Title:	THE STUDY OF A LONG-DISTANCE TRAINING PLAN BASED ON COLLABORATIVE LEARNING SITUATIONS WITH THE THEORY OF ENGESTROM AS A FRAMEWORK OF ANALYSIS
Author(s):	Marc Trestini
ISBN:	972-8924-05-4
Editors:	Kinshuk, Demetrios Sampson and Pedro Isaías
Year:	2005
Edition:	Single
Keywords:	E-learning, Collaborative learning, Engestrom’s activity theory, Teacher training, Cognition in education.
Type:	Full Paper
First Page:	293
Last Page:	300
Language:	English
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Paper Abstract:	Since the school year 2002- 2003, the IUFM of Alsace has provided an on-line training program for its teacher trainees. The courses provided are related to teaching with technology. This training program includes a phase in which trainees teach a class. This phase aims at helping the trainees gain the knowledge and know-how needed for teaching in a primary school. It also validates level 1 of their studies. This training program provides on-line feed-back, familiarizes our trainees with new techniques, and prepares them to use these techniques in class during their training period. The accompaniment that we provide is essentially a platform of collaborative work (remote collaborative training: ACOLAD) which was developed by ULP multi-media of Strasbourg. The goal of this phase is to lead to questioning and group reflection on how to use the technology at school. It also aims at teaching communication skills and promoting collaboration and production in a long-distance work situation. We encourage exchanges and dialog between the trainees and a tutor. The main goal of our research is to try to understand, within this context, which factors support or hinder long-distance collaborative work. The model of activity of Engestrom provides a conceptual framework which is particularly useful when studying long-distance collaborative work with multiple entries: by subjects, objects, instruments, the division of labor, rules observed, and community. In this model of activity, the interactions between those concerned enables us to better understand the relation between the subject and the object which takes place using the “instrument” in the process of transformation. Furthermore, the subject is seldom alone and forms part of the group—a community. When new members arrive they must learn how to use the “distributed knowledge”. In this model, the “subject-community” is mediated by the concept of rules, and the “object-community” is mediated by the division of labor. The various components of the system are thus in relation and influence each other while they are evolving. Therefore, tensions and contradictions exist in and between the various poles of the activity and at various levels. We will present the tensions and contradictions perceived in this system, and which are responsible for its evolution. This study enabled us to draw certain conclusions concerning the evolution of such practices and how to improve them.
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