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| 2. |
- Bergström, Peter, 1975-, et al.
(författare)
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Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms : Perspectives on Content and Meaning
- 2016
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Ingår i: Leading Education. - : European Educational Research Association, Freie Universität Berlin.
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Konferensbidrag (refereegranskat)abstract
- This paper reports on the first year of a two-year study in Finland about Finnish teachers didactical design in one-to-one (1:1) tablet classrooms. In it's simplest form 1:1 means that each student and teacher is equipped with a computing device. In this study all students and teachers are equipped with an Apple iPad. Compared to other European countries (EUN, 2013) the digitalisation of Finnish schools progress at a slow rate where the ratio of computers per child in year 7-9 is among the lowest, but has started to increase. The project is conducted during the transition from the 2004 national curriculum to the 2016 national curriculum. Researchers indicate that equipping each student with a digital device is a great challenge for the so-called ecology of the classroom (Håkansson Lindqvist, 2015). Aspect of digitalisation concerns wireless Internet access (WiFi) and cloud computing. Such technologies highlight the notion of what content students have access to and how content is shared among teachers and students. Traditionally, teaching have been organised with textbooks while with 1:1 computing students got access to a great number of new resources that possibly challenges the thinking of what represents content. However, it is not the content per se that create students learning experience, it is how the teacher design students' learning expedition (Jahnke, Norqvist and Olsson, 2014) with the curriculum and the content.Aim and research questions: The aim of this paper is to contribute to knowledge about teachers' didactical design in schools with one-to-one tablet programs.- What characterises the students' interaction with the content in one-to-one tablet contexts?- How can we understand the teachers' didactical design based on the relationship between the privileging features of the one-to-one tablet context in relation to the teaching practice?
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- Häll, Lars O, 1981-, et al.
(författare)
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Collaborative learning with screen-based simulation in health care education : an empirical study of collaborative patterns and proficiency development
- 2011
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Ingår i: Journal of Computer Assisted Learning. - Oxford : Blackwell. - 0266-4909 .- 1365-2729. ; 27:5, s. 448-461
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Tidskriftsartikel (refereegranskat)abstract
- This article is about collaborative learning with educational computer-assisted simulation(ECAS) in health care education. Previous research on training with a radiological virtual reality simulator has indicated positive effects on learning when compared to a more conventional alternative. Drawing upon the field of Computer-Supported Collaborative Learning, we investigate collaborative patterns, their causes, and their implications for learning. We investigate why the extent of application of subject-specific terminology differs between simulation training and more conventional training. We also investigate how the student-simulator interaction affordances produce collaborative patterns and impact learning. Proficiency tests before and after training, observations during training, and interviews after training constitute the empirical foundation. Thirty-six dentistry students volunteered for participation. The results showed that not only the task but also the medium of feedback impacts the application of subject-specific terminology. However, no relation to proficiency development was revealed.We identified turn-taking as well as dominance patterns of student-simulator interaction but again found no relation to proficiency development. Further research may give us deeper insights into if and how these collaborative patterns, in other respects, impact collaborative learning with ECAS in health care education.
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- Häll, Lars O., 1981-, et al.
(författare)
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Designing for learning in computer-assisted health care simulations
- 2012
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Ingår i: Informed design of educational technologies in higher education. - Hershey, PA : Information Science Reference. - 9781613500804 - 9781613500828 - 9781613500811 ; , s. 167-192
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Bokkapitel (refereegranskat)abstract
- This chapter is about designing for learning in educational computer-assisted simulations (ECAS) in health care education (HCE). This is an area in need of an informed educational framework for analysis and design, on a research level as well as on a practice level. Drawing upon the works of Luckin (2008, 2010), an Ecology of Resources framework is proposed, which, informed by experiences from the research field (Gaba, 2004; Issenberg et al., 2005), can support researchers as well as practitioners in analyzing and designing health care simulations. Using this framework, we will discuss original empirical data from two studies from the Learning Radiology in Simulated Environments project, and more specifically how changes in design, or adjustments to the Ecology of Resources, impact the simulation process. Data include video-recorded observations of collaborative simulation training, a student questionnaire directly after training and later follow-up interviews. We will illustrate the usefulness of the framework and point out some challenges and suggestions for future development and research.
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| 5. |
- Häll, Lars O., 1981-
(författare)
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Developing educational computer-assisted simulations : Exploring a new approach to researching learning in collaborative health care simulation contexts
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.
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| 6. |
- Häll, Lars O, et al.
(författare)
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Digital Didactical Designs for tablets : experiences from Finland
- 2015
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Konferensbidrag (refereegranskat)abstract
- This study explores how teachers use tablets for learning in secondary schools. The use of tablets in compulsory school education is increasing (Balanskat et al. 2013), and research is has to some extent focused on the affordances and potential of the technology. Calls have been made for research on emergent teaching designs, classroom practices and learning. Part of a larger research effort this paper draws upon observations of, and subsequent interviews with teachers using tablets in their 1:1 Finnish secondary school classrooms. This allows description and comparison of teachers and their different Digital Didactical Designs (DDD) in practice. Grounded in Jahnke's DDD model (e.g. Jahnke et al. 2013), and informed by CSCL research, this paper identifies patterns and challenges in tablet-supported didactical designs. The discussion focus on opportunities to enhance the interactions between learners and their partners that enhances tcollaborative learning with tablets in secondary school education.
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| 7. |
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| 8. |
- Häll, Lars O., 1981-
(författare)
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Exploring collaborative training with educational computer assisted simulations in health care education : An empirical ecology of resources study
- 2012
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Ingår i: Creative Education. - : Scientific Research Publishing, Inc.. - 2151-4755 .- 2151-4771. ; 3:6A, s. 784-795
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Tidskriftsartikel (refereegranskat)abstract
- This study explores collaborative training with educational computer assisted simulations (ECAS) in health care education. The use of simulation technology is increasing in health care education (Issenberg et al., 2005; Bradley, 2006), and research is addressing the techniques of its application. Calls have been made for informing the field with existing and future educational research (e.g. Issenberg et al., 2011). This study investigates and examines collaboration as a technique for structuring simulation training. Part of a larger research and development project (Häll et al., 2011; Häll & Söderström, 2012), this paper pri- marily utilizes qualitative observation analysis of dentistry students learning radiology to investigate the challenges that screen-based simulation technology poses for collaborative learning. Grounded in Luckin’s ecology of resources framework (Luckin, 2010) and informed by computer-supported collabora- tive learning (CSCL) research, the study identifies some disadvantages of free collaboration that need to be dealt with for collaboration to be a beneficial technique for ECAS in health care education. The dis- cussion focuses on the use of scripts (Weinberger et al., 2009) to filter the interactions between the learner and the more able partner, supporting the collaborative-learning activity and enhancing learning with ECAS in health care education.
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| 9. |
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| 10. |
- Jahnke, Isa, 1971-, et al.
(författare)
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Digital Didactical Designs as research framework : iPad integration in Nordic schools
- 2017
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 113, s. 1-15
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Tidskriftsartikel (refereegranskat)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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