Kvalifikationer, kompetencer og kreativitet i IKT-medieret undervisning

Andersen, Lis Toft

4. semester

Master i IKT og Læring (MIL) (Efter- og videreuddannelse)

2004

2007-01-10

78 pages

Specialet uddyber problemformuleringen Hvilke potentialer rummer IKT-medieret undervisning for at stimulere kvalifikationer, kompetencer og kreativitet i det hyperkomplekse samfund? Teoretisk tages udgangspunkt i teorier, som anskuer læring ud fra en samfundsmæssig, psykologisk og kognitiv indfaldsvinkel, som det kommer til udtryk i værker af Lars Qvortrup, Gregory Bateson, Thomas Nissen og Thomas Ziehe. På dette grundlag konkluderes, at i skoleundervisningen skal kvalifikationer, kompetencer og kreativitet ikke stimuleres adskilt, men i en integreret, assimilativt struktureret læringsproces med en fortløbende bevægelse mod større selvstændighed. Da identitetsdannelse og kvalificering er en livslang og krævende proces i det hyperkomplekse samfund er det desuden væsentligt, at progressive og regressive bevægelser veksler, herunder muligheden for lystbetonet exces, og at der gives alternative perspektiver til hverdagsbevidsthen i form af decentrering eller god anderledeshed. Som svar på den rejste problemstilling om den IKT-medierede undervisnings potentiale for at stimulere kvalifikationer, kompetencer og kreativitet i det hyperkomplekse samfund er det konkluderende blevet anført, at mulighederne først og fremmest ligger på to niveauer: På den ene side er der anvendelsen af hypermediet som struktureringsredskab og i tilknytning hertil Internettet som informationskilde, der til sammen befordrer nye måder at forholde sig til viden og kompetencer. Endvidere bliver læringen mere individualiseret og differentieret afhængig af bl.a. den enkeltes serependitive udforskning og bounded rationality. På den anden side er der multimodaliteten, som repræsenterer nye læringsveje, der kan stimulere til såvel refleksion som kreativitet. Den generative visualisering af læreprocessen, der er nært knyttet til begrebet decentrering, er blot ét aspekt heraf, idet den visualiserede metafor netop ud over det kendte introducerer et element af fremmedhed eller god anderledeshed, som kan befordre refleksion og kreativitet. Augmentative reality og overdeterminering udgør andre. Endvidere ligger der et væsentligt kreativt potentiale i brugen af forskellige programmer og hardware. Dermed tages også højde for, at mange unge i dag er gearet til læringsrytmer, som er affødt af den aktive brug af de konvergente medier uden for skolen, og dermed bliver det muligt at skabe en vekslen mellem progression og regression ikke kun kognitivt, idet læringen på det psykodynamiske niveau således kan gøres mere lystbetonet og mindre psykisk belastende. De lærings- og IKT-mæssige konklusioner er blevet udmøntet i en hjemmeside til brug i danskundervisningen i gymnasiet, kaldet ”Sprogkulturhuset”, hvori er blevet indlagt et lyrikintroduktionsforløb til brug i 1. g. ”Sprogkulturhuset”, der har lånt et af Hundertwassers huse som metaforisk ramme, rummer tre etager, som med vekslende vægt stimulerer til udviklingen af kvalifikationer, kompetencer og kreativitet gennem arbejdet med en række lyriske tekster og brug af forskellige internetressourcer samt software og hardware. Huset er blevet anmeldt af en 1. g og har været gennem en brugervenlighedstest, men har endnu ikke været afprøvet i sin helhed i en undervisningssituation. Testene viste imidlertid klar interesse for at bryde rammerne for den traditionelle undervisning og en lyst til at arbejde med IKT-ressourcer.

In this dissertation I have chosen to examine how ICT-mediated education in the classroom can contribute to the development of qualifications, competences and creativity. I have based my study on theories that reflect on learning from a social, psychological and cognitive point of view, finding major inspiration in the works of Lars Qvortrup, Thomas Ziehe, Thomas Nis-sen and Gregory Bateson. This has led to the conclusion that in school education qualifica-tions, competences and creativity should not be stimulated separately but in an integrated as-similatively structured learning process with a continuous movement towards independence. Considering the fact that the development of identity and qualifications is a lifelong, demand-ing process in today’s society, it is furthermore important that education meets the need for both progression and regression. At the same time, to oppose the tendency of everyday con-sciousness to take over communication in the classroom, education should offer alternative perspectives - by Ziehe called ‘good enough strangeness’ or decentring. One of the advantages of ICT-mediated education is that it can facilitate a metaphorical visu-alisation of the learning process as described above, and by breaking down the barriers of the traditional classroom it can stimulate the development of competences. Consequently, I have attempted to put theory into practice by designing an application, a three-storeyed House of Language Culture, to be used as a generative framework for teaching Danish literature and language at upper secondary level. In the ground floor the emphasis is on acquiring basic qualifications, whereas in the middle floor the emphasis is on the competent application of the acquired qualifications, and finally the top floor centres on creativity. In this house I have at-tempted to exploit the multimodality of ICT to create an augmentative reality combining im-ages, sound and text and thus facilitating new ways of learning in tune with young people’s synchronous use of various media - however different in their content. In some instances they themselves must exploit the creative potential of the media. On all storeys the students get to work in different ways with Internet resources of various kinds to train their competence in dealing with this vast ocean of information. The variety of form and content that characterizes ICT makes learning as a movement between progression and regression integral aspects of the media, but it may, however, also tempt students who lack discipline and motivation into fo-cussing on only the least demanding aspects. Consequently it is important to have explicit ob-jectives and evaluation of the learning process. Both theory and previous testing of an interactive CD have led me to believe that ICT-mediated teaching material should not try to mirror the aesthetics of the youth culture as this might blur learning issues, but it can also be seen as a realization that young people need pro-ductive alternatives to this culture which is heavily influenced by the commercial interests of the mass media. The House of Language Culture has been through a pre-test in the design phase, which led to fundamental changes in the aesthetics of the framework, as the potential users tended to re-spond negatively on this level, whereas they generally approved of the contents of the applica-tion. The final edition of the application has been through a usability test which confirmed some of the underlying ideas and gave inspiration for further improvement. It became appar-ent that young users would like the technology to be exploited to its fullest, and that there is a clear motivation to work within a framework characterized by a breakdown of the traditional barriers between high and low culture. The application awaits testing as a whole in a specific educational context, which should be evaluated by both teachers and students, but response in the preliminary tests gives reasons to believe that the concept applied in the House of Language Culture can serve as a useful di-mension of ICT-mediated teaching and learning.

Download
Vis denne rapport i AAU Studenterprojekter