| 1. |
- Björkvall, Anders, 1972-, et al.
(författare)
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Designing with and for digital pencils : On the potentials of writing and shapiong by hand in digitalized middle schools and high schools
- 2024
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Ingår i: Designs for Learning 2024: Conceptualizing design. - Stockholm : Stockholms universitet, IPD. ; , s. 11-12
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Konferensbidrag (refereegranskat)abstract
- This presentation reports on results from two studies of uses and potentials of digital pencils in grade 4 and 8 in Sweden. Digital pencils were provided to the students and their teachers and the teachers integrated the pencils in a number of projects. The didactic design of teaching and learning were performed by teachers and their students, without direct involvement by us as researchers.The broader background to these studies is a dichotomization of the resources used for contemporary teaching, learning, and meaning making that is present in many schools today, but also in the public debate. In this discourse, a simplified division of learning tools prevail: they are either “digital” or “analogue”. Our presentation addresses this dichotomy, and understandings of semiotic technologies more broadly, by analyzing the potentials of the digital pencil for connecting “analogue” meaning making to “digital” meaning making in middle school and high school. We look at how writing and shaping by hand – still to be considered fundamental skills and competences in society today and with a history that goes back thousands of years – can be performed in digitalized Swedish classrooms.Based on data from the two studies carried out in 2022 through 2024, our analysis provides knowledge of the semiotic potentials and actual uses of digital pencils in school, something which is lacking in previous research, with the exception of a few recent studies (Riche et al, 2017). The overall methodological framework is multimodal ethnography (Björkvall, 2012). This methodology combines tools and techniques from ethnography with those from semiotics and designs for learning.Two main results stand out. First, the digital pencils can actually be effectively used to draw on analogue practices in the classroom. We will provide examples. Second, the digital pencils have other affordances (Lindstrand, 2022) than just functioning as “digital ink”: they are multifunctional in the sense that they can be used as tools for an array of tasks that analogue pencils cannot. Thus, the analysis concludes that not only can the digital pencils be used to resemiotize analogue practices; they also afford new ways of writing and shaping by hand. These latter need to be further integrated in the didactic practices of Swedish classrooms.
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| 2. |
- 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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| 3. |
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| 4. |
- 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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| 5. |
- Lindstrand, Fredrik, et al.
(författare)
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Digital materiality in exhibition design : Affordances for meaning-making
- 2024
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Ingår i: Designs for Learning 2024: Conceptualizing design. - Stockholm : Stockholms universitet, IPD. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- Digitization has had a transformative impact on museum practices in recent years, including the work with exhibitions (cf. Arvantis & Zuanni, 2021; Vermehren et al, 2021). Digital media make it possible for more people to take part in cultural heritage, by making available objects and remains of a sensitive nature that could not otherwise be shown publicly. It opens up new forms of communication that can make it possible for groups of visitors with different needs to learn about the past (Galani & Kidd, 2020; Kyriakou & Hermon, 2018). New questions can potentially be asked when cultural heritage is made digital.The paper presents an ongoing research project on digital materialities in museum exhibitions. Focusing on materiality, the project seeks to understand the affordances for meaning-making of digital media in relation to the epistemological commitments of modes, media, and material expression (cf. Bezemer & Kress; Björkvall & Karlsson, 2011; Lindstrand, 2022). The paper includes data from a series of workshops at museums that are part of the Swedish National Maritime and Transport Museums; Vasa Museum, Vrak - museum of Wrecks, Naval Museum, and Maritime Museum. The workshops were guided by key theoretical underpinnings from multimodal social semiotics. Based on empirical research into a wide variety of cases, we aim to offer a meta-language for assessing digital materiality which can be used as a basis for scientific analyses, as well as a tool for cross-professional discussions and informed decisionmaking in exhibition design. We claim that the digital makes objects available in a specific form and with a specific (simulated) materiality which adds discursive layers to the representations. It contributes to the possibility of adding shifts in how the visitor is positioned, as well as shifts in presentations. Aesthetical enhancement contributes to making the digital salient and a resource in the museum’s meta-representation of self. The digital may also be used to express epistemic modality. It is a plastic material that is open and flexible. Depending on the modes it ”mimics”, it assumes corresponding properties and brings the equivalent possibilities, hindrances, and epistemological framing in communication. The project is funded by The Swedish National Heritage Board and will run for three years, 2023-2025.
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| 6. |
- 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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| 7. |
- 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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| 8. |
- 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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| 9. |
- 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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| 10. |
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