| 1. |
- Boistrup, Lisa Björklund, 1960-, et al.
(författare)
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Designing and researching vocational mathematics education
- 2022
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Ingår i: Designs for research, teaching and learning. - London : Routledge. - 9780367561246 - 9781003096498 ; , s. 61-81
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Bokkapitel (refereegranskat)abstract
- This chapter addresses ways of designing and researching collaborative teaching involving different knowledge areas, using the example of mathematics and vocational education. The way to do this is through the adoption of an extended version of the Learning Design Sequence, with a focus on practical and theoretical aspects in both mathematics and vocational content. The basis for the chapter is a research project carried out by an academic researcher together with mathematics and vocational teachers, and excerpts from this project will illuminate the description of the presented framework.
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| 2. |
- Insulander, Eva, 1972-, et al.
(författare)
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Exhibition development through cross-institutional collaborative design
- 2022
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Ingår i: Designs for research, teaching and learning. - London : Routledge. - 9780367561246 - 9781003096498 ; , s. 137-148
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Bokkapitel (refereegranskat)abstract
- This chapter sheds light on a cross-institutional collaborative design process between museum professionals and university researchers. It draws upon a study of a series of design workshops at a large natural history museum in Sweden, where professionals at the museum and educational researchers from the university interacted and reflected upon critical incidents in the exhibition development process.
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| 3. |
- Insulander, Eva, 1972-, et al.
(författare)
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Sites for learning and knowledge representations : the Middle Ages
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 111-122
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In this chapter, the focus is on knowledge representations in different sites of learning. We will give some examples of formal, semi-formal, and non-formal institutional framings, as well as of choices of representational resources—both in terms of designs for learning and play, and designs in learning. The knowledge area is the Middle Ages, a period which reappears in books, music, films, and games in late-modern contexts. This chapter is thereby also an example of learning outside and inside schools, and of how different institutional logics and choices of material resources affect which type of knowledge that is valued, and what is seen as signs of learning.
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| 4. |
- Insulander, Eva, 1972-, et al.
(författare)
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The Touring Science Centre—an example of collaboration between a museum and a school
- 2022
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Ingår i: Designs for research, teaching and learning. - London : Routledge. - 9780367561246 - 9781003096498 ; , s. 123-136
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Bokkapitel (refereegranskat)abstract
- Museums have a long history of partnering with schools through field trips, outreach programs and curriculum support. While schools turn to museums for expert knowledge, unique learning resources, and out-of-school experiences, museums wish to attract new groups of visitors to engage in their exhibitions and activities. Both the museum and the school are central knowledge institutions, each however guided by a distinct institutional logic. They have different roles to play in society, which may facilitate or hinder collaboration between them. While the museum’s collections form the basis of its activities, the curriculum and educational tasks are at the centre of the school. This study is based on the analysis of documentation of science-centred activities focused on programming with teachers and pupils in grades 4–6, in a context of cultural diversity.
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| 5. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Designs in learning and rhizomatic webs
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 23-32
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter introduces the notion of designs in learning, which focuses on aspects regarding how learners (either individually or collectively) negotiate, make choices, and design their learning and representation of a phenomenon and of a knowledge area. Designs in learning can thus be seen as a way to approach issues regarding learners’ agency and performativity in learning contexts of various kinds. The chapter further contextualizes this aspect of learning by introducing the idea of rhizomatic webs as a metaphor for learning. A condition for being able to grasp learning as a performative act and the rhizomatic character of meaning-making is an openness in terms of what is recognized as valid representations of knowledge. We argue for the importance of recognizing a multitude of meaningful expressions in learning, introduced here as a capacity to embrace multimodal knowledge representations. The ideas presented in the chapter are exemplified with some glimpses of a collaborative process of filmmaking in a school context. In order to show how meaning-making evolves in the work to make representations in film, the chapter also introduces the notions of epistemological commitments of modes, transformation, and transduction.
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| 6. |
- Selander, Staffan
(författare)
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Designs in and for learning - a theoretical framework
- 2021
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Ingår i: Designs for research, teaching and learning. - London : Routledge. - 9780367561246 - 9781003096498 ; , s. 1-23
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Bokkapitel (refereegranskat)abstract
- Designs for Learning as a theoretical framework focuses on the individual as well as on the interpersonal, collaborative, and social aspects of learning in different contexts. This framework is conceptualized in terms of (a) “designs for learning”, with a focus on such aspects as institutional framing, multimodal knowledge representations and potential (material and semiotic) resources for learning; and (b) “designs in learning” with a focus on the individual framing and learning paths (as student, pupil, museum visitor, gamer, etc.), and on his/her re-design of knowledge representations. The design of these representations indicates a person’s attention to—and understanding of—a text, a phenomenon, an object, or, for example, a challenge in a game. This perspective also includes “cultures of recognition” and which “signs of learning” are accepted in different environments.
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| 7. |
- Åkerfeldt, Anna, 1974-, et al.
(författare)
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Design and research : ethical considerations
- 2022
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 - 9780367561246 ; , s. 48-60
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Bokkapitel (refereegranskat)abstract
- A Designs for Learning perspective, with its close attention to the setting and the materiality of communications, is well-suited for research closely connected to the actions taken by professionals and participants. This may be research on others, where the interest is to understand how learning is supported and/or limited in a certain context, while also considering the complexities of that context. There may also be research with others, where the emphasis is on mak-ing changes in practices while investigating these changes, where researchers, professionals, and other participants collaborate. In such collaborations profes-sionals may, for example, be working in schools as teachers and school leaders (i.e., in formal settings), or as staff working in semi-formal settings such as museums (see Chapter 8 by Insulander & Öhman in this volume). Here, we discuss both design research on others and with others, with specific attention given to ethical considerations and aspects. In this chapter we discuss ethical considerations, following the LDS model ( Figure 4.1 ) from left to right; starting with the setting, which is framed by the resources at hand, and the institutional norms and regulations. This section is followed by ethical considerations in relation to the transformation units where interactions take place in different kinds of situations, constituted by transformations within and transductions between modes (e.g., pictures, body movements, speech). After this we address ethical considerations concerning participants’ roles vis-à-vis a Designs for Learning framework.
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| 8. |
- Björklund Boistrup, Lisa, et al.
(författare)
-
Designing and researching vocational mathematics education
- 2021
-
Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498
-
Bokkapitel (refereegranskat)abstract
- This chapter addresses ways of designing and researching collaborative teaching involving different knowledge areas, using the example of mathematics and vocational education. The way to do this is through the adoption of an extended version of the Learning Design Sequence, with a focus on practical and theoretical aspects in both mathematics and vocational content. The basis for the chapter is a research project carried out by an academic researcher together with mathematics and vocational teachers, and excerpts from this project will illuminate the description of the presented framework.
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| 9. |
- Lindstrand, Fredrik, 1973-
(författare)
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A semiotic and design-oriented approach to affordance
- 2022. - 1
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Ingår i: Designs for Research, Teaching and Learning. - London : Routledge. - 9781003096498 ; , s. 33-47
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter introduces the notion of affordance as a means for reflecting about resources in relation to learning and Designs For Learning. Instead of taking resources for granted as stable and pre-defined components of a Learning Design Sequence, the chapter argues that there is much to gain by attending to questions regarding the material qualities of these resources: how—based on their constitution—do they lend themselves to meaning-making activities and to whom? The chapter also argues for the importance of attending to what learners themselves distinguish as resources in their meaning-making endeavours. What is recognized as a resource for a certain purpose can tell us something about how meaning-makers position themselves in the world and how they relate to the subject area in focus. A focus on what resources are used, how and for what means also compels reflections regarding the social and cultural contexts of learning as well as the agency of learners. As a methodological consequence the chapter emphasizes the importance of approaching issues regarding resources for learning by studying meaning-making in situ. The various reflections about resources and affordances presented in this chapter are illustrated and exemplified with glimpses from previous research projects in different settings.
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