| 1. |
- Alerby, Eva, et al.
(författare)
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”Det ska vara kul att lära!” : Skolan som den bästa platsen för lärande
- 2012
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Ingår i: Forskning om undervisning och lärande. - 2000-9674 .- 2001-6131. ; 8, s. 41-49
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Inom ramen för denna artikel diskuterar vi såväl den psykosociala som den fysiska miljön i skolan. Vidare argumenterar vi för att skolans miljö är av betydelse för elevernas möjligheter att lära sig, likväl som för deras upplevelser av lärandesituationerna. Särskilt intressant blir då att lyssna till eleverna. Syftet med denna artikel är därför att synliggöra och diskutera elevers röster i förhållande till hur skolan kan bli den bästa platsen för lärande. Detta görs med utgångspunkt i forskningsprojektet ”Skolan suger” eller?, där drygt 200 elever i åldrarna 11–15 år deltog. Eleverna fick skriftligen reflektera över hur skolan ska bli en riktigt bra lärandemiljö. För att utveckla skolan till den bästa platsen för lärande uttryckte eleverna en önskan att kunna påverka sin lärandemiljö, att uppnå ömsesidighet och samspel, att kunna hantera tidsregleringen i skolan, samt att uppfylla behov för välbefinnande.
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| 2. |
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| 4. |
- Backman, Christel, et al.
(författare)
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Stereotyper och brytbilder i yrkesbeskrivande text och film
- 2014
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Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 20:3, s. 54-69
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Tidskriftsartikel (refereegranskat)abstract
- Den sociala stratifikationen på arbetsmarknaden reproduceras i hög grad genom sociala representationer och stereotyper av lämpliga och typiska utövare av olika yrken. Möjligheten att förändra den segregerade arbetsmarknaden påverkas därför av hur yrken skildras i exempelvis vägledningsmaterial. I artikeln granskas Arbetsförmedlingens yrkesbeskrivningar och vi visar hur materialet såväl upprätthåller som bryter mot yrkesmässiga stereotyper utifrån genus, klass och etnicitet.
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| 5. |
- Backman, Ylva, 1985-, et al.
(författare)
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App-supported Philosophical Dialogues: Designs, challenges and Participants’ Experiences
- 2022
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Konferensbidrag (refereegranskat)abstract
- In an ongoing project (Vinnova, project dnr 2019-04651), we develop an app, called Dialogica, which is intended for use in app-supported philosophical dialogues for persons with aphasia in an IRL setting. Aphasia is a communication disorder caused by a brain injury and involves often grave difficulties with expressing thoughts to others. Many persons with aphasia are excluded from conversations about deeper issues. In a previous research project (Swedish Research Council, project dnr 721-2013-2161), philosophical dialogues were conducted with persons with acquired brain injuries and aphasia, with positive results in group argumentation development. However, the group of persons with more severe brain injuries and aphasia saw smaller changes and needed more facilitator support than did the group of persons with milder brain injuries and without aphasia. This prompted further consideration about appropriate tools, such as apps, to support the participants with aphasia in increasing their autonomy and participation during the dialogues.Dialogica is developed with modern digital technologies used in computer games and is intended for use on a portable device such as an iPad. It thus contains technologies for text-to-speech and speech-to-text synthesis, real-time translations, avatar animations, visual highlighting, and so on. The design is based on theory and methodology from the fields of philosophy for/with children as well as argumentation analysis and informal logic, along with experience from years of facilitation of philosophical dialogues in different settings. The goal is to produce an app that is easy to use, visually engaging, and tailored for use in philosophical dialogues, in order to provide tools for higher levels of autonomy and participation in inquiry dialogues to participants who otherwise have limited abilities to express themselves. This is done through several features of the app, such as the “conversation tree”, which gives a visualization of the inquiry, and a palette of predefined dialogic moves, to support spoken interaction.In the project, we use a methodology inspired by an extended interpretation of the “Living Lab” principle, where the actual end-users of an app is involved in the development process through recurrent workshops including feedback sessions. In our case, these workshops rely on a “routine” PwC procedure in combination with using the app during the joint inquiry and meta-dialogue, and giving feedback during and after the sessions, when questions about usability, overall impression and specific features are discussed. Both persons with aphasia and supporting staff in their daily milieu join the workshops. This methodology can be extended also to school environments, where students and teachers are involved.In this research presentation, we will present our research about app-supported philosophical dialogues (including an overview of the user input received through the Living Lab workshops), shortly show the user interface of the app, and outline some of its main features.
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| 6. |
- Backman, Ylva, 1985-, et al.
(författare)
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Beyond Structure: Using the Rational Force Model to Assess Argumentative Writing
- 2023
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Ingår i: Written Communication. - : Sage Publications. - 0741-0883 .- 1552-8472. ; 40:2, s. 555-585
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Tidskriftsartikel (refereegranskat)abstract
- Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research.
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| 7. |
- Backman, Ylva
(författare)
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Circles of Happiness: Students’ Perceptions of Bidirectional Crossovers of Subjective Well-Being
- 2016
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Ingår i: Journal of Happiness Studies. - : Springer. - 1389-4978 .- 1573-7780. ; 17:4, s. 1547-1563
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Tidskriftsartikel (refereegranskat)abstract
- The mental well-being of the world’s adolescents has decreased in the last 20–30 years. Such a trend is visible also in Sweden, a country otherwise considered a positive example in terms of child well-being. In Sweden, students in lower secondary school are especially exposed. From a salutogenic orientation, this study qualitatively explored 200 Swedish students’ (grades 5–9) perceptions of the role of happiness in school. Students perceived happiness as both promoting and being promoted by five aspects: learning, school engagement, appreciation of subjects or lesson content, others’ happiness, and prosocial behavior. Hence, five perceived bidirectional crossovers of subjective well-being were found. These were compared to the findings of previous research about the determinants and effects of happiness. The students’ perceptions both add new direction for future research and align in several respects with decades of earlier research.
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| 8. |
- Backman, Ylva, 1985-, et al.
(författare)
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Dilemmas in computer game assisted dialogues for persons with communication disorders
- 2021
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Ingår i: Abstracts 7th International Designs for Learning conference. ; , s. 10-11
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Konferensbidrag (refereegranskat)abstract
- From 2019 to 2021 we conduct the multidisciplinary research project When words fail: advanced communication through digital innovation for persons with aphasia, with support from Vinnova. The project’s aim is to develop a prototype for a mobile application, Dialogica, to support communicative participation for persons with acquired brain injuries and aphasia when joining conversations about deep, personally relevant, and contestable issues. Millions of people each year acquire a brain injury (Colantonio et al., 2016), for instance through stroke or car accidents. The consequences are diverse and may show in the communicative, cognitive, social, emotional, or vocational domains (Cancelliere et al., 2014; Colantonio et al., 2016; Durham, 2012; Fabiano & Sharrad, 2017; Sabatello, 2014, Soeker, 2016). Aphasia – defined as ”a loss or impairment of verbal communication, which occurs as a consequence of brain dysfunction” – is one common consequence in the communicative domain (Brady et al., 2016, p. 79). It often means long-term communicative changes with severe influence over engagement in activities and maintenance of relationships (Lanyon, Rose, & Worrall, 2013). To achieve communicative support for persons with aphasia, we bring together expertise in computer game technology, education, special needs education, and philosophy. Together with end users we develop the application and test its effectiveness. In this paper, we (i) provide an overview of the theoretical background and the development hitherto, and (ii) discuss issues or dilemmas relating to the app and the fulfilment of its purpose.In short, Dialogica is an application developed through the game development engine Unity, designed for mobile devices with larger screens, and is based on computer game technology, theory in dialogic education, and argumentation theory. The main usage of the app is when the participants are in the same physical room and it is then intended to support participants in expressing themselves in different virtual environments through personal avatars, animations and chats. Dialogica allows for conversations’ argumentative structures to be represented visually through so-called ”conversation trees”. In order to support participants with verbal language loss, the app also incorporates a text-to-speech function.The project depends on close collaboration with end users, with which iterated workshops and facilitated dialogues using prototypes will be conducted. Through these workshops, we receive feedback used for further development of the prototype. In the end stage of the project, we will compare dialogues with and without Dialogica using an adapted version of the structured observational scale called the Argumentation Tool (Reznitskaya & Wilkinson, 2017), in order to measure the extent to which the application facilitates communicative participation for the participants. However, because of the pandemic, we have not yet been able to test the prototypes developed so far. Other issues that we will attend to in greater length in this paper is the level of applicability of the app in settings others than dialogues facilitated by experienced facilitators, how the app could support the participants’ awareness of improvements in communicative participation, and possible threats to internal validity when using the final app in experimental studies.Central referencesBrady, M. C., Kelly, H., Godwin, J., Enderby, P., & Campbell, P. (2016). Speech and language therapy for aphasia following stroke. Cochrane Database of Systematic Reviews, 24(958), 314. http://doi.org/10.1002/14651858.CD000425.pub4 Cancelliere, C., Kristman, V., Cassidy, J. D., Hincaplé, C., Côte, P., Boyle, E., . . . Borg, J. (2014). Review article: Systematic review of return to work after mild traumatic brain injury: Results of the international collaboration on mild traumatic brain injury prognosis (ICoMP). Archives of Physical Medicine and Rehabilitation, 95(3), 201–209.Colantonio, A., Salehi, S., Kristman, V., Cassidy, J. D., Carter, A., Vartanian, O., . . . Vernich, L. (2016). Return to work after work-related traumatic brain injury. NeuroRehabilitation, 39(3), 389–399.Durham, C. Y. (2012). Empowering people with ABI to acquire better insight into brain injury: An application of educational principles (Doctoral thesis). RMIT University, Melbourne, Australia. Retrieved from https://researchbank.rmit.edu.au/eserv/rmit:160046/Durham.pdf Fabiano, R., & Sharrad, S. (2017). Rehabilitation considerations following mild traumatic brain injury. Journal of Nurse Life Care Planning, 17(1), 26–34. Lanyon, L. E., Rose, M. L., & Worrall, L. (2013). The efficacy of outpatient and community-based aphasia group interventions: A systematic review. International Journal of Speech-Language Pathology, 15(4), 359–374.Reznitskaya, A., & Wilkinson, I. A. G. (2017). The Most Reasonable Answer: Helping students to build better arguments together. Cambridge: Cambridge Education PressSabatello, M. (2014). “If you can’t do it now, you’re out the door:” Employees with traumatic brain injury – A case study. Work, 48(3), 373–379. Soeker, S. (2016). A pilot study on the operationalization of the model of occupational self efficacy. Work, 53(3), 523–534.
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| 9. |
- Backman, Ylva, et al.
(författare)
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Ethics in school : from moral development to children's conceptions of justice
- 2009
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Konferensbidrag (refereegranskat)abstract
- A main issue in Swedish school debate is the question of how to teach the student a common value system based on democracy and western humanism. The debate is rather intense, to say the least. Not only is the premise that there exists one value system that we share a target for critique, but there is also the question of what value education is or could be. There is, as well, quite a body of research on children's moral development, where many take as their departure the work of Kohlberg. However, there has been little or no attention on how the individual learner conceptualizes and makes meaning out of ethical issues. That is, descriptions of processes. In this paper we will present what we take to be urgent questions that need to be investigated against the background of prior research and practical work at Södra teatern in Stockholm, Sweden. For eight years in a row, Södra teatern has had as a main project to lead a practice on the subject of philosophy with children. Several groups of youths in the age of nine to eighteen have regularly met to discuss philosophical thoughts and problems, which in a democratic manner are settled for discussion by the participants. Today this philosophical practice has spread to the north of Sweden. In Backman's final exam within the teacher education she has explored the development of children's (7‐8 years old) ability to argue for different ethical positions, both verbally and in writing and painting. This practice has been inspired by the tradition at Södra teatern, but customized to fit a regular school class in Luleå, with very little experience of philosophical discussion. In the very short period of five weeks Backman has been able to see quite significant changes in the children's ability to argue for their ethical positions. The study was initiated by examining some argumentative abilities of the pupils, for instance the ability of expressing an argument for an ethical position in writing. In the final part of the study, the same ability was examined in very similar circumstances, and the augment of expressed arguments in writing was significant. Another consideration that was raised as a consequence of the study regards the pupil's conceptualizing of ethical issues. In some conversations about the notion of justice it became clear that children interpreted the term very differently. This is not very surprising but important to pay further attention to. As mentioned earlier, there has been very little attention on how individual children conceptualize ethical issues. In this paper we argue that more interest should be put on investigating these issues in more depth, and we will do this by an outlining of a research application.
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