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ProgrammeMonday 26 NovemberTuesday 27 November
Prof. Roger Säljö
Dr Säljö (born 1948) is professor of education and psychology of education at Goteborg University, Sweden. He was educated in Goteborg, and received his Ph. D. in 1975 on a dissertation in the area of psychology of learning. In 1983 he was appointed to the chair of behavioural sciences at the Department of Communication Studies, Linkoping University. He has served as dean of faculty at Linkoping University, as vice-rector at Goteborg University and as member of many Scandinavian research funding agencies. He has been a visiting scholar/visiting professor at several universities in different countries, including a Universitat Konstanz (where he was an Alexander von Humboldt-Fellow), University of California San Diego, Rijksuniversiteit Utrecht, Georg-Augustus-Universität, Göttingen, Université de Neuchâtel, Oslo University and the University of Turku. In 1995 he was a scholar at the Swedish Collegium for Advanced Study in the Social Sciences (SCASS) at Uppsala. His international work includes serving as member of board and chairman of the Nordic Academy of Graduate Studies (NorFA) in Oslo, and participation in numerous EU activities in the field of education and the uses of technology in education. He is currently president of the European Association for Research on Learning and Instruction (EARLI), the biggest organisation in its field outside the US. Dr. Säljö specialises in research on learning, interaction and human development in a sociocultural perspective, where he has published extensively. Much of his work is related to issues of literacy and numeracy, and to how people through interaction acquire competences and skills that are foundational to learning in a socially and technologically complex society. In recent years, he has worked extensively with issues that concern how the so-called new technologies transform human learning practices inside and outside formal schooling. In this field, he has been responsible for the national research program, LearnIT, funded by the KK-foundation. This program runs until 2007 and it includes a research school (where about 15 students have passed their Ph. D.s, about 15 research projects, international seminars, and numerous other activities). The total sum allocated to this program by the KK-foundation is around 130 MSEK (about € 14 million). Dr. Säljö has also been engaged in interdisciplinary work with colleagues from a range of different disciplines including medicine (in particular clinical pharmacology), various natural sciences, linguistics and several others. Dr. Säljö has supervised 28 Ph. D. students to their degrees in different faculties. He has been involved in about 60 appointment committees for chairs and lectureships in various institutions in Sweden and abroad (Norway, Finland, UK, US. etc.). He is the member of the editorial board of about 15 international journals, including Culture & Psychology (Sage), Journal of Applied Linguistics, Instructional Science (Elsevier), International Journal of Educational Research, and Learning and Instruction (Elsevier). He has also served as an editor of Learning and Instruction for six years. Dr. Säljö has also received various awards including The Sweden-American Foundation Scholarship for Advanced Studies in The United States, 1988. (University of California at San Diego), The Erik Fernström Fellowship by The University of California, 1989, the EARLI Oevre Award for scientific contributions to the field of learning and instruction, 1999. In 2007 he was awarded the distinction of Finland Distinguished Professor. Technologies and the Transformation of Learning: from Rock Paintings to Digital ToolsKeynote presentation by Prof. Roger Säljö, Department of Education, LinCS, Göteborg University, Sweden 
When attempting to understand human learning and development, we can turn in different directions. We can look at the human brain, at human intellectual capacities, at our language capacities and at various other factors. In this lecture, the focus is on the interaction between human reasoning and external artefacts, i.e. technologies. One of the most central features of the human species is our ability to objectify and externalise our experiences by designing artefacts. Largely through materialising our insights into images, texts and other kinds of artefacts, we can build up gigantic social memories that can be shared in society and communicated across time and space. The design of these representational tools and systems will be decisive in shaping the human mind and the manners in which we reason. Literacy and numeracy are such cases in point. The current development of digital technology implies that the division of labour between human reasoning and material culture undergoes a number of changes. Our reliance on external representations increases, and the tools become more integrated into our communicative and intellectual practices. Following this development, our interpretations of human learning and human cognitive skills will change. Francesc Pedró
Francesc (born in Barcelona in 1960) got his MEd degree from the Autonomous University of Barcelona and a PhD in Comparative Education from UNED in Madrid). Later he did a postdoc in Comparative Education at the University of London Institute of Education. Francesc was formerly professor of comparative education and public policy at the Pompeu Fabra University (Barcelona) and academic director of its program for educational quality. Prior to that, he acted as pro-vicechancellor of educational research and innovation at the Open University of Catalonia (Barcelona), the first Internet-based European public university. Magdalena Claro Dr. Vanda Luengo
Prof. Frank Fischer
Prof. Sten Ludvigsen Sten Ludvigsen (22.10.59) received his PhD at the University of Oslo based on a study of learning in medical institutions. He is educated in educational sciences (education psychology) and he has specialized in research about how to use digital learning resources and the relationship between co-located and distributed settings, in the educational sector and in workplace setting. He leads the research group for Net-based learning and the research group for socio-cultural studies in ICT and learning. He is involved in PhD teaching and supervision, and has published more than 60 articles, papers and book chapters the last eight years. He has been a visiting scholar/professor at University of Pittsburgh and Stanford University. Sten Ludvigsen is also involved as part of the InterMedia team in several EU-projects in the IST program. Prof. Diana Laurillard
Comparative Evidence about the New Millennium LearnersKeynote presentation by Magdalena Claro, Organisation for Economic Co-operation and Development (OECD), France 
The OECD Centre for Educational Research and Innovation has recently started a new project, the New Millennium Learners, intended to investigate the new generation of learners and understand their expectations and attitudes. The impact of digital technologies on cognitive skills and on learning expectations, and the evolution of social values and lifestyles are all important issues that need to be addressed. This speech will present some of the comparative evidence regarding the emergence of this phenomenon across OECD countries and its implications both for educational practitioners and policy makers. Prof. Barbara Wasson
Wasson is leading/has lead several Norwegian national ICT and learning projects such as TRANSFORM (Transformation of Production Learning Practice), DoCTA (Design and use of Collaborative Telelearning Artefacts) and Collogatories (on blogging), BITEIT(ICT-based assessment for the Ministry of Education) and has lead UiB's participation in numerous EU 5th and 6th a framework projects. Within the University of Bergen Wasson has been active in the promotion of ICT and learning and has been involved in a number of internal projects focused on the design or evaluation of the use of ICT in university education. She is an associate editor of the International Journal of Computer Support for Collaborative Learning and on the editorial boards of the Nordic Journal of Digital Literacy. and the new book series on Technology Enhanced Learning. (Sense). Currently she serves on the CSCL Board in the ISLS association and on the board of the ICT Programme VERDIKT at the Norwegian Research Council that determines how National ICT research funds will be used for the next 10 years. In 2003 she obtained the contract for InterMedia to develop the ICT-based National test in English for the Norwegian Ministry of Education. In December 2004 she attended, by invitation only, a research summit to launch the international research initiative on Youth, Technology and Learning at the UN Headquarters in New York. Wasson has over 65 publications on Technology Enhanced Learning. Her research interests include computer support for collaborative learning, socio-cultural theories of learning, design-based research, methodologies for studying virtual environments, mobile learning, and pedagogical agents. Her speciality is the design and evaluation of collaborative learning in distributed settings. Roger Blamire
He has designed and managed many successful European Commission funded projects relating to research into school piloting of new technologies, schooling scenarios, research networks, peer learning between educationalists and policy-maker, analytical frameworks for ICT innovation and internet safety for children, writing extensively on these and other topics. Other recent tasks have included managing the EUN's Policy Innovation Committee and acting as conference director for key events including the annual EMINENT conferences. Before taking up this position, he was a manager at the British Educational Communications and Technology Agency. His career began as a teacher of French and German after a time spent in France at Montpellier University teaching English and linguistics. Married with two grown up children Roger lives in Worcestershire UK. Claudio Dondi
Prof. Roberto Carneiro
In the international context, Roberto Carneiro was Vice-President of the Information Society Forum, Vice-President of the Study Group on Education and Training, Chairman of the 5-year assessment panel of ESPRIT, Chairman of the Interim Evaluation Panel of INFO 2000, Member of the EU/US co-operation Committee e-learning research network, Member of the 2nd Section of the eEurope 2005 Steering Group. At present, he is a Member of ISTAG - Information Society Technologies Advisory Group, of the eLearning Committee, of the Lifelong Learning Stakeholder Group, and Chair of the Editorial Boards of the European Journal of Education and also of eLearning Papers. He was a member of the UNESCO International Commission for Education in the 21st Century and consults extensively with major international and multilateral organizations (UNESCO, OECD, EC, World Bank, Council of Europe, etc.). In the business world he chairs holding companies in the areas of digital content, new learning and new media. Roberto Carneiro is a graduate of the Lisbon Technical University, conducted his post-graduate studies in the UK (New University of Coleraine and London School of Economics) and is a Presentation Fellow of the King's College (University of London). Fabrizio Cardinali Fabrizio is also the Chair of the European Learning Industry Group (eLIG). In addition, he is a regular consultant on eLearning content strategies for the European Commission and has seats on the IMS, SCORM and OKI standards specifications bodies. Kaleidoscope Evening Event Hosted by the Technische Universität Berlin (TU Berlin)
Time: 19.30 Chairperson: Dr. Rosa Maria Bottino, Consiglio Nazionale Ricerche, Istituto Tecnologie Didattiche, Italy Welcome: Dr. Ulrike Gutheil, Chancellor and Chief Information Officer (CIO), Technische Universität Berlin Presentation: Prof. Sten Ludvigsen, Scientific Manager, Kaleidoscope NoE, and InterMedia, University of Oslo, Norway Announcement and presentation of awards
This session will be followed by a reception sponsored by Intel Education Learning across sites: Crossing Boundaries with Digital ResourcesKeynote presentation by Prof. Sten Ludvigsen, Scientific Manager, Kaleidoscope NoE 
A society transformed by and through new technologies, new types of artifacts, new divisions of labor and new arenas and institutions will create new conditions for learning. However what this really means needs to be unpacked and studied at the level of interaction where the learning is actually taking place. New digital resources often create a kind of tension, break down or rupture in student practices, which in turn, creates the potential for learning opportunities where new activities emerge. Breakdowns challenge the boundaries between social and cultural organizations and the technologies that are involved. The challenge for students is to develop meta-communicative and meta-cognitive competence to interpret and orient themselves towards the many and diverse demands and requirements that are situation and context specific. In this talk I will look what these trends mean for how we approach the field of technology enhanced learning. Learning through scripted online discussionsKeynote presentation by Prof. Frank Fischer, LMU/Munich, Germany 
Online peer discussions are used to support collaborative knowledge construction in educational contexts. Ideally, concepts are being elaborated and ideas can be refined through argumentation, both on a social level and on a cognitive level. Research has just begun to identify regularities in the complex interplay of discourse, cognition, and technology. From a collaboration script perspective, knowledge construction in groups is partly guided by internal collaboration scripts, i.e. procedural knowledge on collaboration represented in the individual participants' minds. External collaboration scripts are instructional scaffolds for guiding groups through complex patterns of interaction. External scripts specify activities and roles, and assign them to individuals in a group. External scripts are needed when internal scripts are inappropriate or too heterogeneous in one group to result in beneficial interaction. This talk will give an overview on a series of conceptual, methodological, and empirical investigations into the interplay of internal and external collaboration scripts with respect to collaborative processes, cognition, and learning outcomes in online discussions. In one study, cognitive processes during collaboration were analyzed with a think-aloud method in an asynchronous scenario to find out to what extent external scripts and the contributions of the learning partner act as stimulation for deeper cognitive processing. In another study, we investigated how internal scripts and computer-supported external scripts co-regulate argumentation in a web-based science learning environment. Together with computer linguists, we started to automatically analyze online discussions as a basis for more adaptive external scripts that can be faded in and out, depending on the internal collaboration scripts of the participants. Kaleidoscope Symposium - Scientific Vision StatementKeynote presentation by Prof. Diana Laurillard, Institute of Education (London Knowledge Lab), UK 
If educational leaders and policy-makers are to envisage a future role for technology in education, then the research community should have something coherent to offer that helps to shape that vision. Knowledge Design Centred for TEL SystemsKeynote presentation by Dr. Vanda Luengo, University Joseph Fourier, Grenoble, France 
Currents research in, for example, CSCL, User centred design and Educational Model languages-EML proposes the design of Technology Enhanced Learning systems centred on an analysis of the activity. This presentation will take a perspective based on the design of TEL systems centred on knowledge. It will focus on why it is necessary to take into account knowledge and will show how some important questions related to Technology Enhanced Learning could be answered if this point of view was assumed. It will go on to show how this knowledge point of view can be taken into account in the design of TEL systems and finally will present some computer science and didactic research questions in this domain. Technology Enhanced Learning and European Research
Keynote presentation by Patricia Manson, “Learning and Cultural Heritage” Head of Unit, European Commission You can now download and view this presentation, Technology Enhanced Learning and European Research, that Patricia Manson gave at the Kaleidoscope Symposium on 26th November 2007. |
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Department of Education, LinCS, Göteborg University
Francesc Pedró joined the OECD Centre for Educational Research and Innovation (CERI) in Paris (France) in 2005. In his capacity as senior policy analyst, he is the principal administrator of the New Millennium Learners Project (
Magdalena
Claro (born 1971) is currently the main OECD consultant for the New Millennium
Learners Project (
Dr Vanda Luengo is Associate Professor in Computer Science at the University Joseph Fourier. She has a Master in didactics and a PH.D in mathematics and computer science. She is the leader of the project TELEOS (Technology Enhanced Learning Environment for Orthopaedic Surgery), funding by the CNRS (Centre National de la Recherche Scientifique) and ANR (Agence Nationale de la Recherche). The principal interests of her current research are the forms of knowledge associated with the training in orthopedic surgery, the models which can represent them and the computer representations which derive from this modeling for produce a diagnosis and adapted feedback. She has authored around 30 peer-reviewed papers and was participate in several program committee of the TEL conferences (EIAH, AIED, ITS). She was organizer of the first and second French CNRS summer school in TEL systems.
Frank Fischer is professor of Education and Educational Psychology at the Ludwig‑Maximilians‑Universität, Munich, Germany and was formerly professor of Research on Learning and Instruction at the University of Tuebingen and head of the research unit "Collaboration Knowledge Construction" at the Knowledge Media Research Center in Tuebingen. His research revolves around collaborative knowledge construction in interactive learning environments. In recent research projects he focused on facilitating collaborative knowledge construction by means of computer‑supported socio‑cognitive scaffolding
(e.g., computer‑based collaboration scripts) in school and university contexts. In an ongoing research project he investigates the complex interplay between external and internal representations in collaborative learning environments. An additional research focus is on training of complex skills using case-based and inquiry environments in higher and further education. With respect to methodology, he is interested in contributing to the development of a use‑inspired basic research approach in the field of learning and instruction.
Professor Sten
Ludvigsen is currently the scientific manager of Kaleidoscope. He has been
involved in different activities in Kaleidoscope like the CSCL SIG and Virtual
Doctoral School, and in steering and leadership activities. He is director
at InterMedia at University of Oslo (
Diana Laurillard is Professor of Learning with Digital Technologies at the London Knowledge Lab, Institute of Education, and on the Executive of the EU Kaleidoscope Network of Excellence in Technology Enhanced Learning. She was previously Head of the e-Learning Strategy Unit at the UK Government’s Department for Education and Skills, and on the Visiting Committee on IT at Harvard University. Prior to that, she was Pro-Vice-Chancellor for learning technologies and teaching at the Open University. Her research is the substance of her book Rethinking University Teaching: A conversational framework for the effective use of learning technology. She is currently on the Boards of the Observatory for Borderless HE, the Centre for Applied Research in Educational Technologies at the University of Cambridge, and the UNESCO Institute for IT in Education in Moscow, and is an external examiner at the University of Oxford.
Professor Dr. Barbara Wasson is Professor of Pedagogical Information Science at the Department of Information Science and Media Studies, University of Bergen, Norway, Scientific Leader of InterMedia, and a founding partner of eNOVATE AS. She is one of the founders of Kaleidoscope, a European Network of Excellence on Technology Enhanced Learning and has been leader of its CSCL SIG with over 400 members.
Roger Blamire has been Senior Manager, Policy and Practice at European Schoolnet (EUN) since February 2000, working in Brussels and the UK. EUN is a consortium of ministries of education and school networks across 28 countries. Current work revolves around education policy analysis, impact evaluation and validation, pedagogical innovation, peer learning, leadership and evaluation, and marketing and communication. He also provides expert consultancy on technology in schools, research evidence and strategic development to, among others, the European Commission, education ministries, British Educational Communications and Technology Agency, OECD and the Overseas Countries and Territories Association.
Claudio Dondi, born in Modena in 1958 and an industrial economist as a university background, is the President of SCIENTER - a non-profit research organisation based in Bologna and active Europe-wide in the field of innovation of education and training systems - since its establishment in 1988. In this position his main activities are the co-ordination of large national and European projects, as well as policy advice and evaluation at regional, national and international level. His other positions include: Member of the Board of the MENON EEIG (enabling eLearning) in Brussels, Member of the Editorial Board of the British Journal of Educational Technology, Vice-President of EIfEL - the European Institute for e-learning and President of EFQUEL - the European Foundation for Quality in eLearning. From 2001 to 2006 he has been Vice-President of EDEN - the European Distance Education Network.
Roberto Carneiro is a former Portuguese Minister of Education (1987-91). Currently, he is a professor at the Portuguese Catholic University, where he also chairs the Study Centre on Peoples and Cultures and is Dean of the Institute for Distance Learning. Among several public responsibilities Roberto Carneiro runs the Observatory of Migrations and the Observatory for the Information Society in Portugal. 
Fabrizio
Cardinali is the CEO of Giunti Labs (
Invitation to the Evening Reception: