| 61. |
- Cederlund, Katarina, 1968-, et al.
(author)
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Assessing multimodal texts : practice development and support for teachers´ learning
- 2016
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In: The 8th international conference on Modality.
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Conference paper (other academic/artistic)abstract
- As digital technology is becoming increasingly more common in the classrooms, students are creating screen-based texts that incorporate various modalities. Previous studies show that even if students’ texts are multimodal, the complexity in multimodal text composition are not the subject to established assessment practices privileging verbal and written language. Assessment practices signal which knowledge is legitimate and influence how teaching is organized. How teachers acknowledge and assess multimodal aspects and how practice development in this matter can be supported thereby becomes important issues to address.This study was conducted within the project Digital Arenas in Literacy Practices in Early Primary School (DILS) where teachers from three classes in different schools worked together in workshops to develop literacy teaching. The empirical material consists primarily of the participating teachers written assessments of student texts, before and after an intervention where the teachers were introduced to multimodal perspectives and concepts for analyzing and assessing multimodal texts. The text material was further complemented by video-recordings of this workshop and the teachers’ discussions. Exploring how the teachers understanding of students’ multimodal texts is manifested in their assessments, the study highlights the challenges education and teachers face. The results shows how a lack of a meta-language to describe quality and development in multimodal text-composing results in assessments influenced by established assement practices focusing formal language aspects. Access to such meta-language provided more focus on the use, balance and interrelations of modalities for communicative effect. The implications of what knowledge and practices that are made available to teachers are discussed, and further research on how to implement multimodal assessment practices in the pedagogical practice is suggested.
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| 62. |
- Cederlund, Katarina, 1968-, et al.
(author)
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”Här styrker bilden texten” : Att utveckla en multimodal bedömningspraktik
- 2016
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In: SMDI 12 TEXTKULTURER Tolfte Nationella konferensen i Svenska med Didaktisk inriktning.Karlstads universitet 24-25 november 2016.
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Conference paper (other academic/artistic)abstract
- Genom den tekniska och mediala utvecklingen lever vi idag i ett multimedialt samhälle där det skrivna ordet inte bara är ett bland flera kommunikationsmedier utan också integreras med bild, film, ljud och tal. Läsande och skrivande har alltid varit multimodalt men den digitala teknologin möjliggör än större komplexitet i de multimodala uttrycken. Tidigare forskning har visat att även om elever komponerar multimodala texter så omfattar inte etablerade bedömningspraktiker komplexiteten hos multimodalt textskapande. Bedömningspraktiker signalerar vad som är legitim kunskap och påverkar hur undervisningen utformas. Kunskap om hur lärare uppmärksammar och bedömer multimodal texthantering samt hur praktikutveckling på området kan understödjas får därmed betydelse för utvecklingen av svenskämnets didaktik. I föreliggande studie undersöks när en grupp lågstadielärare erbjuds redskap för att betrakta texter utifrån design och samspel mellan olika semiotiska resurser. Det empiriska materialet består av filmade observationer av lärarnas kollegiala samtal och sambedömningar, samt lärarnas skriftliga reflektioner och bedömningar av multimodala elevtexter. Texterna samlades in före och efter en intervention där lärarna presenterades för begrepp och perspektiv baserade på Eve Bearnes (2009) ramverk för analys och bedömning av multimodal text och textprogression. Genom analyser av hur lärarnas förståelse av kvalitét och progression i multimodal texthantering manifesteras och förhandlas belyser studien de utmaningar lärare och undervisning förväntas hantera och ställs inför vad gäller bedömning av multimodala elevtexter. Resultaten visar hur tillgängliga diskurser och redskap möjliggör och begränsar praktiken vilket väcker frågor om vilken kunskap elever och lärare behöver för multimodal texthantering. Vi diskuterar svenskämnets gränser mot bildämnet och implikationer för lärarutbildning och lärares kompetensutveckling.
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| 63. |
- Cederlund, Katarina, 1968-, et al.
(author)
-
Subject culture in motion : competing discourses in literacy education
- 2017
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In: Cultures, Arts & Verbal Communication. - 9789949293377 ; , s. 33-34
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Conference paper (other academic/artistic)abstract
- In this paper we examine competing discourses of established and emerging practices in literacy education in relation to technology. Our intention is to highlight contextual and relational aspects, which are largely absent in discussion concerning education when the aim is to find effective, best practice solutions. Grounded on empirical research findings, we strive to expand the current discussion by problematizing the relation between technology and literacy in a subject culture in motion. As classroom practices are made up of many different and often competing discourses this paper attends to the historical development of L1 and discusses tensions at classroom and system levels (Bernstein, 2000; Engeström, 2009). We demonstrate how the conditions and role of technology in the classroom tends to move from a focus on the effective use of technology, which separates the digital from L1-education, towards discourses including social practices and socio-political aspects (Ivanic, 2004). Moreover, the need for a meta-awareness addressing the multiplicity and diversity of communication channels and media will be problematized in regard to teachers’ professional development, changes in curricula and the boundary between the L1-subject and aesthetics.
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| 64. |
- Cerna, Katerina, 1986, et al.
(author)
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Decision-support System for Cancer Rehabilitation : Designing for Incorporating of Quantified Data into an Existing Practice
- 2018
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In: Proceedings of the 10th Nordic Conference on Human-Computer Interaction. - New York, NY, USA : ACM Publications. - 9781450364379 ; , s. 747-753
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Conference paper (other academic/artistic)abstract
- Recent development in self-monitoring devices indicates that using quantified data in clinical practicesupporting chronic diseases management holds a big potential. However, exploration of this design space also suggests that some unattended challenges still exist, such as a low adoption rate of self-monitoring tools in existing clinical practice. In this text, wetherefore focus on the ways healthcare professionalsuse quantified data in their practice. We draw onempirical data from an ethnographic study of a cancer rehabilitation center. Our preliminary findings suggestthat the self-monitoring tool supported the nurses'work because it became a functional complement totheir work by allowing them to appropriate the deviceto their and the patients' needs.
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| 65. |
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| 66. |
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| 67. |
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| 68. |
- Dahlborg Lyckhage, Elisabeth, 1956-
(author)
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I backspegeln : en historisk återblick
- 2010. - 1
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In: Att bli sjuksköterska. - Lund : Studentlitteratur. - 9789144054117 ; , s. 39-57
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Book chapter (other academic/artistic)
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| 69. |
- Dahlborg Lyckhage, Elisabeth, 1956-
(author)
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Sjuksköterskan, vem är det?
- 2010. - 1
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In: Att bli sjuksköterska. - Lund : Studentlitteratur. - 9789144054117 ; , s. 21-37
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Book chapter (other academic/artistic)
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| 70. |
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