Abstract
This master thesis deals with education of teachers in the Higher College Vestfold in Norway. (Fagskolerne I ) Norway are in the midst of a paradigm shift, as the Norwegian Government wants a revision of educational thinking in this area in a more future-oriented direction, which is in line with 21st Century Skills. Based on Engeström’s activity theory an analysis of the complex interaction between teachers, students and labor is carried out. This is followed by ain investigation of the teachers perceived opportunities and barriers with e-learning through the action research method Collective Memory Work. On the basis of this an intervention is proposed, consisting of improved competence of teachers consisting of a MIL (Master of IKL and learning, Aalborg University) and a local initiative consisting of three parts: Focus on community of practice at Vestfold tertiary vocational school to achieve greater integration between the two groups teachers and IT staff, planning of web teaching based on the learning design model 7Cs and finally the development of a common annual cycle for the continuous further development of teaching. Concepts such as community of practice (Wenger, 2005), testing (Dewey, 1916) and reflection (Sorensen, 1993, 2004, 2009) underlie the project, which perceive learning from a social constructivistic lens.