| 1. |
- Bodén, Ulrika, et al.
(författare)
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Lärarforskarteam utvecklar interaktiva datavisualiseringar och uppdaterad digital didaktisk design
- 2019
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Ingår i: Venue. - Linköping : Linköping University Electronic Press. - 2001-788X. ; :16
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Hur kan en framtida digital utbildningspraktik främja elevers utveckling av kunskaper, förmågor och bildning i Hans Roslings anda? Elevers möjligheter att bidra till samhälleliga utmaningar som klimatförändringar, fattigdomsbekämpning och förbättrade levnadsvillkor behöver stärkas. I VISE-projektet arbetar lärare och forskare gemensamt för att skapa insikter i hur interaktiva datavisualiseringar kan bistå elever att analysera viktig fakta, skapa förståelse om vår värld och visuellt presentera dessa kunskaper.
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| 2. |
- Bodén, Ulrika, et al.
(författare)
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Students' Insights from Interactive Visualizations Arranged Multimodally in Knowledge Visualizations
- 2022
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Ingår i: Educare - vetenskapliga skrifter. - : Malmö universitet. - 1653-1868. ; :1, s. 32-70
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Tidskriftsartikel (refereegranskat)abstract
- In this study, a visual analytics application is put into practice in Swedish secondary school social science classrooms. The application offers support to analyse vast amounts of data through interactive data visualizations. Previous studies have demonstrated that the visual interactive interface challenges the traditional practice in school, where students usually demonstrate their knowledge by means of written texts. Thus, this study examines what happens if students work with more malleable, adaptable, or fluid modes when attempting to express their conclusions from work with interactive data visualizations. It aims to detect patterns in how knowledge visualizations are produced and arranged multimodally. Inspired by design-based research, the study conducted two classroom interventions followed by video captures. It employed a socio-material semiotic approach, which enables the study of interactions between both social and material actors. Three patterns emerged when students’ insights were translated into knowledge visualizations – exploring, gathering, and inserting. It became obvious how different actors taking part of such a digital multimodal writing activity affect and change every actor/everyone/everything, which in turn transfers, relocalizes, reformulates, and re-presents the communicated message. Knowing how knowledge visualizations are produced might strengthen students’ visual abilities when transforming insights multimodally.
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| 3. |
- Bodén, Ulrika, 1969-
(författare)
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Towards Visual Literacy in School : Interactions between Students and Interactive Visualizations in Social Science Classrooms
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis explores how the double aspect of visual literacy is enacted in secondary schools’ social science classrooms when interactive data visualizations are employed. The aim is to map what characterizes ‘reading’ interactive data visualizations and ‘writing’ knowledge visualizations, as well as implications for a didactic design supporting students’ visual literacy. The interactive visualization introduced by this thesis is the visual analytics application Statistics eXplorer, which offers support in analyzing vast amounts of data. Such information-rich interfaces provide possibilities for students to find correlations and draw conclusions, but they also generate complexities regarding interactive and multimodal texts and require modes other than the written when insights are to be demonstrated. The thesis is positioned under the umbrella of actor–network theory, thereby a socio-material perspective guides the study of interactions between actors (students, teachers, lesson plans, visualizations, written texts, etc.) Applying design-based research, an intervention is designed and conducted in seven social science classrooms comprised of four teachers and 152 students. The empirical material consists of zoomed-in webcam recordings capturing the students’ faces, voices, and gestures as well as the activities on the screens. It also includes wide-angle captures, field notes, and one focus group. Material discursive analysis guides the analytical work. The findings reveal a reading characterized as intense, performative, collaborative, and dynamic. The reading process is distinguished by searches for a starting point, a production of reading direction, and a continuously changing reading surface. The writing of knowledge visualizations is characterized by exploring, gathering, and inserting visuals as carriers of information. Furthermore, by identifying critical issues in the classrooms a didactic design framework is constructed, which demonstrates how teachers can support the development of students’ visual literacy.
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| 6. |
- Jedeskog, Gunilla, 1945-, et al.
(författare)
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ICT in the Classroom : Is Doing More Important than Knowing?
- 2004
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Ingår i: Education and Information Technologies. - : Springer-Verlag New York. - 1360-2357 .- 1573-7608. ; 9:1, s. 37-45
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Tidskriftsartikel (refereegranskat)abstract
- The introduction of ICT in Swedish compulsory schooling and related changes in the curriculum include a greaer focus on pupil activity and responsibility. At the same time the role of the teacher is expected to change. What changes are occurring under these ICT-related initiatives? This paper is based on an empirical study of the work with ICT in nine different schools. It points to at least two on-going trends. Firstly, a shifting of focus in education from content to form. Secondly, a dissolution of boundaries in terms of room, time and activity. This makes it even more difficult for teachers to exercise control over the learning process. This has created a situation where "to do" something with the computer seems to be more important than to understand the content in different subjects.
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