| 1. |
- Hakkarainen, Kai, et al.
(författare)
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Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
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Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
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Konferensbidrag (refereegranskat)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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| 2. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Temporal and material conditions for instruction in simulator-based maritime training
- 2015
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Ingår i: CSCL 2015 Proceedings. - 1573-4552. - 9780990355076 ; 2, s. 699-700
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Simulator-based training in maritime education is a highly structured and technological advanced learning activity. By analyzing video recordings of exercises in a navigation course, the study specifically explores: a) the use of different tools and technologies in maritime training, and b) how the instruction shapes and are shaped by the temporal organization of the events. The results highlight instructional matters of connecting the general learning objectives with the particular details of the scenario throughout the whole training session.
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| 3. |
- Abrahamson, Dor, et al.
(författare)
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Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education
- 2018
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Ingår i: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. - : International Society of the Learning Sciences.. - 1573-4552. - 9781732467217
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Konferensbidrag (refereegranskat)abstract
- Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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| 4. |
- Dabisias, Giacomo, et al.
(författare)
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A Learning Analytics Framework for Practice-Based Learning
- 2015
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Ingår i: Exploring the Material Conditions of Learning. - : International Society of the Learning Sciences. - 9780990355076 ; , s. 740-742
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Konferensbidrag (refereegranskat)abstract
- The role of the PELARS Learning Analytics System (LAS) system is to collect information from students performing project-based tasks, reason on such information and provide visualization to teachers and students, that is usable for understanding the learning process. The information collected by the LAS comprises pieces of information collected directly by the Students, and other collected by the System automatically. In this work we will provide a comprehensive description of the framework and the motivations behind the various decisions. The software framework will be described starting from the broad vision of the context and then the different components will be described in detail.
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| 5. |
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| 6. |
- Jahnke, Isa, et al.
(författare)
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Changing teaching and learning practices in schools with tablet-mediated collaborative learning (#TMCL15) : Nordic, European and International views
- 2015
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Ingår i: Exploring the material conditions of learning. - Atlanta : ISLS. - 9780990355076 ; , s. 889-893
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Konferensbidrag (refereegranskat)abstract
- We propose an interdisciplinary workshop to share and discuss ongoing research and existing results with regard to studies revolving around tablet-mediated collaborative learning in schools. The guiding question is: Is the expanding use of media tablets on the way to change teaching and learning practices in schools? If yes, which are these emergent practices, how are they developing, and in what ways do they contribute to renew computer-supported collaborative learning? Current studies on the use of media tablets in schools raise an important set of issues and potentials for research in CSCL. They point at the examination of teachers’ and learners’ sociotechnical-pedagogical practices that are enacted in the classroom on a daily basis.
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| 7. |
- Karlsson, Göran, 1954, et al.
(författare)
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Joint reasoning about gas solubility in water in modified versions of a virtual laboratory
- 2013
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Ingår i: 10th International Conference on Computer-Supported Collaborative Learning, CSCL 2013; Madison, WI; United States; 15 June 2013 through 19 June 2013. - : International Society of the Learning Sciences. - 1573-4552. ; 2, s. 283-284, s. 283-284
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Konferensbidrag (refereegranskat)abstract
- A virtual laboratory was designed to enable students to collaboratively discover the concept of gas solubility in water at different physiological conditions. The virtual laboratory was developed through a design experiment involving three successive versions with different guiding structures. Analysis of 13 dyads' reasoning about gas solubility in water revealed that the students' problem was to understand the concept of solubility of gases. It was also observed how the guiding structures within the three different versions influenced the students' reasoning about the concept.
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| 8. |
- Lindwall, Oskar, 1974, et al.
(författare)
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Presidential Session – ISLS 20 years: Where are we now and where are we going?
- 2022
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Ingår i: General Proceedings of the 2nd Annual Meeting of the International Society of the Learning Sciences 2022. - : International Society of the Learning Sciences. - 1573-4552. - 9781737330639
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The Presidential Session at the ISLS Annual Meeting 2022 celebrates the 20th anniversary of the society by inviting scholars from different parts of the world to reflect on the current state and future of the society. A characteristic feature of the learning sciences is a diversity of perspectives, often grounded in regional and disciplinary differences, combined with extensive international and interdisciplinary collaboration. In this session, panelists from different regions are invited to reflect on the trajectory of the learning sciences and how we as a society are to handle current and future challenges.
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| 9. |
- Lindwall, Oskar, 1974, et al.
(författare)
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The sensitive nature of feedback as a sequential phenomenon
- 2022
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Ingår i: Proceedings of the 16th International Conference of the Learning Sciences - ICLS 2022.. - : International Society of the Learning Sciences. - 1573-4552. - 9781737330653
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Konferensbidrag (refereegranskat)abstract
- Social actions such as advice and feedback are sensitive actions, often triggering emotional and defensive reactions. Moreover, just how to understand and describe such actions – for instance, as “constructive advice”, “complaints”, or even “insults” – is a potential point of contention and dispute for participants in interaction. Based on a corpus of video data from higher education, our research aims to develop a conceptual and empirically grounded understanding of the social organization of feedback. This study investigates how students and teachers orient towards the sensitive nature of feedback in critique sessions in architectural education. With a few examples from the data set, the study focuses on three issues: a) the sequential organization of feedback; b) the grounds for two (conflicting) orientations to the feedback; and c) the ongoing instructional work to make the students hear the feedback in the “right” way.
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| 10. |
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