Conditions for productive learning in networked learning environments: a case study from the VO@NET project

Abstract

In this article we bring together experiences from two international research projects: the Kaleidoscope ERT research collaboration and the VO@NET project. We do this by using a shared framework identified for cross-case analyses within the Kaleidoscope ERT to analyse a particular case in the VO@NET project, a training course called ‘Green productivity for industry’ (GPI). Based on the experiences from a Danish research project on workplace learning we argue that the use of ICT within training or certificate courses has predominantly focused on self-study and individual skill acquisition, rather than problem-based learning (PBL) and collaborative learning. The latter approaches seem to be dominant within higher education Masters programmes. We argue that the GPI course represents a more collaborative and problem-based approach and that it features a good match between structural conditions and the actual pedagogical design, which we call ‘adapted PBL’. We discuss the notion of PBL theoretically and relate it to the shared analytical framework. We further expand this framework by incorporating three analytical levels or perspectives on design.

Notes

1. University of Bergen, Norway; The University of Birmingham, UK; Istituto Tecnologie Didattiche–Consiglio Nazionale Ricerche, Italy; IT West (University Network) universities, Denmark; Lancaster University, UK; University of Oslo, Norway; Göteborg University, Sweden; Umeå University, Sweden; Aalborg University, Denmark.

2. Thailand: Chulalongkorn University, Mahidol University, Prince of Songkla University, Chiang Mai University; Malaysia: Universiti Malaya, Universiti Kebangsan Malaysia, Universiti Putra Malaysia, Universiti Teknologi Malaysia, Denmark: Aalborg University, Technical University of Denmark; Spain: University of Barcelona.

3. Participants joined at different times as some were invited later than others. Since it was an experiment which was not institutionally supported the teachers used their different networks to find participants.

4. In a later implementation of the course a group of employees used their own hotel as their case study