Paper short abstract:

Building on the theory of technological politics as well as situated, practice-based theory of learning, the paper explores critically the significance of digital technologies in problem-oriented learning and project work in higher education.

Paper long abstract:

The paper explores critically the significance of digital technologies in problem-oriented learning and project work in higher education. Building on the theory of technological politics as well as situated and practice-based theory of learning, it investigates digital learning spaces and the activity of learning from the standpoint of the learners as an integrated part of their conduct of everyday life. Starting point of the paper are typical dilemmas and conflictualities of students articulated in interviews about their experiences and engagements with digital devices in their processes of learning. A major recurrent theme here is what could be called dialectics of distraction. On the one hand, the cross-contextuality and multiple engagements of the practice of everyday living and learning is catalyzed by digital devices enabling new ways of social involvement, counterpoints, and access to the world on various channels. On the other hand, the students articulate serious problems with digital diffusion and fragmentation, and the need for presence, immediate dialogue, immersion and not least tranquility in their learning activities including the need and challenge of islanding and not to be always "on". Building on an examination of the actions and politics materialized in digital learning spaces as well as of what we actually do when we "learn", the paper analyzes the dialectics of distraction to substantiate an understanding where and where not digital technologies can expand problem-oriented learning.