| 1. |
- Insulander, Eva, 1972-, et al.
(författare)
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Sites for learning and knowledge representations : the Middle Ages
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 111-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, the focus is on knowledge representations in different sites of learning. We will give some examples of formal, semi-formal, and non-formal institutional framings, as well as of choices of representational resources—both in terms of designs for learning and play, and designs in learning. The knowledge area is the Middle Ages, a period which reappears in books, music, films, and games in late-modern contexts. This chapter is thereby also an example of learning outside and inside schools, and of how different institutional logics and choices of material resources affect which type of knowledge that is valued, and what is seen as signs of learning.
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| 2. |
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| 3. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Designs in learning and rhizomatic webs
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 23-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter introduces the notion of designs in learning, which focuses on aspects regarding how learners (either individually or collectively) negotiate, make choices, and design their learning and representation of a phenomenon and of a knowledge area. Designs in learning can thus be seen as a way to approach issues regarding learners’ agency and performativity in learning contexts of various kinds. The chapter further contextualizes this aspect of learning by introducing the idea of rhizomatic webs as a metaphor for learning. A condition for being able to grasp learning as a performative act and the rhizomatic character of meaning-making is an openness in terms of what is recognized as valid representations of knowledge. We argue for the importance of recognizing a multitude of meaningful expressions in learning, introduced here as a capacity to embrace multimodal knowledge representations. The ideas presented in the chapter are exemplified with some glimpses of a collaborative process of filmmaking in a school context. In order to show how meaning-making evolves in the work to make representations in film, the chapter also introduces the notions of epistemological commitments of modes, transformation, and transduction.
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| 4. |
- Lindstrand, Fredrik
(författare)
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Grasping action in multimodal transformative processes
- 2018
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Ingår i: 9ICOM. - Odense, Danmark : Syddansk Universitet. ; , s. 23-23
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Konferensbidrag (refereegranskat)abstract
- Grasping action in multimodal transformative processes Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story. ReferencesDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.Kress G. (2003) Literacy in the New Media Age. London: Routledge.Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.
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| 5. |
- Elm Fristorp, Annika, et al.
(författare)
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Design för lärande i förskolan
- 2020. - 2
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur ser vi på barns lärande? Vad säger deras nyfikenhet oss? Och hur bekräftar vi den kunskap de själva kommit fram till? Hur kan vi tolka barns uttryck så att de hjälper oss förstå hur vi ska vägleda dem i deras spontana sökande efter kunskap? De konkreta exemplen i Design för lärande i förskoan är inriktade på språk och kommunikation, naturvetenskap och matematik. Genom inspirerande analyser som är kopplade till exemplen, ger boken en inblick i allt det lärande som ständigt pågår i barns vardag. För att ta vara på de oändliga möjligheterna som finns i förskolan, behöver vi förstå hur lärande går till och hur det kommer till uttryck. På samma sätt måste vi uppmärksamma vår egen roll i barnens lärande - hur interaktion med barnen, vårt utformande av resurser, miljöer och aktiviteter får betydelse för barnens möjligheter att engagera sig, lära och förstå.
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| 6. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Ett dubbelt perspektiv i högskolepedagogiken : om kunskapens representationsformer
- 2015
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Ingår i: Praktiska och estetiska lärprocesser i skola och högre utbildning.
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Konferensbidrag (refereegranskat)abstract
- Ett dubbelt perspektiv i högskolepedagogiken - om kunskapens representationsformer I en tid där digitala medier mer och mer utvecklats till en vardaglig kommunikationsresurs, utmanas traditionella gränser och förhållningssätt ifråga om hur kunskap kan gestaltas. Som en följd av denna utveckling engagerar sig allt fler lärosäten och utbildningar i samtal om kunskapens representations-former. Det handlar då dels om hur vi kan ta vara på de pedagogiska potentialer som står att finna när vi sammanför teori och praktik, dels hur vi kan förhålla oss de frågor som uppstår i relation till bedömning och ifråga om vilka uttryck för kunnande som ska (eller inte ska) erkännas inom ramen för den akademiska utbildningen. Mest aktuell blir kanske frågan i förhållande till examensarbeten på olika nivåer inom utbildningen. Rundabordssamtalets syfte är att ge utrymme för en dialog kring dessa frågor och med särskild utgångspunkt i erfarenheter från högskolepedagogiskt arbete med ett så kallat ”dubbelt perspektiv”. Utmärkande för denna pedagogiska form är att både teori och gestaltning används som verktyg och kunskapsformer i lärprocesser och inom examensarbeten på högskolan. Ett dubbelt perspektiv handlar på så vis om hur man utifrån olika mål kan kombinera teori med gestaltning på akademisk nivå, utan att ställa olika kunskapsformer emot varandra (Giroux & Shannon, 2013). Utgångspunkten är att teoretisk och praktisk kunskap gör olika saker och kan användas på olika sätt för att undersöka en och samma fråga (Selander & Kress, 2010). Temat för detta samtal är angeläget, då det fortfarande finns mycket lite forskning som undersöker olika skärningspunkter mellan teori och gestaltningspraktiker, så väl nationellt som internationellt (Göthlund, & Lind, 2010).
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| 7. |
- Lindstrand, Fredrik, 1973-
(författare)
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A semiotic and design-oriented approach to affordance
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 ; , s. 33-47
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter introduces the notion of affordance as a means for reflecting about resources in relation to learning and Designs For Learning. Instead of taking resources for granted as stable and pre-defined components of a Learning Design Sequence, the chapter argues that there is much to gain by attending to questions regarding the material qualities of these resources: how—based on their constitution—do they lend themselves to meaning-making activities and to whom? The chapter also argues for the importance of attending to what learners themselves distinguish as resources in their meaning-making endeavours. What is recognized as a resource for a certain purpose can tell us something about how meaning-makers position themselves in the world and how they relate to the subject area in focus. A focus on what resources are used, how and for what means also compels reflections regarding the social and cultural contexts of learning as well as the agency of learners. As a methodological consequence the chapter emphasizes the importance of approaching issues regarding resources for learning by studying meaning-making in situ. The various reflections about resources and affordances presented in this chapter are illustrated and exemplified with glimpses from previous research projects in different settings.
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| 8. |
- Lindstrand, Fredrik, 1973-
(författare)
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Multimodality and recognition as social and epistemological forces in learning and education
- 2022
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Annan publikation (film/video) (övrigt vetenskapligt/konstnärligt)abstract
- In this talk I will use ‘recognition’ and ‘to recognize’ as starting points for a series of reflections on social and epistemological aspects related to learning and education that I have found important in various research projects over the years. Recognition is here approached in a double sense, relating both to what learners recognize as apt resources and approaches in their multimodal sign-making processes; and, to what teachers recognize as valid knowledge representations. Thus, recognition points to semiotic action and is here used in an attempt to cut across various aspects that appear relevant in relation to learning and meaning-making (e.g. agency, design, materiality, affordance). It is approached both as an intrinsic part of learners’ sign-making processes while transforming, transducing and representing their understandings of various phenomena, and of teachers’ meaning-making processes as they try to make sense of, address and assess, these representations in educational contexts. While this approach (like multimodal approaches to learning and meaning-making in general) opens up for a widening of what can be accounted for as ‘meaningful’, it also points to the necessity of problematizing assessment practices in educational contexts. The examples I will present span from preschool children’s drawings to filmmaking projects in upper secondary and university students’ visual representations of multimodal concepts in teacher education.Bio:Fredrik Lindstrand is Professor of Media Theory in Relation to Visual Arts Education at Konstfack University of Arts, Crafts and Design in Stockholm, Sweden. He has been engaged in a number of research projects and has published extensively on topics related to multimodality and learning. His research interests focus on issues regarding multimodal communication, social semiotics, media culture, meaning-making, knowledge representations and designs for learning in different settings, and especially in relation to creative processes. He is co-founder and section editor of the peer-reviewed, open access journal Designs for Learning, and is on the advisory boards of other scientific journals. Some of his most recent publications include: Didaktik i omvandlingens tid. Text, representation, design (Education in a time of change. Text, representation, design; with Insulander, Kjällander & Åkerfeldt, eds, Liber 2017); Design för lärande—Historia. Medeltiden som exempel (Designs for learning—History. The Middle Ages as an example; with Insulander & Selander, Liber 2019); Design för lärande i förskolan (Designs for learning in preschool, with Elm Fristorp, Studentlitteratur, 2020); and A semiotic and design-oriented approach to affordance (in Björklund-Boistrup & Selander, eds, 2022).
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| 10. |
- Selander, Staffan, et al.
(författare)
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Designs for learning : designs in learning
- 2021. - 1
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Ingår i: Learning as Social Practice. - London : Routledge. - 9780367688240 - 9780367688257 - 9781003139188 ; , s. 30-69
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the modern era during the twentieth century, much has been written about teaching and learning. However, much of this seems obsolete in our contemporary hybrid society. Interaction design focuses on theory-informed, collaborative work between researchers and the users, as in the example of museums below or, as in a school context, between teachers and learners. Learning Design Sequences is a theoretical map for the purpose of analyzing significant incidents in learning process, in a process of meaning-making. The chivalrous reward chart is designed as a printable sheet presenting the 12 “rules” of the chivalrous code multimodally, in writing and images. Pelf was navigating through space making selections from the modes and media available in the exhibition, in a process of meaning-making. Language, mathematic symbols and musical notation are examples of sign systems often regarded as objective knowledge representations enabling us to communicate our understanding of specific aspects of the world.
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