There’s a kind of hush…..

9-2lederThe song “There’s a kind of hush all over the world”, made famous worldwide by the Herman Hermits’ cover version in 1967 comes to mind after the last year’s hype of the “MOOC”-phenomenon. The hush – or peculiar silence after the “big noise” is less of a silence than a counter attack from the more sober participants in the discourses of lifelong learning. The editor of this journal took part in the 25Th ICDE World Conference in Tianjin, China in mid-October. We experienced the excited audience that is optimistic for when the MOOCs will swipe over the higher education sector in the developing world and provide access to top quality higher education. However, we also heard the voices of the experienced group of providers of higher education who have worked intensely for the same purpose for as long as the ICDE has existed: 75 years. The irony they express is that while authorities and politicians in all industrialized countries have urged higher education institutions to move in this direction, the adoption of policies and practices has been slow. Many countries have set up their own “Open universities” to bypass some of the most obstructive forces. The most obstructive ones have been institutions that are prestigious, private or simply too protective of their own privileges. The lifelong learning entrepreneurs have always emerged from social agents who primarily argue for the humanist values of education and- gradually - more and more intertwined by human capital arguments. And suddenly – inspired by the social media, by YouTube, Khan and a number of emerging new technologies, the previously most obstructive higher education institutions are on the pathway to “revolutionize” learning, make the best teaching available to everybody and “save” the rest of the world. Five of the highest ranked Chinese universities have now contracted “Coursera” software to “deliver” their Chinese courses to the “masses”. Many, many other universities, world wide, are about to follow their example. Main universities, who traditionally have failed to take interest in provide mass education, are now, all of a sudden, at the front of “the development”.

Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices

In this issue we bring a new article from Professor Theo Hug from the University of Innsbruck, Austria. This is an analytical paper that provides us with profound perspectives about what communication related to teaching and learning with media is all about. It claims that when enthusiasts, such as the those providing MOOCs, go about and introduce new trends, they are often helpless in understanding the elementary dimension of media education, or the epistemological issues of the field. Hug sums up his contribution by arguing for polylogical design principles for an educational knowledge organization.

Towards Considerations beyond Dichotomies: The Study of Material Culture faces challenges in Online Playgrounds

In the paper by Michaela Rizzolli, also from the University of Innsbruck, Austria, we bring another contribution aiming at shedding light on the very foundations of media education. Ms. Rizzolli studies online playgrounds and introduces us to the problems we encounter when we stick to dichotomies in our thinking about this phenomenon. She argues for the need to think wider and inclusively when describing phenomena theoretically and empirically

Interactive whiteboards as artefacts to support dialogic learning spaces in primary schools

In the third paper, Professors Kari Nes and Gerd Wikan of Hedmark University College, Norway report from a project involving interactive whiteboards (IWB) in teaching in schools. In analyzing closely how seven teachers go about their interactive boards when teaching, they see that the IWBs have potentials that not all teachers are able to realize. They discuss what teachers need in order to develop their ability to stage “exploratory talks” with students.

Theoretical analysis of three research apparatuses about media and information literacy in France

Last we bring a brief research report from Jacques Kerneis, who is a professor at ESPE (École Superieure du Professorat et de l’éducation de Bretagne), France, who outlines experiences from three differents projects aiming at defining digital-, media- and information literacy in a French speaking context. Using a particular vocabulary of « apparatus », « phenomenotechnique » and « phenomenographie » the projects aimed at providing a framework of the evolving interpretations of these phenomena.


Article list vol 9. - issue 1

1. Mark Brown - From Classroom to Digital Arena in Seeking Higher-level Learning: Student Experience

2. Teemu Valtonen et al. - Challenges with social software for collaboration: Two case studies from teacher training

3. Ragnhild Nilsen, Line Lundvoll Nilsen - Interprofessional Participation and Reflection in a Digital Network


Call for papers welcomes papers and reviews for upcoming issues, and you find guidelines for authors here. Our scope is to publish refereed articles dealing with research into theoretical or practical aspects related to the learning of adolescents, adults and elderly. A vital field of interest for is the use of media technology in lifelong learning.

Monitor 2011 - The digital state of the Norwegian school

Lillian Gran

Department of Education and Social Work
Lillehammer University College
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Review of the national digital survey

A yearly digital survey committed in compulsory school in Norway

Keywords: The Digital condition of the Norwegian compulsory school, motivated students, technology, media, digital natives

Monitor 2011(Egeberg, 2012) is a submission on the fifth quantitative survey of the Norwegian digital health situation completed by Egeberg et al. The survey is a qualified comparison foundation with international surveys on digital competence such as, e.g. PISA. Since 2003, the digital surveys have been completed every other year in Norway to identify indications on schools' digital state. The respondents who were chosen are a selection of school leaders, teachers and student in the 8th and 9th grades and level two in upper secondary school. The submissions research and results are also organized according to these three areas of participants.


Digital Storytelling, Mediatized Stories: Self-Representations in New Media

Knut Lundby (red.)

Publisher: Peter Lang Publishing, New York, 2008.

Reviewed by
Jill Walker Rettberg
Associate Professor of Digital Culture
University of Bergen

We live in an age in which more and more of us are creating our own "digital stories". In 2008, 18% of Norwegian 16-24 year olds were recorded as being active bloggers over the previous three months (Statistics Norway, "ICT in households", 2nd quarter 2008) while more than 2/3 of American teenagers have uploaded self-produced material to the Internet, in the form of YouTube videos, photographs, blogs, stories, remixes etc. (Pew Internet). The numbers of these "user-made" cultural productions are growing year by year and spreading from the younger generation to us adults, who are now the group most increasingly represented on Facebook. In blogs and on Facebook the distinction between amateur and professional is largely meaningless.


Story Circle: Digital Storytelling Around the World.

John Hartley and Kelly McWilliam (eds.)

Publisher: Malden, Mass.: Wiley-Blackwell, 2009

Reviewed by
Birte Hatlehol
PhD student in Media Education
Norwegian University of Science and Technology
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The anthology Story Circle is an international study of digital storytelling that discusses the phenomenon in a global context. The book contains 20 articles with contributions from a number of key specialists with wide-ranging experience in the field of DST.


Moving Media Studies - Remediation Revisited

Edited by Heidi Philipsen and Lars Qvortrup

Publisher: Samfundslitteratur Press: Frederiksberg Press, 2007.

Reviewed by
Stephen Dobson
Lillehammer University College
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Two questions can be asked: firstly, not do we need another book on remediation, but why? And secondly, if this is the case, what kind of book should it be? This review spirals around these questions.

Global perspectives on E-learning.

Rhetoric and reality by A. A. Carr-Chellman (Ed.). Thousand Oaks, CA: SAGE, 2005

Reviewed by
Dr. J. Ola Lindberg
Department of Education, Mid Sweden University
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Dr. Anders D. Olofsson
Department of Education, Umeå University
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It seems suitable to begin this review by giving a brief description of the context in which the texts of this book are produced. If it fails to be regarded as a description, then we hope at least it can be regarded as one possible understanding of the context. When contextualizing a book, a good idea seems to be to start with a few words about the editor, Alison A. Carr-Chellman.