Signs for learning to perform in a digital environment

  • J. Ola Lindberg Mid-Sweden University
  • Anders D. Olofsson Umeå University
  • Ulf Stödberg Umeå University

Abstract

This article is about learning to perform in a digital environment with specific focus on online higher education. In the article, an online higher educational setting is analysed from a hermeneutical approach, using the learning sequence model suggested by Selander (2008) as a theoretical frame. The institutional framing, used as an empirical example, is a Swedish online higher education course. Based on the course presentation in the course study guide, the course curricula, and the course evaluation, the setting for this article is considered as a case (Stake, 1995; Yin, 2003). The analysis of the setting and course design, in terms of objectives and aims, assessment, and social software used in the course, is focused on the signs as design for learning and on the performative aspects of these intentions. In the final section some issues and questions in relation to designing for learning in online higher education are raised.

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Author Biographies

J. Ola Lindberg, Mid-Sweden University
PhD, Senior Lecturer, Department of Education, Mid-Sweden University
Anders D. Olofsson, Umeå University
PhD, Associate Professor, Department of Education, Umeå University
Ulf Stödberg, Umeå University
PhD (Candidate), MA by Research and ThesisDepartment of Education, Umeå University
Published
2010-12-30
How to Cite
Lindberg, J. O., Olofsson, A. D., & Stödberg, U. (2010). Signs for learning to perform in a digital environment. Australasian Journal of Educational Technology, 26(7). https://doi.org/10.14742/ajet.1030