| 1. |
- Airey, John, 1963-, et al.
(författare)
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Increasing Access to Science and Engineering : the Role of Multimodality
- 2019
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 138-140
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engi- neering and introduce the papers in the special issue.
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| 2. |
- Airey, John, 1963-, et al.
(författare)
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Unpacking the Hertzsprung-Russell Diagram : A Social Semiotic Analysis of the Disciplinary and Pedagogical Affordances of a Central Resource in Astronomy
- 2019
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 99-107
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy—the Hertzsprung-Russell (H-R) diagram—in order to highlight its disciplinary and pedagogical affordances. The H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. Our analysis shows how these ‘layers of knowledge’ and ‘historical anomalies’ have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that these counterintuitive aspects give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings, suggesting four types of barrier to understanding that are potentially at work when students meet disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of ‘unpacked’ resources that have a higher pedagogical affordance.
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| 3. |
- Artman, Henrik, 1968-, et al.
(författare)
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Designed by Engineers : An analysis of interactionaries with engineering students
- 2015
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Ingår i: Designs for Learning. - : De Gruyter Open. - 1654-7608 .- 2001-7480. ; 7:2, s. 28-56
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students perform a time-constrained, open-ended, complex interaction design task, an “interactionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering students carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral communication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We further identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interactionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.
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| 4. |
- Artman, Henrik, et al.
(författare)
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Designed by Engineers : An analysis of interactionaries with engineering students compared to interaction design students
- 2014
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Ingår i: Designs for Learning. - 1654-7608. ; 7:2, s. 28-56
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to describe and analyze learning taking place in a collaborative design exercise involving engineering students. The students per-form a time-constrained, open-ended, complex interaction design task, an “in-teractionary”. A multimodal learning perspective is used. We have performed detailed analyses of video recordings of the engineering students, including classifying aspects of interaction. Our results show that the engineering stu-dents carry out and articulate their design work using a technology-centred approach and focus more on the function of their designs than on aspects of interaction. The engineering students mainly make use of ephemeral com-munication strategies (gestures and speech) rather than sketching in physical materials. We conclude that the interactionary may be an educational format that can help engineering students learn the messiness of design work. We fur-ther identify several constraints to the engineering students’ design learning and propose useful interventions that a teacher could make during an interac-tionary. We especially emphasize interventions that help engineering students retain aspects of human-centered design throughout the design process. This study partially replicates a previous study which involved interaction design students.
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| 5. |
- Backman, Ylva, 1985-, et al.
(författare)
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Problems and Solutions in Researching Computer Game Assisted Dialogues for Persons with Aphasia
- 2022
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 14:1, s. 46-51
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we describe technological advances for supporting persons with aphasia in philosophical dialogues about personally relevant and contestable questions. A computer game-based application for iPads is developed and researched through Living Lab inspired workshops in order to promote the target group’s communicative participation during group argumentation. We outline some central parts of the background theory of the application and some of its main features, which are related to needs of the target group. Methodological issues connected to the design and use of Living Labs with persons with aphasia are discussed. We describe a few problems with researching development of communicative participation during group argumentation using an app assisted intervention for the target group and suggest some possible solutions.
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| 6. |
- Bergdahl, Nina, 1971-
(författare)
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Adaptive Professional Development during the Pandemic
- 2022
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 14:1, s. 1-13
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Tidskriftsartikel (refereegranskat)abstract
- I Sverige gjorde gymnasielärare en snabb övergång till nödundervisning på distans på grund av utbrottet av covid-19, 2020. Denna studie fokuserar på en designbaserad forskningsintervention där professionell utveckling utformades med hjälp av ramverket Adaptation of Blended Learning till uppfylla de nya kraven för undervisning online. 26 lärare deltog i fortbildningsinterventionen, som sträckte sig över sex månader. Data analyserades med hjälp av tematisk analys. Viktiga resultat visar att pandemin har blivit en drivkraft för förändring, men inte för alla. Framväxande metoder inkluderar pedagoger med specialbehov i parallella breakoutrooms, delning av elever lättare för samarbete, vilket sparar tid. Lärare rapporterar också utmaningar, till exempel brist på riktlinjer och konsensus om hantering av frånvaro, fusk och de etiska aspekterna av att få tillgång till elevernas privata hem via kameror. Slutligen kan lärares yrkesmässiga utveckling inspireras av nya erfarenheter nya metoder även efter pandemin. Professionell utveckling under osäkra tider och designprinciper som stöder överföring av interventionen diskuteras.
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| 7. |
- Bergdahl, Nina, et al.
(författare)
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Designing for Engagement in TEL – a Teacher-Researcher Collaboration
- 2018
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 10:1, s. 100-111
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Tidskriftsartikel (refereegranskat)abstract
- Hence, teachers need to consider how their practices affect student engagement. Applying design-based research (DBR), the purpose of this study was to approach influencers of student engagement and explore how teachers and researchers collaboratively could develop learning activities with learning technologies (LTs) to facilitate this. The intervention included an online assessment application, a virtual learning environment (VLE) and an additional tablet for the teacher. The teacher constantly carried the tablet around and used it to access the students’ shared workspace. The intervention was implemented in two classes in an upper secondary school. The study focuses on teachers’ experience and instruction. Three observations of the implementation of learning design and intervention evaluations were analysed. The results indicate that the teachers and researchers could design learning activities that facilitate student engagement. Engagement was facilitated as hindrances to engagement were identified and approached. The suggested solutions shaped the design of the learning activity and included LTs which provided insights into the students’ learning processes and thereby increased the teacher’s ability to scaffold learning and provide timely feedback. The LTs used opened up for additional ways for students to engage with the content, peers and contributions which motivated students to direct their energy toward task. When conditions for learning changed as a result of implementing LTs, both student interaction and teacher practices were affected. However, it was not observed that the teacher would sustain the design without support. This emphasises the need for educational goals and visions to be consistent and communicated to practitioners; otherwise, teachers will not have the guidance needed to advance or evaluate their professional development.
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| 8. |
- Bergvall, Ida, 1975-, et al.
(författare)
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A model for analysing digital mathematics teaching material from a social semiotic perspective
- 2021
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 13:1, s. 1-7
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Tidskriftsartikel (refereegranskat)abstract
- The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts.
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| 9. |
- Bodén, Ulrika, et al.
(författare)
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Emerging Visual Literacy through Enactments by Visual Analytics and Students
- 2019
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 40-51
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Tidskriftsartikel (refereegranskat)abstract
- This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a design-based research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship.
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| 10. |
- Brooks, Eva, 1957-, et al.
(författare)
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Playfulness and Creativity as Vital Features when School Children Develop Game-based Designs
- 2022
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 14:1, s. 137-150
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Tidskriftsartikel (refereegranskat)abstract
- The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) has been introduced in schools. In this paper we explore game-based design activities to unfold playful and creative actions and interactions among children. The study is based on two cases, where game design activities were applied in both analogue and digital form. The unit of analysis is game design activities. The research questions posed in this study are: (1) What activities develop when school children design games in two similarly framed workshop cases, where one included analogue material and the other a combination of analogue and digital material?, and (2) How do children interact in a learning environment framed by purely analogue-based material as opposed to a learning environment framed by a combination of analogue and digital material? A thematic analysis identified three themes: exploratory activities; combinational activities; and transformative activities. These themes suggest that the game design workshop sessions including only analogue material facilitated playfulness promoting creative actions in children’s production of different ideational considerations. In a mixed activity combining analogue and digital material, creativity in the form of fluency was represented by the way the children produced their ideas, which opened up for playfulness, e.g. in the form of humour. The analysis showed that a procedural activity design including pre-designed theme framing children’s constructions facilitated an open-ended activity. © The Authors
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