Learning Through Participation in Different Activity systems A study of distance learners in a...

Learning Through Learning Through Participation in Different Participation in Different Activity systemsActivity systemsA study of distance learners in a teacher A study of distance learners in a teacher

education programme in Icelandeducation programme in Iceland

Thuridur JóhannsdóttirThuridur JóhannsdóttirScottish Educational Research Scottish Educational Research

Association Annual Conference.Association Annual Conference.Royal George Hotel, Perth Scotland. Royal George Hotel, Perth Scotland.

25-27 November 200425-27 November 2004

25.11.0425.11.04 SERA - Perth, ScotlandSERA - Perth, Scotland 22

Reframing distance learning Reframing distance learning • Work in contemporary societies is characterized

by polycontextuality - people involved in multiple communities of practice

• People need to learn to cross boundaries between communities - interesting focus for study

• Frame factors – space and time resisting to change

• In distance education many of the frame factors disappear, while others change

• Which possibilities this brings for breaking down the isolation of traditional school learning from the students’ actual life


The Study: The Study: Research on Research on distance educationdistance education

• Programme for initial teacher training in the Iceland University of Education from the perspective of teacher students living and working in remote rural areas

• The aim is to explore how one particular case in teacher education can be explained and understood with a focus on distance learning from an activity theoretical perspective

• Especially the concepts participation in different activity systems and transfer as a result of boundary crossing


The Activity Theory model The Activity Theory model http://www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/http://www.edu.helsinki.fi/activity/pages/chatanddwr/activitysystem/

ObjectSubject

Tools

Division of laborRules

Community

Outcome

CONTEXT


Historical phaseHistorical phase

• Analysis of intervews with three women in the first enrolment using Internet, started 1993

• Rules for admission were living in the country-side were lack of teachers were problem, teaching experience and a position in local schools

• The new ICT was used to justify and realize the programme


Figure from the groupFigure from the group Workplace Learning and Workplace Learning and

Developmental Transfer Developmental Transfer in Helsinkiin Helsinki http://http://www.edu.helsinki.fiwww.edu.helsinki.fi

/activity/pages/research/transfer/activity/pages/research/transfer


Central conceptsCentral concepts

• Developmental transfer: – understanding learning as being horizontal, where interacting

activity systems benefit, is helpful if we want learning to lead to development – for individuals and communities alike

• The criteria for developmental transfer:– the benefits of cooperation between two different activity

systems for both communities of practice; both systems learn something from each other.

• Expansive learning, a concept put forward by Engestrom (1987) is initiated:– when some individuals involved in collective activity take the

action of questioning existing practice, which can then lead to a debate and analysis of the contradictions in the current state of affair, which might again lead to new forms of the activity solving the contradictions


Methods, participants, contextMethods, participants, context

• 3 currently enrolled distance students interviewed + one principal– All located in fishing villages or towns ranging from 200

to 900 inhabitants• Their narratives through an AT lens

– See if it enhnaces understanding to iInterpret the distance learning in the light of activity theory

• Their participation in different activity systems will be discussed– How they move between systems and cross boundarys– What seems to enhance transfer from one system to

another– The possibilities of the activity system as well as the

individual learner to develop - learn - expand ?


Changed rulesChanged rules

• No longer required for admission:– living outside the capital– having a job as a teacher– experience as a schoolteacher

• Connection to local schools where students live is no longer part of the model

• The school year 2003-2004, 61% of the distance students were living in the country-side


Who are the actors?Who are the actors?

Sara age 34 – in her second year of the programme when

interviewed February and May 2004– experience of being a support teacher with

disabled pupils + one year as class teacher– Has a teacher job at a school of 150 pupils in a

fishing village of ca 900 inhabitans– the only teacher at the school and in the

village in her enrolment


Who are the actors?Who are the actors?

Emma (31) and Samuel (45) • had just finished their first year in the

programme when interviewed in May 2004– some experience of teaching– have occupations as teachers in a small school

of approximately 40 pupils and 5 teachers including the principal

– in a fishing village of ca 250 inhabitants and many immigrants

– 25% of the pupils in the school do not speak Icelandic as their first language.


Why? What are the motvies?Why? What are the motvies?

• Sara encouraged by pupils and parents got enough self-confidence to want to be a teacher

• Samuel, is in his forties, his family has its origins in the village and he wants to continue living the village and seeks for a not so wet job as that of a fisherman

• Emma likes the teacher job and thinks that the most motivating force behind the studies has to be the interest to continue to learn

• Both Emma and Samuel have school-pricipals in their nearest family - mother and brother.

•


What and how do they learn?What and how do they learn?

Sara• Describes with enthusiasm how she has been

applying what she has learned in her classroom teaching

• How the studies have made her more secure in what she is doing– with the pupils and– in the cooperation with the parents

• For Sara the learning management system (WebCT) on the web is great

• She indicates she is learning a lot from her co-students´ inputs and discussion on the web


What and how do they learn?What and how do they learn?

Samuel and Emma• More diverse solutions in their classroom teaching• More secure in the discussion with the other

teachers in the staff • They have started to think differently about the

nature of the school as a place for children to be in and what learning is about, e.g. questioning the assessment methods of schools

• Do not stress the importance of the learning management system

• They have been very important mates for each other, being able to discuss and work together on assignments


Multiple Activty systemsMultiple Activty systems

• The dist.ed. Programme– The on-campus sessions– The LMS (learning management system) on the

web – The teaching practice

• The local schools– The classroom teaching– The teachers´ staff-room– The community of parents – The regional community of teachers


Defining central activities: Between Defining central activities: Between classroom and virtual community on classroom and virtual community on

the web?the web?• Sara thinks she learns most from practial

assignments which she can use in the classroom

• She says that she learns by participating in discussion on the WebCT

• She transfers what she learns to her practice in the classoom and in communication with parents

• Not just a simple transfer of knowlegde – she is externalizing what she has learned by developing new practice in the classroom and with the parents


Emma and Sam: Moving between Emma and Sam: Moving between which systems?which systems?

• Listen to what teachers say on-campus sessions and on-line – but critically

• Teaching practice offers new rules, new object and a new division of labor – learned the difference between idealized teaching methods and reality

• They seem to externalize their learning – to the classroom– and also to professional discussion in the

school and the community of regional teachers


Sam and Emma: boundary Sam and Emma: boundary crossing ?crossing ?

• Discussion and collaboration • To have each other for social discussion as

well as collaboration on assignments• They are critical towards discussion on the

web – often just reproducing texts in the books they are supposed to read

• Critical towards teaching methods of the university teachers– Paradoxes in theory and praxis


Developmental transfer?Developmental transfer?

• Some early distance students acted as boundary-crossers and change agents which resulted in developed praxis in the schools

• The importance of the culture of the relevant activity system to be receptive to development


Distance students as active participantsDistance students as active participants

• Theese three students have all found their ways to move between te different activity systems in which they are meant to participate

• In the programme they are obliged to participate– on-campus sessions, teaching practice and in the web-

based activities between on-campus sessions • At home they apply their knowledge and know-how

from the programme differently and in different activity systems

• Some use the classroom others the local school – depending on which spaces they have admittance to

• Distance students are actors in their local communities and there they externalize what they learn and thereby develop the relevant activity system – be it receptive to changes


Resistance to changeResistance to change

• Why was Sara’s space limited to the classroom and parents of her pupils?

• Interview with the pricipal confirmed that there was a resistance

• Lack of willingness to open up and collaborate• The teachers would listen to Sara’s new ideas and

methods but that was it• The principal was aware of she was really doing

good things with her pupils but...• Explore both personal and institutional factors

further


Openness to changeOpenness to change

• Why do Sam and Emma seem able to act in a wider arena?

• Both personal and institutional factors • Two distance students in a group of five

teachers• Only one formally qualified teacher• The distance students act as their small

school’s voice in a regional meetings of professional teachers


Valuable knowledgeValuable knowledge

• The teacher education university planning the distance programme should be aware of the situation in which the teahcer students are engaged in

• Plan the learning actions and teaching actions in order to support learning for the kind of boundary crossing, students living in remote places are exposed to

• Developmental transfer should be the goal

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