Designing for boundary crossing and ICT-based boundary objects in dual VET

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Abstract

Research on networked learning is concerned with finding new and productive ways of connecting people and their practice across boundaries in different contexts. In this chapter, we present findings from a research project aimed at understanding Danish Vocational Education and Training (VET) teachers’ use of Information and Communication Technology (ICT) as mediating artifacts in relation to boundary-crossing activities. As part of the research project a design framework, including design principles and a design matrix that focuses on boundary crossing mediated by ICT-based boundary objects, was developed and tested. While the research project has been designed as a multiple case study, the development and testing of the design matrix have been inspired by Educational Design Research. Theoretically, the research project is founded on a sociocultural perspective with research on boundary work, boundary crossing, and boundary objects and research on mediating artifacts as the backdrop. Selected findings show that the participating Danish VET teachers do not fully realize the potentials of using ICT-based boundary objects in their boundary work. In the conclusion we point to possible explanations as to why the VET teachers’ use of ICT in boundary work is relatively limited and finally we suggest further research.
Original languageEnglish
Title of host publicationConceptualizing and innovating education and work with networked learning
EditorsNina Bonderup Dohn, Jens Jørgen Hansen, Stig Børsen Hansen, Thomas Ryberg, Maarten de Laat, Stig Børsen Hansen
Number of pages15
PublisherSpringer
Publication date2021
Pages37-51
ISBN (Print)978-3-030-85240-5
ISBN (Electronic)978-3-030-85241-2
DOIs
Publication statusPublished - 2021
SeriesResearch in Networked Learning

Keywords

  • learning, educational science and teaching
  • information and communication technologies and e-learning

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