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- Ivarsson, Jonas, 1976
(författare)
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Visual expertise as embodied practice
- 2017
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Ingår i: Frontline Learning Research. - : EARLI. - 2295-3159. ; 5:3, s. 123-138
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Tidskriftsartikel (refereegranskat)abstract
- This study looks at the practice of thoracic radiology and follows a group of radiologists and radiophysicists in their efforts to find, discuss, and formulate issues or troubles ensuing the implementation of a new radiographic imaging technology. Based in the theoretical tradition of ethnomethodology it examines the local endogenous practices pertaining to the radiologists’ expertise in the interpretation of visual representations and tries to explicate the ways in which they draw upon various resources in order to accomplish their professional tasks. As the study is addressing the topic of visual expertise it also aims to do so in terms that acknowledge that all expertise is rooted in embodied practices. The analysis follows a case of what is called the enacted production of radiological reasoning. One of the central features of the described work is the manner in which it is carried out by way of the living present body of an expert. The experienced radiologist interweaves anatomical and technological terminology with visual representations and gestures in such a way that none of these components can be said to be superfluous to the argumentation. As a consequence, we should appreciate gestures and embodied actions as important means through which expertise become organised. These are parts of a repertoire of methods through which the experts learn their profession. In addition, gestures can also become enrolled in the re-negotiation of expertise in the face of new challenges.
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| 2. |
- Kjellström, Sofia, et al.
(författare)
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Psychometric properties of the Epistemological Development in Teaching Learning Questionnaire (EDTLQ) : An inventory to measure higher order epistemological development
- 2016
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Ingår i: Frontline Learning Research. - : EARLI. - 2295-3159. ; 4:5, s. 22-54
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Tidskriftsartikel (refereegranskat)abstract
- Qualitative research supports a developmental dimension in views on teaching and learning, but there are currently no quantitative tools to measure the full range of this development. To address this, we developed the Epistemological Development in Teaching and Learning Questionnaire (EDTLQ). In the current study the psychometric properties of the EDTLQ were examined using a sample (N= 232) of teachers from a Swedish University. A confirmatory factor and Rasch analysis showed that the items of the EDTLQ form a unidimensional scale, implying a single latent variable (eg epistemological development). Item and person separation reliability showed satisfactory levels of fit indicating that the response alternatives differentiate appropriately. Endorsement of the statements reflected the preferred constructivist learning-teaching environment of the response group. The EDTLQ is innovative since is the first quantitative survey to measure unidimensional epistemological development and it has a potential to be used as an apt tool for teachers to monitor the development of students as well as to offer professional development opportunities to the teachers.
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| 3. |
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| 4. |
- Messina Dahlberg, Giulia, et al.
(författare)
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Widening participation? (Re)searching institutional pathways in higher education for migrant students - The cases of Sweden and Italy
- 2021
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Ingår i: Frontline Learning Research. - : EARLI. - 2295-3159. ; 9:2, s. 145-169
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrantstudents in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students’ narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled “Others” (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.
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| 5. |
- Sellberg, Charlott, 1974, et al.
(författare)
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The development of visual expertise in a virtual environment: A case of maritime pilots in training
- 2024
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Ingår i: Frontline Learning Research. - 2295-3159. ; 12:1, s. 16-33
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Tidskriftsartikel (refereegranskat)abstract
- This study connects to an ongoing discussion about the limits and affordances of simulators as realistic and relevant contexts for professional learning, in this case in the development of visual expertise. Earlierstudies of simulator-based maritime pilot training concludethat there are risks associated with so-called negative skills transfer due to a lack of photorealism in simulator environments.The aim of this study is to carefully examinehow visual expertise develops in and through training in a simulated environment. Through a practice-based approach to the development of visual expertise, andby usingqualitativeinteraction analysis of video recorded training sessions, the analytical focus is directed towards maritime pilot trainees’ talk about imperfections and inconsistencies in the virtual environment during exercises in a high-fidelity bridge simulator. Considering the multi-layered nature of the maritime pilot’s visual expertise, findings show that the maritime pilots in training noticed and adapted to the specific methodological and technological challenges when manoeuvringa simulated vessel.During such reflection-in-action, they also commented on and explored the differences between, navigating in a simulator, on the one hand,and, on the other hand,navigating onboard a ship. Instead of concludingthat there is a risk for negative skills transferthat follows from the differences between the two contexts of navigating, we argue that the challenges introduced byrepresentationsencountered when training in a virtual environment may add to the expertise of the trainees and lead to enriched conceptual, methodological, and technical knowledge regarding the specificities of visually demanding and ambiguous navigation situations. In this way, this study contributes to advance our understanding of learning in virtual environments to the frontline of learning research.
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