Olga Dysthe

The Learning Potential of a Web-mediated Discussion in a University Course

This article reports an analysis of an asynchronous web-mediated discussion in a university philosophy class. The aim was to find out what kinds of interaction took place and what created potential for learning, using dialogue theory based on Bakhtin, Rommetveit and Lotman. It is argued that the high degree of interactivity and dialogicality, where the students not only presented their own ideas but engaged with one another through extended written responses, was a result of the quality of the assignment, the role of the teacher and the symmetry of the participants. The analysis shows that the discussion entries combined dialogic and univocal functions, both of which contributed to a high learning potential as well as the multi-voicedness of the learning experience.

Multivoiced supervision of Master’s students: a case study of alternative supervision practices in higher education

This article describes and analyzes an alternative supervision model at the Master of Education Programme at the University of Bergen aimed at improving research supervision. A three‐pronged approach was introduced, combining supervision groups, student colloquia and individual supervision. The supervision groups consisted of two supervisors and their Master’s students, while the student colloquia consisted of the same students without teachers. The case study of this alternative supervision practice is based on sociocultural perspectives on knowledge and learning, combining theoretical concepts from Lave and Wenger and Bakhtin. The three arenas were found to supplement one another: while student colloquia provided personal support, and served as a first filter for ideas and texts, the supervision groups provided multivoiced feedback on student texts and enculturation into the discipline. Individual supervision provided more specific advice. Critical factors for supervision groups were regular attendance, mutual obligation, structure and clear rules.

Portfolios and assessment in teacher education in Norway: a theory‐based discussion of different models in two sites

Two teacher institutions in Norway involved in a new ICT‐supported portfolio project provide data for our study. In this paper we present a model of analysis for portfolio processes based on sociocultural perspectives of learning and assessment and describe and discuss differences and similarities of the portfolio models in these institutions in relation to our model of analysis. We also highlight areas for improvement; among them the importance of building reflection, self‐assessment and feedback into portfolio assignments and processes in such a way that it becomes part of what is documented. This will strengthen the formative assessment aspect of portfolios. The summative assessment practices are strongly influenced by exam traditions in both institutions. Digital portfolios provide new learning opportunities that are not yet fully utilized. By way of conclusion we explore some critical aspects of portfolios in teacher education in light of Wengers social theory of learning, focusing on the concepts participation, reification and identity formation.

How a Reform Affects Writing in Higher Education.

This article deals with how a major top‐down reform in Norwegian higher education has affected student writing, and teachers’ and students’ roles. The Quality Reform was strongly influenced by the Bologna Declaration and was implemented from 2002. One of the outcomes was that, while Norwegian universities previously demanded very little undergraduate writing before the traditional sit‐down examination, most courses now include student essay writing and teacher feedback. Portfolio assessment, which demands extended writing, has been introduced. The article presents some results from an evaluation of the reform, and the following questions are discussed: (1) why did the reform change writing practices; (2) what other factors have contributed to the change; (3) in what ways have the changes in writing practices affected students and teachers; and (4) what are unintended results and critical factors in the future development of writing in the aftermath of the reform?

Portfolio practices in higher education in Norway in an international perspective: macro‐, meso‐ and micro‐level influences

The point of departure for this article is the ‘chameleon’ aspect of portfolios and the diversity of portfolio models and practices in higher education on the international arena today. Our aim is to investigate the contextual character of this diversity by using Norwegian higher education as an example and to show how macro‐level influences, particularly the Bologna related Quality Reform, have shaped the overall development of portfolio practices. We contextualise and discuss the sudden expansion of learning and assessment portfolios in Norway after 2002. Our data are primarily a nationwide survey of portfolio practices, supplemented by findings in a research evaluation of the reform and previously published case studies. The majority of portfolios in Norwegian higher education can be classified as ‘disciplinary‐based course work portfolios’ and they typically serve a combination of learning and assessment purposes. But within this category we found systematic differences between different educational areas where the main dividing line seems to be between professional and non‐professional education. The underlying research perspective is sociocultural and this directs our attention to contexts, cultures and traditions that shape portfolio development and practices rather than to individual differences (micro level).

Productive learning practice – a theoretical discussion based on two cases

In this article, we frame productive learning in a sociocultural perspective to show how it ties into a cluster of concepts on activity and transformation and illuminates the relation between learning processes and learning products. Based on two case studies, we argue that understanding learning as action entails developing the students’ argumentative competency. Activities do not, however, per se support productive learning. Educational activities may be reproductive, unproductive and even counterproductive. We ask if the learning potential in conflict and disruption is underestimated, and we argue, with reference to Dewey and Bakhtin, that students in higher education learn more productively when they are exposed to the divergent voices and conflicting perspectives of the research community. The educational challenge is to structure multivoiced learning processes that are conducive for the learning outcomes.

Writing at Norwegian Universities in an International Perspective

This chapter outlines the historical and contextual background for why writing has not had a prominent place in Norwegian higher education and tells the story of what strategies the professonal development unit at the University of Bergen has chosen in order to increase and improve the use of writing. The choice of the ‘Integration model’ for strengthening writing is underpinned in sociocultural theories of learning. Three strategies are focused, firstly the integration of writing-to-learn and learning to write in the compulsory course for new university teachers, secondly the initiation of discipline based action research projects and thirdly ‘Start writing’ workshops and writing groups for master students. In spite of the success of such measures, it has not affected the mainstream of university teaching and learning until the government in 2001 announced the ‘Quality Reform for Higher Education’ which will transform Norwegian higher education. After briefly sketching some of the new reform proposals, some consequences for the state of writing at Norwegian universities are discussed, particularly the effect of changing the evaluation system.