faculty or university, I believe that if the nexus of practices that we as doctorate students participate in, offers these aspects of scientific research, we stand a good chance of becoming independent researchers. Thanks to all of you who contributed to my nexus! Special thanks to: All “beautiful women in the prime of life” (as you chose to describe yourself) for letting me take part of your conversations. Per Gerrevall for all the creative criteria above Monica Nilsson for seeing me in all this Anders Forsman for contrast and intellectual fellowship Claudia Gillberg for expanding the world Stefan Lund for putting me to the test and Kristina Henriksson for your last minute patience Not to forget: Professor Klaus-Dieter Mende for pushing me Kenneth Håkansson for introducing me to “Didaktik” a long time ago And of course Tor Ahlbäck, Peter Häggstrand and Pia Palm, it was with you guys it all started at 3.000 feet above the Atlantic... Finally my thoughts go to Professor Patricia Maguire who made me aware of the responsibility of being a researcher and how we handle the responsibility, trust and possibilities that come with the power of being one of them who gets to formulate the questions. And Peter, could I have wished for a more witty cover? Kalmarsund April the 24th 2009 6 Content Svensk sammanfattning...............................................................11 1 Introduction and aims...............................................................19 This study’s What and How .................................................................... 19 Why.......................................................................................................... 20 New means and modes ............................................................................ 20 The potential of IT for learning............................................................ 21 Widened participation.............................................................................. 21 This study’s leading ladies................................................................... 22 And there’s me ..................................................................................... 23 A prosperous twosome?........................................................................... 23 Aims......................................................................................................... 24 On terminology........................................................................................ 24 IT/ICT?................................................................................................. 24 Disposition............................................................................................... 25 2 A communicative approach to education................................27 A serious play with words ....................................................................... 28 On the discursive character of knowledge........................................... 28 From a linguistic to a communicative turn.......................................... 29 On the concept of meaning...................................................................... 29 Beyond dichotomies – a start in practice............................................. 30 Meaning through experience ............................................................... 30 Meaning and new modes...................................................................... 32 Understanding mediation......................................................................... 33 Communication as education................................................................... 34 Making choices........................................................................................ 35 Interfering I.......................................................................................... 36 3 A Structural Approach to Higher Education .........................39 Structures beyond language..................................................................... 39 A new managerialism........................................................................... 39 A loss of values..................................................................................... 40 Access to knowledge ............................................................................... 41 What knowledge? ................................................................................. 42 Widened Participation as policy .............................................................. 43 What’s widened? .................................................................................. 43 The future of Higher Education............................................................... 45 To further consider .................................................................................. 46 7 4 Related research ........................................................................49 A new field of practice ............................................................................ 49 Technology vs. culture ......................................................................... 50 Old & experienced? ............................................................................. 50 Digital environments ............................................................................... 51 Facing distance – new distribution forms................................................ 53 Supporting students.............................................................................. 54 New means - Computer Mediated Communication ................................ 55 From “being” to “signs of being”......................................................
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