Methods Adapted to the Computerised Learning Environment

This project has been about computers in the classroom and how to exploit them as learning tools rather than seeing them as distracting elements. During the project period the partnership tried to identify methodologies which would enable teachers and students to use digital media in curriculum delivery to enhance learning efficiency. The partnership consisted of five vocational upper secondary schools, one university and a national provider of digital learning material. . In this project, teachers and students have had a continuous dialogue where they tried to describe their experience from the computerised classroom from the two perspectives. The original idea was to join the two perspectives together – to understand each other – and find out what works and what does not work. During the time of the project, by finding, analysing and trying out learning material, we concluded that it was less important for us to spend time actually developing new material; there is a huge amount already available on the internet. Subsequently, we decided to spend our time and energy on understanding what qualitative elements characterize learning material that succeeds in attracting the students’ attention. In other words: What seems to work, and why? Among the partnership a considerable amount of time has been spent on trying to apply new methodologies in order to meet the challenges of the computerised classroom: To avoid tempting distractions and focus on learning. This project has been an attempt to join forces, exchange ideas and put their development efforts together in a transnational group of devoted and creative colleagues and students. One important success factor in this project has been the involvement by the University of Umeå, Sweden. Their contribution added a “third dimension” to the partnership, and enabled both teachers and students to enter a meta-perspective on the teaching and learning process. We conclude that we have not reached the final solution to the challenges this project addressed. However, we have developed enhanced awareness of the ongoing development and, more importantly, we have developed a conception and a vocabulary that enables us to enter into professional discussions where this topic is being addressed. We conclude that exploiting the multitude of computer based learning material is not merely a technical issue; it is a pedagogical issue. Schools that seek to exploit computer based learning materials need more knowledge about pedagogics in a computerized learning arena. They need to keep up to date with new pedagogical theories targeting current challenges. Concretely, it is about how resources can be mobilized or developed in order to support students’ learning. In this process, knowledge of such potential resources is essential. By knowing what resources are available, how they can be used and combined, and being aware of their pros and cons, informed choices can be made about course design, material, activities, feedback etc. Knowledge must be combined with pedagogical skills. It is not enough merely to understand concepts and to know what digital technologies are available. Skills are also needed, e.g. being able to use such technologies, meeting students where they are and giving them precisely the kind of support they need to progress. A person possessing pedagogical digital competence can support students in their journey towards achieving expected learning outcomes, understand how this process works and how it relates to regulating principles. A long term benefit from the project is our web site www.metalearn.eu, which is a basis for further development and cooperation.