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- Degn, Thomas, 1973-, et al.
(författare)
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Finding best practices within education : the student and the teaching as the starting point for new directions
- 2015
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Konferensbidrag (refereegranskat)abstract
- Vocation-focused design education should ideally aim at foreseeing the challenges and opportunities society and industry face, and act accordingly to these needs. Some of the obvious questions are: what should the next generation of designers be able to do, and how should they do it? Or to phrase it from an academic point of view what should they learn, and how should we teach it? In order to answer these questions, we first need to fully understand what makes present education and teaching successful and how it is structured and pedagogically organised, before a next step can be taken. This paper will show case studies from a small international masters education in industrial design that only enrol approximately 20 students annually. Despite its small size, it has ensured that the design institute it belongs to is presently positioned in the top of the ranking lists for the most awarded design schools in the world, from three different design competitions representing Europe, Asia, and North America.
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- Lebedeva, Nadezda, et al.
(författare)
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Thinking play in Early Childhood Education through system perspectives
- 2015
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Konferensbidrag (refereegranskat)abstract
- The paper examines the theoretical foundations of a dynamic systems (DS) approach to play in the field of Early Childhood Education. It is argued that dynamic systems insight from developmental psychology (van Geert, 2007) and system theory insight from sociology (a Luhmanian perspective is also shortly analysed in regard to play) are able to contribute to an integrative concept of play to better understand preschool practice as well as to make possible effective changes in practice in connection to play. The paper summarises such DS approach features as self-organisation, attractors or phase transition in connection to play. The links to General System Theory and Cultural Historical Activity Theory (CHAT) are also discussed. DS methodology is associated with measuring and assessing dynamic changes in a defined system. DS method being the most challenging issue within this approach is represented by State Space Grids (SSG) (Hollenstein). The paper analyses possibilities and limitations of SSG as a method for studying play, capturing and measuring its features.The paper is based on secondary data devoted to the DS approach, therefore the main ethical considerations have been made concerning both fair presentation and critical considerations of the presented theoretical approach. Looking at how the concept of play can be defined from a system theory perspective and dynamic systems approach in particular is a starting point of a discussion. Implication of this theoretical approach for the field of Early Childhood Education will be discussed using an example of playing interactions of children-newcomers.
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| 3. |
- Lebedeva, Nadezda
(författare)
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What keeps play alive? : A Dynamic Systems approach to playing interactions of young newcomer children in Sweden
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The study is a theoretically driven research project with the intention to apply the Dynamic Systems (DS) approach to play in relation to the time of transition of newcomer children to Swedish Early Childhood Education and Care (ECEC). The aim of the study is first to contribute to knowledge about how play emerges and how to understand its dynamics, and second to explore the possibilities of the DS approach in connection to empirical investigations in the field of ECEC. The research questions include following: What are the theoretical and methodological implications of the DS approach to play among newcomer children? How do newcomer children experience playing interactions during their transition to Swedish ECEC? Which play patterns maintain the playing interactions in each new situation for newcomer children during their transition?An explicit tool for analyzing the newcomer children’s interviews is developed in order to get closer to children’s experiences and to decrease possible adults’/researcher’s/cultural influence on children. In addition, a specific soft GridWare (Lamey et al., 2004), developed on the principles and concepts of dynamic systems ideas, is used for exploding the changes and development of playing interactions among newcomer children.The DS approach to play among newcomer children demonstrates that playing activities of newcomer children is an embodied, flexible and self-organizing phenomenon, functioning in response to multiple contexts, which can include both individual, social and material elements. The DS approach also shows a possible way to research dynamics of such a complex phenomenon. Newcomer children communicated what was important for their playing interactions “from inside” of a play, while observations added few vital patterns to it. Thus, the dynamic system of playing interactions among newcomers got its’ shape from relational, embodiment, activities and locational categories (REAL) including multiple patterns within and between each of the category. Emotional category appeared to be a pattern, which both triggers the dynamics and change of play as well as remains the main outcome of it.
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- Ridder, Iris, et al.
(författare)
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Att konfrontera teorins blinda fläck : En analys av studenters osäkerhet kring vetenskapliga teorier
- 2024
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Konferensbidrag (refereegranskat)abstract
- Syftet med studien är att fördjupa kunskapen om studenters svårigheter som är förknippade med teorianvändning i samband med skrivandet av examensarbete inom ett lärarprogram och vilket förklaringspotential en systemteoretisk ansats har för att förstå dessa problem. För detta ändamål analyseras ett material som har samlats in genom fokussamtal. I en planeringsfas har ett 70-tal syftesformuleringar från den studentgrupp, ur vilken medverkande till studien värvades, samlats in och utvärderats och en intervjuguide utarbetats. Sedan har nio studenter utvalts som deltagare i tre fokusgrupper. I en tidigare studie har materialet analyserats utifrån induktivt utvecklade kategorier med syftet att fördjupa kunskapen om den akademiska skrivprocessen i förhållande till formuleringsprocessen i en situativ skrivprocess. Där förstår vi skrivandet som ett operationellt slutet, självreferentiellt system, stabiliserat genom systemets interna logik som visar sig i studenternas beskrivna kommunikation och handlingar. Inom ramen av en examensarbetskurs hanterar skrivprocessen komplexitet och effekter av element som är sammankopplade i ett nätverk av relationer.
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