This chapter proposes that technologically enhanced learning should be understood and evaluated by means of a combination of analytical strategies. These will allow us to analyze it both as seen from the macro analytical or ‘outside’ perspective of a rich social, cultural and technological context and from a micro analytical or ‘inside out’ perspective of individual sense-making in learning situations. As a framework we will be using Sense-Making methodology and a model for Causal Layered Analysis. Our area of attention will be limited to the ‘remediated classroom’ of constructivist net based university education. Problematizing some common assumptions about technologically enhanced learning the authors define ten questions that may serve as the basis for a research agenda meant to help us understand why the many visions and ideals of the online or remediated classroom are not more widely realized and demonstrated in educational design and practice.
|Title of host publication||Enhancing Learning Through Technology|
|Editors||Elsebeth Korsgaard Sorensen, Daithí Ó Murchú|
|Number of pages||23|
|Place of Publication||Hershey, London, Melbourne, Singapore|
|Publisher||Idea Group Publishing|
|ISBN (Print)||1-59140-971-3, 1-59140-972-1|
|Publication status||Published - 2006|
Heilesen, S., & Jensen, S. S. (2006). Making Sense of Technologically Enhanced Learning in Context: A Research Agenda. In E. Korsgaard Sorensen, & D. Ó Murchú (Eds.), Enhancing Learning Through Technology (1. ed., pp. 269-291). Hershey, London, Melbourne, Singapore: Idea Group Publishing.