Capturing Individual and Institutional Change: Exploring Horizontal versus Vertical Transitions in Technology-Rich Environments

被引：4

作者：

Gegenfurtner, Andreas ^{[1
]}

Nivala, Markus ^{[1
]}

Saljo, Roger ^{[1
]}

Lehtinen, Erno ^{[1
]}

机构：

[1] Univ Turku, Ctr Learning Res, Turku 20014, Finland

来源：

LEARNING IN THE SYNERGY OF MULTIPLE DISCIPLINES, PROCEEDINGS | 2009年 / 5794卷

关键词：

technology; change; professional learning; expertise; human-machine systems;

D O I：

10.1007/978-3-642-04636-0_67

中图分类号：

TP301 [理论、方法];

学科分类号：

081202 ;

摘要：

Popular approaches in the learning sciences understand the concept of learning as permanent or semi-permanent changes in how individuals think and act. These changes can be traced very differently, depending on whether the context is stable or dynamic. The purpose of this poster is to introduce a distinction between horizontal and vertical transitions that can be used to describe individual and institutional change in technology-rich environments. We argue that these two types of transitions trace different phenomena: Vertical transitions occur when individuals, technologies, or domains develop ill stable and fixed conditions within set boundaries. In contrast, horizontal transitions occur when individuals, technologies, or domains mature in the synergy with other fields. We develop our argument by working through relevant studies in medicine, and close by outlining implications for future research on professional technology enhanced learning.

引用

页码：676 / 681

页数：6

共 2 条

[1] The brink of change: Gender in technology-rich collaborative learning environments
Goldstein J.
Puntambekar S.
[J]. Journal of Science Education and Technology, 2004, 13 (4) : 505 - 522
[2] School leaders, and technology-rich learning environments:: A focus on systems thinking, technology leadership, sustained change, and 21st century school improvement
Gibson, I
Wyckoff, S
Cook, M
[J]. ED-MEDIA 2004: World Conference on Educational Multimedia, Hypermedia & Telecommunications, Vols. 1-7, 2004, : 2608 - 2615

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