Didaktiske designprincipper til hybride professionelle læringsfælleskaber - Når digitale teknologier udvider lærernes teamsamarbejde

Abstract

I dette speciale ønsker vi at give et bidrag til debatten og forskningen vedr. PLF i den danske skole ved vægt på digitale teknologier og læreprocesser i teamsamarbejde. Vi mener, vores projekt kan bidrage med nye perspektiver og samtidig tager udgangspunkt i den aktuelle covid19 situation, hvor lærerne har været nødt til udelukkende at arbejde virtuelt.   Vores problemformulering er følgende:  Hvordan forstår og anvender lærere digitale teknologier som en del af deres teamsamarbejde, og hvordan kan man på baggrund heraf udvikle didaktiske designprincipper for hybride professionelle læringsfællesskaber?  Der anvendes teori om professionelle læringsfællesskaber ud fra Thomas R.S. Albrechtsens forståelse i en dansk skolekontekst. Samtidig anvender vi Robert J. Marzanos (der er en af grundlæggerne af PLF) teori om kollaborative lærerteams til at nuancere lærernes samarbejde. Det kobler vi med Nancy Bayms teorier om teknologisk medierede forbindelser mellem mennesker og Linda Harasims teori om online collaborative learning (OCL) til at forstå og beskrive, hvordan digitale teknologier og funktionaliteter kan understøtte læring i lærernes hybride teamsamarbejde. Vores tilgang er aktionsforskning. I første del af vores projekt er vi således analyserende ud fra et socialkonstruktivistisk/hermeneutisk forståelsesrettet perspektiv. I anden del skifter vi til et pragmatisk og designorienteret perspektiv. Vores resultater peger på, at det særligt er online fildeling og chat/kommunikation, der er afgørende for kollaborative processer i et hybridt teamsamarbejde. Vi konkluderer, at ved at betragte teamsamarbejdet i en ny hybrid form, hvor digitale teknologier ikke kun understøtter teamsamarbejdet som et redskab, kan der skabes et hybridt læringsrum for teamet, hvor digitale og analoge processer understøtter hinanden og smelter sammen. Vores projekt munder ud i tre didaktiske designprincipper. Vores bidrag er dermed - via didaktisk design bestående af designprincipper at give skolerne rammer til at kunne igangsætte en fælles udviklingsproces hen mod hybride teamfællesskaber på baggrund af de betingelser, som analysen har givet os en forståelse for. 

The aim of the present master thesis is to contribute to the debate and research on the topic of professional learning communities (PLC) in the Danish public school with special focus on digital technologies and processes of learning when collaborating in teams. The present thesis may bring new perspectives to this area also by including knowledge gained from the period of COVID19 where teachers had to work at home exclu-sively by virtual technologies. Our question of interest is: How do teachers understand and use digital technologies as a part of their collaboration in teams, and how can these findings be the foundation for development of new didactical de-sign principals for hybrid forms of professional learning communities? The present thesis include theory by Thomas R.S. Albrechtsen’s on the learning space in a Dan-ish school context. Furthermore, in order to create a nuanced discussion of the collaboration between teachers, theory by Robert J. Marzano’s - one of the founders of PLC - on collabora-tive teams, is applied. This is linked to Nancy Baym’s theory on the technology-mediated per-sonal connections in the digital age, and Linda Harasim’s theory on online collaborative learn-ing (OCL), which enable us to understand and describe how digital technologies and functions can support the learning that occur in the hybrid form of team collaboration between teachers. Our approach to the thesis is action research. Thus, the first part of the analysis has a social-constructivist and hermeneutist approach. In the second part, there is a shift to a pragmatic and design-orientated perspective. The re-sults indicate that online data sharing and chat/communication is crucial for collaborative pro-cesses in the hybrid form of team collaboration between teachers. The conclusion is that considering team collaboration in a new hybrid form creates a hybrid learning space for the team where digital and analogue processes support each other. Ultimately, our project results in three principles of didactive design. These principles can pro-vide the needed framework to start a shared process of development towards a hybrid learning space in the Danish public school.

A master programme thesis from Aalborg University

Didaktiske designprincipper til hybride professionelle læringsfælleskaber - Når digitale teknologier udvider lærernes teamsamarbejde

[Didactical design principals for hybrid forms of professional learning communities - expanding teachers team collaboration with digital technologies]