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Estetiska lärprocesser : upplevelser, praktiker och kunskapsformer
- 2009. - 1
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Termen estetiska lärprocesser har under senare år dykt upp allt oftare och i allt fler sammanhang. I den här boken undersöks, både praktiskt och teoretiskt, vilka estetiska kvaliteter som kan upptäckas i olika slags lärprocesser.Boken består av två delar. Den första delen fokuserar på estetiska upplevelser och estetiska praktiker. Här finns exempel från skapande arbete inom gatukonst, tredimensionella former i trä och filmarbete. Men här diskuteras även estetiska upplevelser i möte med konst och vad konstnärligt skapande och konstpedagogik kan betyda idag.Bokens andra del presenterar texter som reflekterar kring ämnesområdet estetik och kunskapsformer utifrån olika kunskapsteoretiska perspektiv. Exempel på estetiska lärprocesser är här hämtade från bl.a. naturvetenskap, film och dans, men även från grundskolans s.k. praktisk-estetiska verksamheter. Här fördjupas också resonemangen kring konsekvenserna av att frågor som rör estetiska lärprocesser kommit i rampljuset i så många olika sammanhang.
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| 2. |
- Insulander, Eva, 1972-, et al.
(författare)
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Conceptualizing design in research
- 2024
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Ingår i: Designs for Learning 2024: Conceptualizing design. - Stockholm : Stockholms universitet, IPD. ; , s. 7-7
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- During this session we will present some of the work done by the Designs for Learning research group – from the first DFL conference in 2008 with focus on “defining the field” to this conference with the focus on “conceptualizing design in research”. Firstly, we will outline some basic theoretic concepts within our design-oriented, multimodal perspective. Secondly, in the form of a dialogue, we will discuss how this perspective has been used in different empirical studies of for example textbooks and digital learning resources, subject-oriented studies of teaching and learning, museum studies of exhibitions and of visitor’s meaning-making, studies of toys and games, as well as of collaborative work between researchers and professionals. Finally, we will give some hints of theoretical challenges, including ethical commitments, and thoughts about future research engagements.
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| 3. |
- Insulander, Eva, 1972-, et al.
(författare)
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Designing Multimodal Texts about the Middle Ages
- 2017
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Ingår i: Journal of Educational Media, Memory and Society. - New York, Oxford : Berghahn Books. - 2041-6938 .- 2041-6946. ; 9:2, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.
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| 4. |
- Insulander, Eva, et al.
(författare)
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Designing the Middle Ages : Knowledge emphasis and designs for learning in the history classroom
- 2016
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Ingår i: Historical Encounters. - Newcastle, Australia : Faculty of Education and Arts, University of Newcasle. - 2203-7543. ; 3:1, s. 31-42
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Tidskriftsartikel (refereegranskat)abstract
- Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.
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| 6. |
- 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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| 7. |
- Lindstrand, Fredrik, et al.
(författare)
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Design för lärande Historia : Medeltiden som exempel
- 2019. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Medeltiden är en epok som har avsatt många olika avtryck också i vår tid, inte minst som en mytomspunnen inspirationskälla. Detta gestaltas på många vis, bland annat i romaner, filmer, tv-serier, spel, lajv och arrangemang som "Medeltidsveckan" eller Nordisk festival för medeltida musik. Bruket av medeltiden säger därför också något väsentligt om vår egen tid, och blir ett intressant "nyckelhål" för att förstå både vilken bild vi skapar av oss själva och vilken bild vi skapar om en historisk epok.I den här boken söker vi svar på frågor som: Hur gestaltas och används medeltiden i olika sammanhang? Vilka aspekter lyfts fram som centrala, och vilka tonas ner? Dessa frågor rör historiebruk och historiemedvetande, som ju också är centralt för skolans undervisning. Därför vill vi också se närmare på hur medeltiden representeras (multimodalt) och bearbetas i förskolans och skolans värld jämfört med hur medeltiden tar gestalt i andra sammanhang.Boken - med fokus på design för och design i lärande - vänder sig till lärarutbildning och lärarfortbildning, men också till studerande i pedagogik och didaktik såväl som studerande inom andra discipliner som intresserar sig för hur kunskap gestaltas och används i olika sammanhang.
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| 8. |
- 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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| 9. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Mike the Knight in the Neo-Liberal Era : A Multimodal Approach to Children's Multimedia Entertainment
- 2016
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Ingår i: Journal of Language and Politics. - : John Benjamins Publishing Company. - 1569-2159 .- 1569-9862. ; 15:3, s. 336-350
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Tidskriftsartikel (refereegranskat)abstract
- Today, in the neo-liberal era, goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities. Different resources for play, like toys and games, are motivated from a learning perspective. Promises from media corporations, such as "Your kids are learning while they watch!" (www.nickjr.com), indicate an assumption that parents expect more than mere entertainment from the products that their children engage with. The parents' assumed demand for more than 'mere' entertainment could also be interpreted as a 'new' form of caring, where caring for the overall development of the child has been transformed into an emphasis on stimulating its learning success (Holmer Nadesan 2002, 424). Earlier ideas about a” universal” child and an ”autonomous” child are no longer at the fore. Rather, it is the idea of how to construe the ”superchild” – a child that can learn (more than ever before) and develop a capacity for making rational decisions – that seems to become a dominating paradigm (Kaščák & Pupala 2013). This shift can also be seen as a sign of change of social positions, activities and responsibilities between agents within formal (e.g. school), semi-formal (e.g. museum) and non-formal (e.g. home) sites of learning.Our intention in this article is to show how the discourse about the "superchild" is articulated multimodally (Kress & van Leeuwen 2001) in a number of media texts related to the trans-medial (see Aarseth 2006; Jenkins 2006; Lemke 2004) brand Mike the Knight. We will do so by introducing three examples – a digital story app, online games and a "Chivalrous Reward Chart" – that are part of a wider body of research.
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| 10. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Multimodal representations of gender in young children's popular culture
- 2016
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Ingår i: MedieKultur. - : Det Kgl. Bibliotek/Royal Danish Library. - 0900-9671 .- 1901-9726. ; 32:61, s. 6-25
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Tidskriftsartikel (refereegranskat)abstract
- This article poses questions regarding learning and representation in relation to young children’s popular culture. Focusing on gender, the article builds on multimodal, social semiotic analyses of two different media texts related to a specific brand and shows how gender and gender differences are represented multimodally in separate media contexts and in the interplay between different media. The results show that most of the semiotic resources employed in the different texts contribute in congruent ways to the representation of girls as either different from or inferior to boys. At the same time, however, excerpts from an encounter with a young girl who engages with characters from the brand in her role play are used as an example of how children actively make meaning and find strategies that subvert the repressive ideologies manifested in their everyday popular culture.
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