| 1. |
- Bergström, Peter, 1975-, et al.
(author)
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Swedish teachers' didactical design from students' perspective : perspectives on digital competences
- 2017
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In: Learning and education. - Copenhagen : Aalborg University.
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Conference paper (peer-reviewed)abstract
- Research topic/Aim: Based on students' perspective, the aim of this study is to understand teachers' didactical design in contemporary one-to-one computing classroom in Sweden. The following research questions were formulated:How do teachers' organise students' use of one-to-one computing, and what are the effects?How are social processes constructed in the one-to-one computing learning environment based on students' experience and use?Theoretical frameworks:In a theoretically informed analysis, we applied Bernstein's (2000) concepts for symbolic power and control: classification and framing. Bernstein's relative concept of classification indicates the symbolic boarders between categories, for example teachers and students. The concept of framing indicates the locus of control, or who controls what. The concepts of classification and framing is relative, either strong or weak. These concepts are used to understand how teachers' either keep symbolic power and control, or shift the symbolic power and control towards the students in teaching and learning situations.Methodology/research design:This study is part of a greater project about the digitalisation of compulsory schools. Based on results from the bigger project, this study focused on a mixed group of students in compulsory school in grade-2, grade-6, grade-7 and grade-8 studying mathematics, arts and sports. The empirical material consists of four classroom observations, 11 focus group interviews with students and a questionnaire. The focus group interviews were based on three themes: 1) students' basic digital skills, 2) teachers' teaching, and 3) students’ learning. During the interviews, the approach of stimulated recall (Haglund, 2003) was used for probing students' experiences of different teaching approaches by showing the focus groups photography's of different one-to-one computing practices. The focus group interviews lasted between 18 to 35 minutes.Expected conclusions/Findings:Based on the concepts of classification and framing, three themes were constructed that indicated teachers and students digital competence. The first theme indicated students' basic digital skills. This theme identified for what and how often the most common activities in which the teachers’ ask students to use one-to-one computing. The second theme indicated a piecework approach, which highlighted students' use of one-to-one computing in class and out of class. In class use indicated a formal practice based on the teachers' power and control, while the out of class use indicated practices based on students' power and control. The third theme indicated the symbolic gesture of raising ones hand. This theme indicated diverse aspects how the teacher either held or dislocated symbolic control.Relevance for Nordic Educational Research:In the Nordic countries, digital competence is either already introduced or on its way to be introduced in the national steering documents. Few studies have so far focused on understanding students' perspective of teachers' didactical design. This study contributes to this field of research and indicates a need for a broader understanding of the concept digital competence beyond basic digital skills. Among other things, this study indicate especially how one-to-one computing constructs a need for diverse digital competences based on students' use of one-to-one computing in class as well as out of class.
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| 2. |
- Bergström, Peter, 1975-, et al.
(author)
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Variations of symbolic power and control in the one-to-one computing classroom : Swedish teachers' enacted didactical design decisions
- 2019
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In: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:1, s. 38-52
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Journal article (peer-reviewed)abstract
- This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.
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| 3. |
- Jahnke, Isa, 1971-, et al.
(author)
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Digital Didactical Designs as research framework : iPad integration in Nordic schools
- 2017
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In: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 113, s. 1-15
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Journal article (peer-reviewed)abstract
- In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.
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| 4. |
- Mårell-Olsson, Eva, 1966-
(author)
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AR, VR and AI - something for the future education?
- 2021
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Conference paper (other academic/artistic)abstract
- Docent Eva Mårell-Olsson works at the Department of Education, Umeå University. Her research concerns the implementation and use of ICT in the society regarding a pedagogical perspective. More specifically, her research interest concerns the implementation and use of digital technologies in various professional areas and its impact on an individual level as well as the organization level with regard to opportunities and challenges, for example, in teaching and learning and, when working methods are changing in working life due to digital transformation. She has many years of experience in competence development initiatives that are supported by digital technologies in foremost the education sector and the dental health care sector. In this presentation she will present research projects she has carried out in recent years with a special focus on the use of technologies such as AR (Augmented Reality), VR (Virtual Reality) and AI (Artificial Intelligence) in the area of teaching and learning. For example, studies about the use of AR and VR technology in chemistry teaching in higher education for enhancing students’ conceptual transition from a 2D representation of a molecule to a 3D structure visualized using AR and VR glasses (i.e., spatial ability), and studies about using gamification as a teaching strategy in K-12 education in combination with the use of different types of digital technologies (e.g., computers, tablets, mobile phones and smart glasses) for fostering students 21st century skills. She will also present a research project just recently funded by the Swedish Research Council investigating how AI-based technology can be developed for supporting and fostering, from a pedagogical perspective, interactions and sense of inclusion among schoolchildren who are suffering from long-term illness and staying in hospital for longer treatment periods.
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| 5. |
- Mårell-Olsson, Eva, 1966-
(author)
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Att göra lärandet synligt? : Individuella utvecklingsplaner och digital dokumentation
- 2012
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Doctoral thesis (other academic/artistic)abstract
- Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. individuella utvecklingsplaner – IUP) be introduced for students in elementary school, special schools for disabled children, Sami schools and special schools. The second change came into effect in July 2008. The content of the personal development plan was expanded to contain not only plans for future development, but also teachers’ written assessments of students’ knowledge and learning process. To implement the new regulations and support teachers’ work, many schools have turned to digital tools. The combination of new regulations and digital tools has generated new, unexplored circumstances for teachers, students and parents.The aim of this thesis is to provide a greater understanding of the work process with students ́ personal development planning and the role of digital documentation in this process. The aim is also to investigate students’, teachers’ and guardians’ experiences and participation. The main focus is on experience of the work processes associated with the recent reform of methods for communicating students’ knowledge and learning processes. To better understand this new educational situation, students’, parents’ and teachers’ experience of working according to the new regulations has been analysed and problematized. The research questions address how the use of digital tools influences the process, in what ways the process affects students’ and parents’ participation and in what ways the students’ identity work is affected by the communication and work process. The study is based on qualitative semi-structured interviews, a survey study and a document analysis. The material was analysed through an inductive thematic analysis. The analysis draws on activity theory and theories focusing on participation at higher and lower levels, and on social relationships through concepts of power and control, as well as visible and invisible pedagogy. Patterns in the material were analysed using concepts of communicative and strategic communication, negotiation of influence, self-regulation and techniques for disciplining, positioning processes and the individual’s approach to a prevailing norm. The concept of cultural capital has also been used as an analytical concept.Students, parents and teachers all state that the process is now, finally, about the student’s personal learning. Thus, the study shows that students’ goals and personal planning do not significantly affect teaching in schools. Responsibility for achieving the goals is left to the student alone. Students can decide when and how they will work towards the goals in the plan. The follow-up process is concentrated to the discussion on progress with parents each semester where new goals are set for the student. The study also shows that the process with the personal development plans is focused on students’ behaviour and on transforming students into model students who perform at their absolute best. The study also shows that parents are entering as a new player – their child’s representative in negotiation. Teachers on the other hand are trying to manage the work process rationally by copying and pasting written opinions among several students and formulating and adapting students’ goals to suit their teaching.Students’ personal development plans are significant texts where players other than the student and his or her parents or teachers, are able to scrutinize and criticise the content as the student’s plans are public documents. All in all, the study shows that the whole work process with students’ personal development plans requires both awareness and understanding of the importance of language and wording. The work process is not only about learning; it is also about power, control and negotiation.
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| 6. |
- Mårell-Olsson, Eva, 1966-
(author)
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Gamification as a teaching strategy : teachers’ readiness for gamified teaching designs
- 2019
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In: Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20 augusti, 2019.. - Umeå.
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Conference paper (peer-reviewed)abstract
- Purpose/goals: This presentation reports on a study exploring teachers’ readiness to design gamified teaching activities with the use of contemporary and emerging technologies in K-12 education in Sweden. More specifically, the aim was to explore and understand what opportunities and challenges teachers perceive and express by gamified teaching designs.Method: The study was conducted between 2014 and 2018 and included four sub-studies where four groups of university students were given the task to design a gamified teaching activity for school students in combination with the use of digital technologies such as laptops, media tablets and smart glasses. The empirical material is based on observations during the school tests and interviews afterwards with the participating school teachers.Theoretical framing: The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points (Leontiev, 1986). Within activity theory, it is of importance to study the role that an artefact or a tool plays in everyday life (Nardi, 1996). Using Activity Theory as a theoretical framework helps to make sense of a context, and more specifically, the interplay between social relations, materials, tools, and expressed motives within the activity system (Nardi, 1996).Conclusions: The findings illustrate two emerging themes concerning 1) fostering motivation and collaboration and 2) a pedagogical balance is needed to achieve deeper learning. The school students enjoyed the gamified activities a lot and this fostered their motivation for schoolwork and collaboration. The teachers described it as a catalyst for motivating and engaging school students in schoolwork while at the same time acquiring knowledge. However the challenges they perceive primarily concern time and knowledge about how to design for a pedagogical balance between fun elements in relation to elements that triggers the school students’ knowledge acquisition and learning processes.
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| 7. |
- Mårell-Olsson, Eva, 1966-, et al.
(author)
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Opportunities and challenges of using socially intelligent agents : increasing interaction and school participation for children suffering from a long-term illness
- 2021
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In: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 38:4, s. 393-411
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Journal article (peer-reviewed)abstract
- Purpose – Children suffering from cancer or cardiovascular disease, who need extended periods of treatment in hospitals, are subjected to multiple hardships apart from the physical implications, for example, experienced isolation and disrupted social and academic development. This has negative effects long after the child’s recovery from the illness. The purpose of this paper is to examine the non-medical needs of children suffering from a long-term illness, as well as research the field of artificial intelligence (AI) – more specifically, the use of socially intelligent agents (SIAs) – in order to study how technology can enhance children’s interaction, participation and quality of life. Design/methodology/approach – Interviews were performed with experts in three fields: housing manager for hospitalized children, a professor in computing science and researcher in AI, and an engineer and developer at a tech company.Findings – It is important for children to be able to take control of the narrative by using an SIA to support the documentation of their period of illness, for example. This could serve as a way of processing emotions, documenting educational development or keeping a reference for later in life. The findings also show that the societal benefits of AI include automating mundane tasks and recognizing patterns. Originality/value – The originality of this study concerns the holistic approach of increasing the knowledge and understanding of these children’s specific needs and challenges, particularly regarding their participation and interaction with teachers and friends at school, using an SIA.
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| 8. |
- Mårell-Olsson, Eva, 1966-
(author)
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Social närvaro, personlig interaktion och reflektion : En studie om studenters upplevelser och erfarenheter av att prova olika kommunikationssätt i distansutbildning
- 2006
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In: Fyra studier om fortbildning av universitetslärare i Kvarkenområdet. - Umeå : Institutionen för interaktiva medier och lärande Fakulteten för lärarutbildning, Umeå universitet. - 9172641673 ; , s. 59-76
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Book chapter (other academic/artistic)abstract
- IT för utbildning 3 p ges vid institutionen för interaktiva medier och lärande, Umeå universitet. Kursen har tillkommit bland annat av ett behov av att kunna utbilda universitetslärare i att bli bättre i sin roll som lärare i en allt mer flexibel lärsituation. Syftet med denna studie är att ta reda på hur studenterna i kursen beskriver sina erfarenheter av kommunikationen i de olika virtuella seminarierna, (videokonferens, chatt och textbaserat diskussionskonferens) och vilka fördelar och nackdelar de anser respektive sätt att kommunicera med varandra har i kursen. Jag har tittat på hur de beskriver sina upplevelser och erfarenheter av att använda olika verktyg för kommunikation i kursen IT för utbildning 3 p samt vilka fördelar och nackdelar studenterna menar att respektive kommunikationssätt har. Detta arbete är en texttolkning ur ett lärandeperspektiv med tonvikt på studenters upplevelser och erfarenheter av kommunikation via olika verktyg. Den texttolkning jag gör är utifrån studenternas processdagböcker där de reflekterar och skriver om sitt lärande, upplevelser och erfarenheter av kursens olika moment och en gruppuppgift, om tre studenter per grupp, där de fått diskutera student- och lärarrollen i distansundervisning. Resultaten visar att chatten har en hög social närvaro om man är snabb i tanken och i fingrarna då respons och feedback kommer direkt. Är man inte snabb i tanken och i fingrarna så upplevs chatten som rörig och ostrukturerad. Även videokonferensen upplevdes ha hög social närvaro. Här har både bild och ljud stor betydelse för att kommunikationen ska kännas som mer personlig och att studenterna kan interagera med varandra. En nackdel är att ett videokonferensmöte bör planeras och struktureras väl då det annars kan upplevas bli mer ”svammel” än diskussion. Den textbaserade diskussionskonferensen upplevs som det sätt att kommunicera som stödjer det reflekterande lärandet mest. Den sociala närvaron är inte lika tydlig som i chatten eller videokonferensen, men det går lättare att gå djupare in i diskussioner än vad de två andra sätten medger. Sammanfattningsvis så kan jag konstatera att det krävs olika verktyg för kommunikation i en distansutbildning för att främja social närvaro, interaktion och reflektion både såväl synkron som asynkron. Alla dessa komponenter är viktiga för att få en lärmiljö som passar många olika studenter, med olika förutsättningar och behov.
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| 9. |
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| 10. |
- Mårell-Olsson, Eva, 1966-, et al.
(author)
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The use of Augmented Reality Technology in Chemistry Teaching
- 2019
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In: Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20 augusti, 2019. - Umeå.
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Conference paper (peer-reviewed)abstract
- Purpose/goals: Traditionally in chemistry teaching, molecules are visualized on paper or on a whiteboard/screen, i.e. the molecule is drawn in 2D. However, one basic problem many students are struggling with in basic organic chemistry is the conceptual transition (e.g. from 2D to 3D), and research has shown that spatial thinking is very important for the understanding of chemistry [1][2]. This presentation reports on a study exploring how university students are perceiving the use of augmented reality technology (AR) in chemistry teaching. More specifically, the aim is to explore and understand what opportunities and challenges students perceive when using AR-technology for enhancing their transition from a 2D representation of a molecule to the 3D structure visualised by AR-glasses.Method: The study was conducted during the spring of 2019 where a group of university students were able to ‘see’ the 3D structure of a nicotine molecule by using AR-glasses. The empirical material is based on discussions during the test and 14 surveys which the students answered anonymously afterwards.Theoretical framing: Design-based methods were used in the study [3] for exploring the possibilities as well as the challenges students meet when using, for them, such a new emerging technology as AR. For encoding the collected material, thematic analysis [4] was used for identifying key themes and emerging patterns.Conclusions: The first preliminary findings illustrate both possibilities and challenges when using AR-technology in chemistry teaching. For example, the students expressed an immersive experience and the 3D molecule was perceived as a very real object in the room, and in addition, felt that the amount of information was larger compared to 2D. The challenges concern quite a narrow field of view of the AR-glasses, and the students would like to have several different molecules to be visualized at the same time so as to be able to compare them with how they actually are represented in 3D.
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