Peppi Taalas

Ninter-Networked Interaction: Theory-based Cases in Teaching and Learning

This article describes the pedagogical framework of an interdisciplinary and international project entitled NINTER (Networked Interaction: Theory-Based Cases in Teaching and Learning). The practical aim of the project is to produce a pedagogical model for learning and teaching in networked environments. The research project has its foundation on socio-constructivist learning theories, with one of the most important principles being the idea of apprenticeship in thinking. The article also takes a look at the first results obtained from different kinds of videotaped and written material that were collected during a WWW-based university course. Also questions raised from the data for future research are considered.

The polycontextual nature of computer-supported learning – theoretical and methodological perspectives

This article discusses some theoretical and methodological problems and issues in the study of computer-supported learning activities with special reference to a discourse perspective in research. Special emphasis is laid on finding ways to reach the participant perspective in computer-supported collaborative learning projects, which are by nature polycontextual. By this term we refer to the diverse scenes and situations of learning activities that computer-supported learning involves. We will also address the issue of making claims on effective pedagogies, leaning on the theory of discourse as situated and constructive, which again sets special requirements on what kinds of assumptions and interpretations can and should be derived through empirical analysis of data. Instead of rushed normative guidelines for instruction we should now take time and examine critically what is really happening in computer-supported environments in real-life situations. A look at the particular is needed. An important question to examine, for example, is how students and teachers use these tools in their everyday lives and how these processes are talked about. We will discuss through a number of examples the multimodal and polycontextual nature of meaning making in participant activities during three different university language courses between 1998–2002. This article considers relevant research approaches with the aid of theoretical discussion and examples of analysis.

Voices of pedagogical development – Expanding, enhancing and exploring higher education language learning

This reflective practice paper offers some insights into teaching an interdisciplinary academic writing course aimed at promoting process writing. The study reflects on students’ acquisition of writing skills and the teacher’s support practices in a digital writing environment. It presents writers’ experiences related to various stages of process writing, their growing awareness of becoming good writers but also the constant struggle with common writing problems. Preconceived attitudes towards the process of writing provide further obstacles for students to overcome in an interdisciplinary and intercultural learning environment. A writer often overcomes the barriers to effective writing by acquiring strategies for independent, self-directed learning. Course experiences may help teachers develop efficient writing courses for the new language learning environments and thus to promote students’ academic writing competence.