| 1. |
- Airey, John, 1963-, et al.
(författare)
-
Increasing Access to Science and Engineering : the Role of Multimodality
- 2019
-
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
-
Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 99-107
-
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)
-
Designed by Engineers : An analysis of interactionaries with engineering students compared to interaction design students
- 2014
-
Ingår i: Designs for Learning. - 1654-7608. ; 7:2, s. 28-56
-
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
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 14:1, s. 46-51
-
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)
-
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
-
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
-
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)
-
Emerging Visual Literacy through Enactments by Visual Analytics and Students
- 2019
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 40-51
-
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
-
Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 14:1, s. 137-150
-
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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| 11. |
- Dahlström, Helene, et al.
(författare)
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Meanings made in students’ multimodal digital stories : A multimodal text analysis of students´ representations
- 2020
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 12:1
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Tidskriftsartikel (refereegranskat)abstract
- The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students’ texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students’ multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study’s multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students’ popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world.
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| 12. |
- Danielsson, Kristina, 1961-, et al.
(författare)
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Reading Multimodal Texts for Learning : a Model for Cultivating Multimodal Literacy
- 2016
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 8:1, s. 25-36
-
Tidskriftsartikel (refereegranskat)abstract
- The re-conceptualisation of texts over the last 20 years, as well as the development of a multimodal understanding of communication and representation of knowledge, has profound consequences for the reading and understanding of multimodal texts, not least in educational contexts. However, if teachers and students are given tools to “unwrap” multimodal texts, they can develop a deeper understanding of texts, information structures, and the textual organisation of knowledge. This article presents a model for working with multimodal texts in education with the intention to highlight mutual multimodal text analysis in relation to the subject content. Examples are taken from a Singaporean science textbook as well as a Chilean science textbook, in order to demonstrate that the framework is versatile and applicable across different cultural contexts.The model takes into account the following aspects of texts: the general structure, how different semiotic resources operate, the ways in which different resources are combined (including coherence), the use of figurative language, and explicit/implicit values. Since learning operates on different dimensions – such as social and affective dimensions besides the cognitive ones – our inclusion of figurative language and values as components for textual analysis is a contribution to multimodal text analysis for learning.
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| 13. |
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| 14. |
- Dolo, Gilbert, et al.
(författare)
-
Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context
- 2018
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 10:1, s. 123-134
-
Tidskriftsartikel (refereegranskat)abstract
- Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13–14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.
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| 15. |
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| 16. |
- Engblom, Charlotte, 1969-
(författare)
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Prefabricated Images in Young Children’s Text-Making at School
- 2016
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 8:1, s. 37-47
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Tidskriftsartikel (refereegranskat)abstract
- In classrooms where computers are used as tools for text-making, images and photographs from e.g. Google, here called “prefabricated images”, can be selected and copied into texts and combined with writing. In this article children’s use of prefabricated images as resources for personal texts is investigated with specific focus on cohesion between the modes of image and writing. When prefabricated images occur in combination with writing about a personal experience the specific motifs shown in the image are unrelated to the text-maker, but the results of this study show that cohesion may still be obtained, for example via colour, naturalistic modality or decontextualization of the motif in the image via a close-up or a distant perspective. Copying and recontextualization of photographs are common not only in schools but also in professional settings as image banks supply images to, for example, news editors and journalists, and contemporary text creation is often characterized by “representation-as-selection” (Adami and Kress, 2010). The ability to obtain cohesion across modes can be regarded as a defining feature of success in multimodal text-making (Wyatt-Smith and Kimber, 2009), and also for the interpretation of contemporary texts.
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| 17. |
- Fors, Vaike, 1969-
(författare)
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The empty meeting place : Museum metaphors and their implications for learning
- 2012
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Ingår i: Designs for Learning. - Stockholm : Stockholm University. - 1654-7608 .- 2001-7480. ; 5:1-2, s. 130-145
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Tidskriftsartikel (refereegranskat)abstract
- This article argues for a need to scrutinize the meeting-place metaphor that is commonly used by museum practitioners, when describing the museum role in society as an informal learning environment. The metaphor indicates that there is an ambition that people should use the museum locality for meetings with others. However, there is no clear direction for what the meetings are for, who is setting up the meetings and around what and based on who’s agenda the desired meetings should be formed. As a means to push this discussion further, i. e what the meeting-place metaphor means, how it is perceived and what it does to how learning environments are designed, the article will re-visit empirical data from a study of how Swedish museum workers verbally give form to what newness in museums may consist of in their museum. The examples from the empirical data is discussed from a theoretical perspective on place as socially produced and occurring as people move through. My contribution question if the meeting-place metaphor as it is conceived by museum practioners is contra-productive to the one single purpose that all museums strive for, to attract a lot of visitors. The central question I am pursuing is if this way of using the meeting-place metaphor is obsolete and if so, what new routes may be taken in finding other metaphors more in line with how the museum can fit into contemporary mediatise society.
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| 18. |
- Forsling, Karin
(författare)
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Designs for Learning: Focus on Special Needs : Designs for Digitalised Literacy Education in a Swedish Lower Primary School
- 2019
-
Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. - 9789517658584 ; 11:1, s. 108-117
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development.The theoretical and methodological framework is grounded in design-oriented theories, with emphasis on how design and orchestration make affordances for learning and meaning-making. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study.The results show that the teachers’ intentions with their designs for learning focused on children in need of special support. From a special education perspective, this is a relational and democratic approach – an intention to close gaps. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’ compensatory perspective.Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’ home circumstances and the preschool-class.
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| 19. |
- Hernvall, Patrik, et al.
(författare)
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Teaching about Personal Finance in HCS : Suggestions from a Design-Based Research Approach
- 2020
-
Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 12:1, s. 29-44
-
Tidskriftsartikel (refereegranskat)abstract
- Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and develop a didactic tool for education in personal finance to be used within the formal education system. The object studied is an artefact for teaching about personal finance among Swedish middle school pupils in the subject area Home and Consumer Studies (HCS). We define personal finance as economizing with (limited) private resources. In this article, we (a) describe the process of developing a prototype for teaching about personal finance and (b) discuss qualities of platform and content in relation to such an artefact. The design process is based on three assumptions (Hernwall & Söderberg, 2019): in contrast to many statistical/assessment studies, children this age have at least an initial understanding of basic principles of personal finances and of economizing; HCS teacher education in Sweden has little (to no) focus on personal finance; and Swedish HCS teachers are confronted with an almost complete lack of teaching material in the domain. Conceptualized as a design-based research methodology, the focus is therefore a didactic interest in supporting teachers’ possibilities to teach personal finances to their pupils in a way that supports learning based on the pupils’ own understanding of the basic principles of economization. Framed by design-based research, the artefact developed within the project is a prototype of a digital tool to be used as a teacher support in teaching about personal finance. One acknowledged aspect of the use of digital tools is that they allow multimodal literacy. The development of a prototype with the purpose of creating a tool for teaching about personal finance followed an iterative cycle of three stages and four interpretative revisions. The parallel process of developing and testing a technological artefact has resulted in seven proto-theories on essential qualities for a didactic tool that supports learning about personal finance. This entails not only the appropriation of economy as “economization with (limited) resources”, but also guides the transition from understanding to a useful repertoire of teaching activities.
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| 20. |
- Insulander, Eva, 1972-, et al.
(författare)
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Designs for learning in museum contexts
- 2009
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Ingår i: Designs for Learning. - Stockholm : Stockholm University. - 1654-7608. ; 2:2, s. 8-20
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a new theoretical and methodological way of studying museum visitors’ involvement and meaning-making at a museum exhibition. Our approach draws predominantly on a design-theoretic and multimodal analysis of learning and communication. This approach is mainly concerned with a) the design aspects of learning resources; b) the learners’ engagement and communication; c) their way of transforming given signs to produce (redesign) their own representations in relation to d) personal engagement as well as a specific areas of knowledge. Multimodality pays special attention to the interplay between different modes in communication. In the article, we use a design-theoretic, multimodal approach to analyse visitors’ engagement. This is done by filming the visitors in pairs to see how they walk through the exhibition, where they stop, what they talk about and how their conversation develops. They are also given cameras so they can take photos of those parts of the exhibition they find especially interesting. Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed. We also present a model of how to categorize forms of engagement.
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| 21. |
- Kempe, Anna-Lena, et al.
(författare)
-
Editorial
- 2011
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Ingår i: Designs for Learning. - 1654-7608. ; 4:1, s. 6-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A system of knowledge representation, especially when used in educational settings, both configures the understanding of the phenomenon being represented and designs the communicative setting, in terms of patterns of interaction and assessment practices. The “fixedness” of materialised representations imposes a particular recognised reading path, and a voice of authority defines and delimits the characteristics of the phenomena.
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| 22. |
- Kempe, Anna-Lena, 1964-
(författare)
-
Editorial
- 2013
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Ingår i: Designs for Learning. - 1654-7608. ; 6:1-2, s. 5-8
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In this issue we will elaborate further on the discussion about different conceptions of ‘design’. Design stems from the Latin word ‘designo’ which meant depicting. In Swedish and in English ‘design’ was historically used about maps or sketches of ships and buildings. Design then was more or less thought of as a practical device for creating an object that already existed in our minds or as intentions of God. The possibility to represent salient features of an object before it was built had many advantages in relation to constructions made in a process of trial-and-error.
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| 23. |
- Kjällander, Susanne, 1976-, et al.
(författare)
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Digital tablets and applications in preschool – Preschoolers’ creative transformation of didactic design
- 2014
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 7:1, s. 10-33
-
Tidskriftsartikel (refereegranskat)abstract
- Little is known about preschoolers and their engagement with digital tablets. This article addresses this gap by drawing on findings from two research projects. The aim is to illustrate how children make meaning, transform and play while engaging with various applications comprised by the materiality of the digital tablets. Empirical video material has been multimodally transcribed and empirical examples are framed by a design theoretical perspective. Findings capture diverse experiences illustrating how preschoolers creatively manipulate and playfully transform didactic designs. The results illustrate how children´s self-initiated play with application’s design shifts the balance of authority that typically exists between adults and children, and the article concludes in a suggestion of how the notion of play can be understood with a design theoretical perspective.
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| 24. |
- Knutsson, Ola, et al.
(författare)
-
Teachers’ Collaborative Pattern Language Design
- 2018
-
Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 10:1, s. 1-17
-
Tidskriftsartikel (refereegranskat)abstract
- Teachers in their practice make choices grounded in their teaching experience resulting in what could be labelled design solutions. An identified problem is that these design solutions stay at the level of individual solutions and do not reach the teaching community. The aim of this article is to study how teachers´ design solutions can be systematically captured, organized, and communicated through design patterns and a pattern language. Building on participatory design we have together with teachers used and adapted the concept of design patterns and pattern languages as a way of capturing, documenting and communicating design problems and solutions to these. This structured approach led to the teachers seeing connections and interrelations between problems, and that a solution to one of these also helped in alleviating other problems. The formulation of design patterns and proposed pattern languages thus gave the teachers an overview of their practice that would otherwise be difficult to obtain. The content of the design patterns show what problems that are dealt with by the teachers through their design solutions. The structure of the final pattern language shows how problems and solutions are connected to larger goals for the teachers, such as improving the communication with students, as well as the importance of sharing good examples between colleagues.
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| 25. |
- Leijon, Marie
(författare)
-
Presenting as a matter of design - exploring designs for learning
- 2012
-
Ingår i: Designs for Learning. - : Department of Didactic Sciences, Stockholm university. - 1654-7608. ; 4:2, s. 42-51
-
Tidskriftsartikel (refereegranskat)abstract
- This article discusses how “reception” in media courses can be understood as “designs for learning”. Teacher students, working with digital media production, meet in “receptions” where their works are presented, interpreted, and discussed. The analysis highlights presentation as an activity with its own setting that could be understood as an activity of interpretation and sign-making. The main argument is that a “presentation” can be understood as a learning sequence in itself.
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| 26. |
- Lindstrand, Fredrik, 1973-
(författare)
-
Editorial
- 2008
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Ingår i: Designs for Learning. - 1654-7608. ; 1:1, s. 6-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Editorial of the first issue of the journal Designs for Learning.
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| 27. |
- Lindstrand, Fredrik, 1973-
(författare)
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Editorial
- 2008
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 1:1, s. 6-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Editorial of the first issue of the journal Designs for Learning.
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| 28. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Arlene Archer
- 2014
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Ingår i: Designs for Learning. - 1654-7608. ; 7:2, s. 80-86
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Intervju med dr Arlene Archer i samband med hennes deltagande i forskningskonferensen Designs for Learning IV, där hon gav en keynotepresentation.
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| 29. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Birgitte Holm Sørensen
- 2009
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 2:1, s. 56-62
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Interview with professor Birgitte Holm Sørensen, who elaborates on the notion of didactic design.
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| 30. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Carey Jewitt
- 2011
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 4:1, s. 48-55
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Interview with professor Carey Jewitt who is a nodal point in the international web of researchers interested in issues around multimodality and social semiotics.
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| 31. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Christof Wulf
- 2008
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 1:1, s. 68-72
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Interview with professor Christof Wulf, who gives an account of his anthropological work within the field of learning.
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| 32. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Gunther Kress
- 2008
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 1:2, s. 60-71
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Interview with Gunther Kress, who gives an account of some of the central interests and influences that has formed a background to his theoretical work on social semiotics and multimodality. From the online journal Designs for Learning.
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| 33. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Staffan Selander
- 2009
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 2:2, s. 56-65
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Interview with professor Staffan Selander, who has contributed in important ways to the shaping of the field Designs for Learning.
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| 34. |
- Lindstrand, Fredrik, 1973-
(författare)
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Interview with Theo van Leeuwen
- 2010
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Ingår i: Designs for Learning. - : Designs for Learning. - 1654-7608 .- 2001-7480. ; 3:1-2, s. 84-90
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Intervju med professor Theo van Leeuwen i den internationella vetenskapliga tidskriften Designs for Learning.
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| 35. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Setting the ground for engagement : multimodal perspectives on exhibition design
- 2012
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 5:1-2, s. 30-49
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Tidskriftsartikel (refereegranskat)abstract
- In this article we offer an approach to analysing exhibition design, based on a multimodal and social semiotic view of communication and meaning making. We examine the narration and construction of different messages concerned with identity that shapes the conditions for visitors’ engagement and interpretation.
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| 36. |
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| 37. |
- Lundvall, Suzanne, 1957-, et al.
(författare)
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Aesthetic Aspects in Meaning Making : An Explorative Study of Dance Education in a PETE Programme
- 2010
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Ingår i: Designs for Learning. - Stockholm : Stockholms universitet. - 1654-7608. ; 3:1-2
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Tidskriftsartikel (refereegranskat)abstract
- Abstract The article focuses on how aesthetic aspects of experience are involved in meaning making within an educational setting of body movement practice. The study explores stories of how physical education student teachers feel when participating in a dance lesson, with attention given to aesthetic aspects of embodied experiences in relation to meaning making. The study draws on Dewey’s theory of experimental learning. Aesthetic experience is defined as the feeling of wholeness or fulfilment in the transaction taking place. The categorical analysis of content, inspired by pragmatic epistemology analyses, uses the operational concepts of gaps, encounters, and relations. Three categories of stories emerge linked by the resemblance of positive or negative feelings expressed. The aesthetic experiences seem to inform the students of the purpose of what is undertaken, how to value the experience, and how the meaning of the embodied experience is perceived.
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| 38. |
- Magnusson, Petra, et al.
(författare)
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Multimodality in Language Education : Implications for Teaching
- 2019
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Ingår i: Designs for Learning. - : Stockholm University Press. - 2001-7480 .- 1654-7608. ; 11:1, s. 127-137
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a socio-semiotic, multimodal approach. Based on an example from a poetry assignment and students’ solutions in a Swedish as a first language framework, we want to discuss the possibilities and challenges for meaning-making and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education.
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| 39. |
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| 40. |
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| 41. |
- Molka-Danielsen, Judith, et al.
(författare)
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Designing Transient Learning Spaces in Second Life : a case study based on the Kamimo experience
- 2009
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 2:2, s. 22-33
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Tidskriftsartikel (refereegranskat)abstract
- Through the grant “Virtual Campus for Life Long Learning” (NUV, 2007), we have gained experience in the design and building of a virtual island or “sim” in Second Life for the purpose of education. This paper discusses the virtual representations, tools, context and spaces used in courses. While SL can replicate the classroom lecture, it gives further opportunities for interactive and active teaching as learning activities can be in dispersed and diversified virtual spaces. These are transient learning spaces because participants, activities and representations are in frequent change. Designing transient learning spaces raises different challenges and opportunities from the traditional physical classroom. Challenges include enabling new users to know where to go or how to behave. One opportunity is the ability to design and develop a new space for each course. This article will help the teacher and “sim” designers to recognize the factors of designing effective transient learning spaces.
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| 42. |
- Norberg, Malin, 1975-
(författare)
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Potential for meaning making in mathematics textbooks : a multimodal analysis of subtraction in Swedish year 1
- 2019
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 52-62
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Tidskriftsartikel (refereegranskat)abstract
- Textbooks are a common teaching tool widely used in children’s mathematical education. Comparativestudies of textbooks have focused on different aspects, such as content, mathematical symbols and so on.However, a multimodal approach to textbook research—that is, studying how writing, images, mathematicalsymbols, etc. interact—is sparse. This study analyses 40 exercises from 17 Swedish Year 1 (children7–8 years) textbooks using a multimodal approach with a focus on subtraction as an arithmetic operation.The aim was to describe and analyse how subtraction in Swedish Year 1 mathematics textbooks can beunderstood using a multimodal approach. The results show that it is sometimes possible to solve an exercisewithout focusing on the mathematical content that the exercise is designed to offer. Writing, images,mathematical symbols, speech and moving images are used differently within the same textbook andbetween textbooks. The results also show that there are considerable similarities between the exercisesin printed and digital textbooks, with some exceptions. The examples in the study indicate that three differentapproaches are needed when working with these exercises, which implies great complexity in children’smeaning making in their work with mathematics textbooks. This could negatively impact children’saccess to beneficial learning situations. Therefore, this study could contribute to a larger awareness ofthe complexity in question, which, by extension, may contribute to the development of beneficial learningsituations in mathematics education, especially regarding subtraction.
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| 43. |
- Nouri, Jalal, et al.
(författare)
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A Learning Activity Design Framework for Supporting Mobile Learning
- 2016
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 8:1, s. 1-12
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Tidskriftsartikel (refereegranskat)abstract
- This article introduces the Learning Activity Design (LEAD) framework for the development and implementation of mobile learning activities in primary schools. The LEAD framework draws on methodological perspectives suggested by design-based research and interaction design in the specific field of technology-enhanced learning (TEL). The LEAD framework is grounded in four design projects conducted over a period of six years. It contributes a new understanding of the intricacies and multifaceted aspects of the design-process characterizing the development and implementation of mobile devices (i.e. smart phones and tablets) in curricular activities conducted in Swedish primary schools. This framework is intended to provide both designers and researchers with methodological tools that take account of the pedagogical foundations of technologically-based educational interventions, usability issues related to the interaction with the mobile application developed, multiple data streams generated during the design project, multiple stakeholders involved in the design process and sustainability aspects of the mobile learning activities implemented in the school classroom.
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| 44. |
- Palmér, Hanna, 1974-, et al.
(författare)
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Divergence in Interviews with Children : Improving Research Quality
- 2022
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Ingår i: Designs for Learning. - : Stockholm University Press. - 2001-7480 .- 1654-7608. ; 14:1, s. 52-57
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a design oriented study conducted in close collaboration between two researchers and three preschool teachers. Within this study, a play-based interview script was designed in accordance with theoretically driven principles. Based on this script, the preschool teachers conducted interviews with children from three preschools five times over four semesters. The focus of this paper is methodological, aiming to show how sensitive divergence in these play-based interviews lead to a strengthened research quality. Of importance is that this quality improving divergence would not have been realized without the close collaboration between researchers and preschool teachers.
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| 45. |
- Petersen, Petra, 1979-
(författare)
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App-Genres for Children’s Agency – Affordances in Applications Used in Preschool
- 2023
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Ingår i: Designs for Learning. - 1654-7608. ; 15:1, s. 17-30
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Tidskriftsartikel (refereegranskat)abstract
- In this study, the aim is to explore what genres can be found in applications used in preschool as a way to facilitate preschool teachers’ informed choices and raise awareness concerning the importance of choosing digital content carefully. In particular, applications that facilitate communication beyond a verbal majority language are in focus in this study. The research questions concern what the affordances are of applications used in preschool in relation to children’s agency and multilingual competencies and which kinds of genres that emerge from the applications’ affordances. Analyses of the applications were based on a social semiotic approach, in combination with the notion of translanguaging, taking into account many modes of communication, as well as different languages. The results illustrate how affordances include possibilities to listen to several spoken languages, opportunities to create documentation and produce stories in many different modes, including the verbal language of choice, but also restraints such as lack of opportunities for children’s agency in some applications with more closed composition. 10 genres are proposed which consist of three monolingual app-genres: talking picture books, storytelling and games, and seven app-genres that allow for several languages: talking picture books in more languages, multilingual storytelling, storytelling with recording possibilities, boardgames with recording possibilities, communication apps, draw-and-record apps and documentation apps. Conclusions highlight the importance of careful selection when choosing digital content in educational settings for younger children and that some of the app-genres proposed could be seen as facilitating digital pedagogical translanguaging.
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| 46. |
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| 47. |
- Pini, Mónica, et al.
(författare)
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Digital Cultural Consumption and Education
- 2014
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 7:2, s. 58-79
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Tidskriftsartikel (refereegranskat)abstract
- Media and technological devices function as socializing agents during children’s leisure and entertainment time. Drawing from the theory of cultural consumption, a socio educational approach to students’ digital practices, and media literacy, this qualitative study seeks to explore and describe students’ cultural consumption profile. The authors explore the representations and meanings of digital practices of public school students of a predominately working class neighborhood situated in the periphery of Buenos Aires, Argentina. Findings highlight different aspects of youth cultural consumption profile. Two themes were identified: a) children use computers for a multiplicity of different activities enacting multitasking practices; and b) children develop new forms of digital practices for social digital interaction that are expressed in the “need” to be connected, the production and use of shared codes and the establishment of ambivalent relations with social media platforms. Implications for education are explored.
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| 48. |
- Ramberg, Robert, et al.
(författare)
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Designing Learning Opportunities in Interaction Design : Interactionaries as a means to study and teach student design processes
- 2013
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 6:1-2, s. 30-56
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Tidskriftsartikel (refereegranskat)abstract
- Learning by practice, apprenticeship and paradigmatic examples have been prime paths for learning within interaction design. These have been criticized for being time-consuming and costly, not being implementable in academic contexts. In this article we suggest and evaluate a pedagogical model to address these problems in design teaching and learning. Results from a time-constrained collaborative design exercise, a so-called “interactionary”, are presented. Student design work is analyzed using the framework of learning design sequences. Analysis of the primary transformation unit shows that interactionaries reveal patterns in student design work. Materials are used mainly to document design ideas rather than as a design material to further investigate design ideas and aspects of interaction. In the critiquing sessions, regarded as the secondary transformation unit, many issues hardly addressed during the design work were brought up. Thus, the designers continued to develop their design proposal primed by critique presented by the reviewers.
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| 49. |
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| 50. |
- Samuelsson, Robin, 1989-, et al.
(författare)
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Hot vision : Affordances of infrared cameras in investigating thermal phenomena
- 2019
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Ingår i: Designs for Learning. - Stockholm : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 11:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students’ discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.
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