| 1. |
- 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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| 2. |
- Insulander, Eva, 1972-, et al.
(författare)
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Multimodal analys av klassrumsinteraktion
- 2021
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Den här boken ger en introduktion till multimodal analys av klassrumsinteraktion, och vägledning i socialsemiotik respektive etnometodologisk samtalsanalys. De två utgångspunkterna kan antas för att studera interaktion och skapa underlag för analys och tolkning av fenomen som undervisning, lärande och bedömning samt sociala relationer (fenomen som uppmärksammas inom UVK-kurser). Boken redogör för forskningsprocessens olika steg såsom problemformulering, metoder för datainsamling och analys och erbjuder särskilt verktyg för att genomföra praktiknära studier på vetenskaplig grund. I boken presenteras hur två skilda teoretiska och metodologiska utgångspunkter resulterar i olika undersökningsbara frågor, begreppsanvändning och analysmodeller för studier av interaktion.Här uppmärksammas vikten av ett multimodalt perspektiv på interaktion då språkliga, kroppsliga och materiella aspekter får betydelser för analys och tolkning av olika fenomen.
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| 3. |
- Insulander, Eva, 1972-, et al.
(författare)
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Teaching through objects and collections : The case of Strängnäs Secondary Grammar School and school museum 1830-1960
- 2023
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Ingår i: Multimodality & Society. - 2634-9795 .- 2634-9809. ; 3:4, s. 336-365
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Tidskriftsartikel (refereegranskat)abstract
- This paper aims to introduce educational history to multimodal studies by combining a source-oriented approach with multimodal social semiotics. We trace the role of objects and collections in teaching and learning, and focus on Strängnäs Secondary Grammar School in Sweden 1830-1960 as a case example. Closely examining original documents, remaining physical objects, and examples of their situated use as represented in photographs and drawings, the paper provides a nuanced perspective on how object-based pedagogy was applied. It traces how objects and artefacts were incorporated into the school’s collections, by the actions of different actors, in processes of recontextualisation and framing. The activity types that we use as examples, include: drawing lessons in art, weapons practice in physical education, plant collecting in botany, and map exercises in history. These examples show how objects and their meaning potential were used in teaching and learning, and how they realized certain discourses of schooling. Based on our examples, we can see how educational discourses such as progressivism came to have different impact in different subjects. While an authoritarian and national discourse prevailed in art and physical education, a scientific and progressive discourse seem to have been established in botany and history. By combining multimodality with historical research, we can understand meaning-making within a larger context of sociocultural practices and sociopolitical forces.
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| 4. |
- Insulander, Eva, 1972-, et al.
(författare)
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Vilken kunskap erkänns i det systematiska kvalitetsarbetet? Om oförenliga tankestilar i dagens förskola
- 2014
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Ingår i: Nordisk Barnehageforskning. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 1890-9167. ; 7:12, s. 1-18
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Tidskriftsartikel (refereegranskat)abstract
- This study is to be seen in relation to the intensified ‘assessment culture’ that has evolved in today's educational system. The purpose is to discuss how the dualistic mission of the curriculum is being handled in preschools systematic quality work, by studying the representation and recognition of ideational and interpersonal knowledge. The study is based on video-observations of preschool teachers’ planning, work and follow up of three educational activities in two different preschools. The theoretical basis consist of a multimodal and design theoretical perspective used in combination with Ludwik Flecks work on thought styles and thought collectives. The analyse shows that the curriculum objectives are handled in contradictory ways. This is visible in interaction patterns that exhibit traces from incompatible thought styles.
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| 5. |
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Att bli lärare
- 2018
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)
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| 6. |
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Att bli lärare
- 2023. - 3
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Att bli lärare är en grundläggande och heltäckande bok som blivande lärare kan använda genom hela utbildningen. Den ger en aktuell bild av läraryrkets möjligheter och utmaningar men blickar också framåt.Boken består av fem olika delar som var och en är kopplade till aktuell forskning:DEL 1 På väg mot lärarrollen (ledarskap, bedömning och inkludering)DEL 2 Lärandeperspektivet (hur kan man organisera meningsfullt lärande?)DEL 3 Professionen (uppdrag, framväxt och kunskapsgrund)DEL 4 På väg mot framtiden (hur organiserar vi en skola för framtiden?)DEL 5 Tre internationella utblickar (Finland, Chile och Singapore)Sammantaget ger texterna hela den bredd av kunskaper som en lärare behöver tillägna sig under utbildningen. Boken är ett stöd i den utbildningsvetenskapliga kärnan (UVK) men fungerar också som en första introduktion till de ämnesdidaktiska frågorna. Mot bakgrund av covid-19-pandemin och en ny läroplan (Lgr22) finns i den tredje upplagan tillägg bland annat gällande datalitteracitet, normkritisk pedagogik, kunskapsområdet sexualitet, samtycke och relationer samt riktlinjer för betygssättning.Boken kan användas som en ingång för att få översikt över ett område och som en uppslagsbok för olika centrala frågor som kan dyka upp under utbildningens gång. Till boken hör också digitala case som ger möjlighet att öva förmågan att samtala med en elev, en lärarkollega eller en förälder om olika dilemman som blivande lärare kan komma att möta i sin framtida yrkesutövning.
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| 7. |
- Brehmer, Daniel, 1973-
(författare)
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Support for mathematics teachers’ change : Examining catalysts for teacher learning and role of the teacher in professional development programmes
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When the perception changes regarding what mathematics students should be able to manage, this is typically addressed through a new national curriculum. To establish and implement this new curriculum in practice, teachers must be given the opportunity to change according to it. For such change, they need support in interpreting and implementing the new curriculum. Typically, there are two common ways to support teacher change: (1) developing and launching curriculum materials that correspond to the national curriculum; and (2) implementing professional development programmes (PDPs) that correspond to the new national curriculum. This thesis includes both aspects and aims to contribute to research on support for mathematics teachers’ change. This aim is operationalized by: (1) studying mathematics textbooks in which tasks and plausible teaching intentions are analysed; (2) studying teacher agency in collegial discussions in relation to the design of a PDP; and (3) mapping and describing catalysts for teacher learning from PDPs in research literature. These studies resulted in five papers, which are included in this thesis. The main results of the papers cover: the distribution of types of tasks in Swedish mathematics textbooks; the type of learning approach advocated in these textbooks; how different types of texts in PDPs relate to teacher agency in collegial discussions; and an identification and description of catalysts for teacher learning from PDPs for mathematics teachers. In the kappa1 of this thesis, these results are merged and discussed in relation to different models of teacher change. The focus in the kappa is on examining catalysts for teacher learning from such initiatives and the role of the teacher in PDPs. This examination suggests elaborations on parts of a conceptual framework for effective PDPs (Desimone, 2009). More precisely, the elaborations concern core critical features for effective PDPs, presented in this framework: Content Focus, Active Learning, Collective Participation, Duration, and Coherence. The main contributions of this thesis concern: a tool for analysing tasks in textbooks with respect to problem-solving tasks; an organizing frame for mapping learning catalysts from articles describing PDPs; a description of catalysts for teacher learning from PDPs as specifications of core critical features for effective PDPs; and the role of the teacher in PDPs as a catalyst for learning. Implications and suggestions for future research are discussed.___________________________1The Swedish term kappa will be used in this thesis in the absence of an equivalent English term for the introductory chapters of an aggregation dissertation
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| 8. |
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| 9. |
- Ehrlin, Anna, et al.
(författare)
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Perspectives on Entrepreneurial Learning in the Early Years of Education
- 2015
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Ingår i: Journal of Education and Human Development. - 2334-296X .- 2334-2978. ; 4:3
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Tidskriftsartikel (refereegranskat)abstract
- Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.
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| 10. |
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| 11. |
- Insulander, Eva, 1972-
(författare)
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Artefacts, spaces, visitors. A study of meaning-making in museums.
- 2010
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Konferensbidrag (refereegranskat)abstract
- This paper presents the results from a thesis on design and communication in museums. The main purpose of the thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.
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| 12. |
- Insulander, Eva, 1972-, et al.
(författare)
-
Artefatcs, spaces, visitors. A design oriented and multimodal approach to learning.
- 2010
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Konferensbidrag (refereegranskat)abstract
- This paper discusses the methodological implications of using a design-oriented and multimodal perspective on learning, in a research study of museum visitors’ meaning-making (Rostvall & Selander, 2008; Selander, 2008; Kress, 2010). Learning is viewed as a sequence of sign making activities, in which individuals transform semiotic resources and form a new representation of their understanding of a specific subject matter. The main objective of the study was to describe and analyse how museum visitors engage with what is being offered to them in terms of the various resources made available in the exhibitions. Yet another objective was to describe and analyse the design of the exhibitions. The collection of data was conducted at the Museum of National Antiquities in Stockholm, and included the investigation of two exhibitions: Prehistories I and II. We use the analytical concepts of the ideational, interpersonal and textual meta-functions to discuss the exhibitions’ meaning potentials and design (Halliday 1978; 2004; Björklund Boistrup & Selander 2008). The visitor study included several methods for collecting data. Eight visits were videotaped and multimodally transcribed. Data also included digital photos and maps produced by the visitors. Short interviews were conducted concerning the visitors’ maps and photographs. The analysis of data was guided by the use of a model of Learning Design Sequences (Selander, 2008). The framework puts forward a few central concepts. The concept of design is used to direct attention to the organizing principles of the exhibitions, where different resources are applied and combined in order to represent meanings about prehistory. Setting is used as a notion to interpret how the design is organized physically and as an expression of the institutional framing. Design is central also for the description and analysis of visitors’ navigation in the exhibition, since meaning-making is understood as a creative activity where the visitors form their own ‘learning paths’ through the transformation and formation of semiotic resources. Framing is the notion we use to understand how visitors, in these social encounters, frame the exhibition in relation to their identity. Signs of learning is used to discuss how visitors, through their representations, have changed their capacity to make signs as an indication of their learning. The study makes visible how the participants frame the exhibition from their personal experiences and identity. They transform the available resources in the exhibitions and ‘re-design’ a unique exhibition. The study puts forward the complexity of learning and underlines that meaning-making and learning can be understood as a transformational process in several steps. Finally, we discuss some aspects of meaning-making and learning, not necessarily seeing them as the same kind of activities. Even if meaning-making can be understood as an orientation towards the world (which in some sense includes learning), learning might take place even though the meaning is not yet constructed or even intended.
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| 13. |
- Insulander, Eva, 1972-, et al.
(författare)
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Assessment in Transformation : Teachers’ Perceived Opportunities and Challenges in the Assessment of Multimodal Texts
- 2022
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Ingår i: Educare. - : Malmo University Library. - 1653-1868 .- 2004-5190. ; 6:1, s. 132-153
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Tidskriftsartikel (refereegranskat)abstract
- Using data from focus group interviews, this study aims to analyze the perceived opportunities and challenges encountered by groups of secondary school teachers regarding the assessment of multimodal texts. Previous research has shown that digital technologies introduce new kinds of texts in the classroom. The possibility of combining verbal text with image, sound, and movement has an impact on students’ text production. However, the changing role of writing on the screen has left teachers uncertain of how to assess these new forms of texts. Apart from attending to digital competence, assessing multimodal texts may involve following writing conventions and organizing text using different resources and components. Quality in multimodal texts may concern using multimodal components to communicate complex ideas effectively, which may or may not be noticed by teachers. The data is based on group interviews with 11 secondary school teachers at two different schools. The study conducted a thematic content analysis using the analytical concepts of transformation, recognition, design, and form and meaning. Findings show that teachers find it challenging to acknowledge certain qualities in students’ multimodal texts without support from the steering documents. On the other hand, they notice opportunities to follow students’ learning processes. In addition, they stress an increased opportunity and need for shared assessment across school subjects. The article concludes with a discussion of tensions regarding opportunities and challenges when assessing students’ multimodal texts in relation to the different subject syllabuses.
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| 14. |
- Insulander, Eva, 1972-
(författare)
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Bedömning som erkännande
- 2018
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Ingår i: Att bli lärare. - : Liber. - 9789147122851 ; , s. 72-75
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Insulander, Eva, 1972-
(författare)
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Design and engagement : making meaning in a museum exhibition
- 2010
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Konferensbidrag (refereegranskat)abstract
- Within the field of museum education, the conceptualization of learning has been just as changing as within research on learning at large. From an interest in visitors’ behaviour, to a shift towards cognitive and individual constructivist interpretations, we can now notice an increasing interest among museum researchers towards both democratic perspectives and social and cultural theories of learning (Säljö, forthcoming). This paper discusses the theoretical and methodological approaches used in a study on museum visitors’ meaning making. Trough the use of a design theoretic and multimodal perspective, the study of meaning making directs the focus to the learners’ sign making and design activities in relation to a specific subject matter (Rostvall & Selander, 2008, Kress, 2009). The study was conducted at the Historical museum in Stockholm, with the aim of comparing the design and the affordances for meaning making in two different exhibitions. Yet another aim was to describe and analyse how the participating visitors represented their interest in the exhibitions, including what meanings they made. Using a mixed methods approach to the collection of data, with video documentation, visitors’ own digital photographs and maps plus interviews, it was possible to get a rich account of the visitors’ different ways of engaging in the exhibitions. The methodological considerations were guided by an interest in transformation of meaning, and how learning can be represented. The participants were asked to take pictures with a digital camera as they navigated the exhibition, and to draw maps of the exhibition after the visit. The paper also discusses the consequences of these tasks, in terms of the claims that can be established in relation to the data. The methodology puts forward the visitors’ design activities. It opens up for an analysis of the different sets of data and takes into account the relation between them. The results from the study bear a relation to the question of learning. Here, learning is understood as a creative and transformative sign making process, described in terms of the learners’ agency and activity rather than being connected to results. The study makes visible how the participants frame the exhibition from their personal experiences and identity. Visitors’ different ways of making meaning from the exhibitions are described in terms of expressive, narrative and meta reflective engagement.
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| 16. |
- Insulander, Eva, 1972-
(författare)
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Design för lärande på museum
- 2011
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Ingår i: Kreativitet och mångfald. ; , s. 55-63
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Design för lärande är ett teoretiskt perspektiv som erbjuder oss redskap för att beskriva och förstå lärande på ett delvis nytt sätt (Rostvall & Selander, 2008; Selander & Kress, 2010). Ett designteoretiskt perspektiv för bland annat fram hur kreativitet och formande aktiviteter är en del av allt lärande, oavsett miljö och situation. I den här presentationen kommer jag att lyfta fram några centrala begrepp och visa hur jag tillämpar begreppen för att studera museibesökares möte med utställningar.I avhandlingen Tinget, rummet, besökaren undersökte jag vilket slags meningsskapande och engagemang som museibesök ger upphov till hos besökare, och hur man som forskare kan dokumentera sådana subtila processer (Insulander, 2010). Undersökningen utgick från antagandet att varje utställning har specifika möjligheter och begränsningar för lärande. Men samtidigt som utformningen av utställningen till viss del blir styrande för de besökare som ser den, så finns där ändå mängder av möjligheter för besökarna att själva skapa mening. På så sätt görs utställningen om till något nytt då den ”om-designas” vid varje besök.I studien följde jag besökare i par på deras väg genom två olika kulturhistoriska utställningar. Besökarna fick också själva dokumentera sina visiter genom att ta egna fotografier samt rita kartor över den utställning som de besökt. Genom den teoretiska ansatsen uppmärksammas de transformationsprocesser som sker och val som görs när såväl utställningsproducenter som besökare visar fram sin förståelse av historiska skeenden.
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| 17. |
- Insulander, Eva, 1972-, et al.
(författare)
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Designing Multimodal Texts about the Middle Ages
- 2017
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Ingår i: Journal of Educational Media, Memory and Society. - : Berghahn Books. - 2041-6938 .- 2041-6946. ; 9:2, s. 1-14
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Tidskriftsartikel (refereegranskat)abstract
- Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.
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| 18. |
- Insulander, Eva, 1972-, et al.
(författare)
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Designs for learning in museum contexts
- 2010. - 1
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Ingår i: The museum as forum and actor.. - Stockholm : The museum of national antiquities. - 9789189176409 ; , s. 39-53
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 19. |
- 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
-
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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| 20. |
- Insulander, Eva, 1972-, et al.
(författare)
-
Designs for learning in museum contexts
- 2010
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Ingår i: The museum as forum and actor. - Stockholm : The museum of national antiquities. - 9789189176409 ; , s. 39-53
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This article presents a new theoretical and methodological way of studying museum visitors’involvement and meaning-making at a museum exhibition. Our approach drawspredominantly on a design-theoretic and multimodal analysis of learning and communication.This approach is mainly concerned with a) the design aspects of learningresources; b) the learners’ engagement and communication; c) their way of transforminggiven signs to produce (redesign) their own representations in relation to d) personalengagement as well as a specific areas of knowledge. Multimodality pays special attentionto the interplay between different modes in communication. In the article, we use adesign-theoretic, multimodal approach to analyse visitors’ engagement. This is done byfilming 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 camerasso 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. |
- Insulander, Eva, 1972-, et al.
(författare)
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Designteori för museer
- 2010
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Konferensbidrag (populärvet., debatt m.m.)
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| 22. |
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| 23. |
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| 24. |
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| 25. |
- Insulander, Eva, 1972-
(författare)
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Learning as Design : an example from the museum
- 2008
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Konferensbidrag (refereegranskat)abstract
- Over the past years, the museum has come to appear as a new arena for communication and learning, where visitors actively can engage in the construction of meaning of exhibitions. In this article, I discuss how the concept of design directs our attention towards the creative, dynamic and social aspects of learning. When used in relation to exhibitions, design signifies both the organization of a setting, and the process where the learner, out of her own interest, makes choices and selections and thereby creates her own understanding of the content. I will use empirical data from an ongoing study as an example, where I examine both the semiotic resources for learning in an exhibition, and the visitors’ meaning making in the exhibition - their reading of the text.
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| 26. |
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| 27. |
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| 28. |
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| 29. |
- Insulander, Eva, 1972-
(författare)
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Representations of migration, borders and memories in exhibitions : a multimodal text analysis
- 2019
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Ingår i: Museum & Society. - : University of Leicester. - 1479-8360. ; 17:1, s. 117-132
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Tidskriftsartikel (refereegranskat)abstract
- Many museums and galleries today address migration stories in their exhibitions. In this article, a methodological framework based on a multimodal social semiotic approach is used for the analysis of the meaning potentials of exhibitions. A particular focus is directed towards how the conceptions of migration, borders and memory represent themselves multimodally, in terms of general structure, orchestration of semiotic resources, the use of figurative language and explicit/ implicit values. This methodological framework helped uncover hidden messages of interests and ideologies in different exhibitions. The study contributes to research on multimodal texts and exhibitions, as well as educational research.
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| 30. |
- 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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| 31. |
- Insulander, Eva, 1972-, et al.
(författare)
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Teacher agency in professional development programmes – A case study of professional development material and collegial discussion
- 2019
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier BV. - 2210-6561 .- 2210-657X. ; 23
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Tidskriftsartikel (refereegranskat)abstract
- This article offers insight into teacher agency in professional development programmes, focusing on a national policy initiative in Sweden aiming to provide in-depth professional development for mathematics teachers. Data was produced from video observations from two collegial discussions with one group of teachers, during the professional development programme. We closely analyse forms of agency in the collegial discussions in relation to the affordances of the professional development materials. The analysis shows a complex relationship between possibilities for independent judgement as constructed in curriculum materials, teachers' agency, and the coach's role in collegial discussions. Contrary to previous research, the findings indicate that opportunities for facilitating enactment in professional development materials do not necessarily lead to teacher agency. The results of the study are discussed in relation to the Swedish educational context.
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| 32. |
- Insulander, Eva, 1972-
(författare)
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The exhibition as amultimodal pedagogical text
- 2007
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Ingår i: NaMu, Making National Museums Program, Setting the Frames, 26–28 February, Norrköping, Sweden. ; , s. 127-135
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Konferensbidrag (refereegranskat)abstract
- In recent years; museum professionals; visitors and politicians have directed their interest towards the museum as a new arena for communication and learning. In this article; I explore the museum as an educational site from a multimodal and social semiotic approach. This approach implies a view of communication and learning as a social process of sign-making; where the meaning of a message is realised across several resources or modes of communication. As an example; I study the characteristics and the design of an archaeological exhibition at the Museum of National Antiquities in Stockholm; Sweden. The exhibition is described and explored as a multimodal pedagogical text. In my ’reading’ of the text; I examine how the design encourages a specific reading path and how it creates coherence through ’framing’ and through the use of colour. I examine how meaning is made through objects; text; image and sound.
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| 33. |
- 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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| 34. |
- Insulander, Eva, 1972-
(författare)
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Tinget, rummet, besökaren : Om meningsskapande på museum
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The main purpose of this thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.
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| 35. |
- Insulander, Eva, 1972-
(författare)
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Utställningen, besökaren och lärandet
- 2007
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Ingår i: Museipedagogen, lärandet och framtiden. - Stockholm : Statens historiska museer. ; , s. 9-18
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Bokkapitel (populärvet., debatt m.m.)
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| 36. |
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| 37. |
- Lindstrand, Fredrik, et al.
(författare)
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Design för lärande Historia : Medeltiden som exempel
- 2019. - 1
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Medeltiden är en epok som har avsatt många olika avtryck också i vår tid, inte minst som en mytomspunnen inspirationskälla. Detta gestaltas på många vis, bland annat i romaner, filmer, tv-serier, spel, lajv och arrangemang som "Medeltidsveckan" eller Nordisk festival för medeltida musik. Bruket av medeltiden säger därför också något väsentligt om vår egen tid, och blir ett intressant "nyckelhål" för att förstå både vilken bild vi skapar av oss själva och vilken bild vi skapar om en historisk epok.I den här boken söker vi svar på frågor som: Hur gestaltas och används medeltiden i olika sammanhang? Vilka aspekter lyfts fram som centrala, och vilka tonas ner? Dessa frågor rör historiebruk och historiemedvetande, som ju också är centralt för skolans undervisning. Därför vill vi också se närmare på hur medeltiden representeras (multimodalt) och bearbetas i förskolans och skolans värld jämfört med hur medeltiden tar gestalt i andra sammanhang.Boken - med fokus på design för och design i lärande - vänder sig till lärarutbildning och lärarfortbildning, men också till studerande i pedagogik och didaktik såväl som studerande inom andra discipliner som intresserar sig för hur kunskap gestaltas och används i olika sammanhang.
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| 38. |
- Lindstrand, Fredrik, 1973-, et al.
(författare)
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Mike the Knight in the Neo-Liberal Era : A Multimodal Approach to Children's Multimedia Entertainment
- 2016
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Ingår i: Journal of Language and Politics. - : John Benjamins Publishing Company. - 1569-2159 .- 1569-9862. ; 15:3, s. 336-350
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Tidskriftsartikel (refereegranskat)abstract
- Today, in the neo-liberal era, goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities. Different resources for play, like toys and games, are motivated from a learning perspective. Promises from media corporations, such as "Your kids are learning while they watch!" (www.nickjr.com), indicate an assumption that parents expect more than mere entertainment from the products that their children engage with. The parents' assumed demand for more than 'mere' entertainment could also be interpreted as a 'new' form of caring, where caring for the overall development of the child has been transformed into an emphasis on stimulating its learning success (Holmer Nadesan 2002, 424). Earlier ideas about a” universal” child and an ”autonomous” child are no longer at the fore. Rather, it is the idea of how to construe the ”superchild” – a child that can learn (more than ever before) and develop a capacity for making rational decisions – that seems to become a dominating paradigm (Kaščák & Pupala 2013). This shift can also be seen as a sign of change of social positions, activities and responsibilities between agents within formal (e.g. school), semi-formal (e.g. museum) and non-formal (e.g. home) sites of learning.Our intention in this article is to show how the discourse about the "superchild" is articulated multimodally (Kress & van Leeuwen 2001) in a number of media texts related to the trans-medial (see Aarseth 2006; Jenkins 2006; Lemke 2004) brand Mike the Knight. We will do so by introducing three examples – a digital story app, online games and a "Chivalrous Reward Chart" – that are part of a wider body of research.
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| 39. |
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| 40. |
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| 41. |
- Selander, Staffan, et al.
(författare)
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Designs for learning : designs in learning
- 2021. - 1
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Ingår i: Learning as Social Practice. - London : Routledge. - 9780367688240 - 9780367688257 - 9781003139188 ; , s. 30-69
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- In the modern era during the twentieth century, much has been written about teaching and learning. However, much of this seems obsolete in our contemporary hybrid society. Interaction design focuses on theory-informed, collaborative work between researchers and the users, as in the example of museums below or, as in a school context, between teachers and learners. Learning Design Sequences is a theoretical map for the purpose of analyzing significant incidents in learning process, in a process of meaning-making. The chivalrous reward chart is designed as a printable sheet presenting the 12 “rules” of the chivalrous code multimodally, in writing and images. Pelf was navigating through space making selections from the modes and media available in the exhibition, in a process of meaning-making. Language, mathematic symbols and musical notation are examples of sign systems often regarded as objective knowledge representations enabling us to communicate our understanding of specific aspects of the world.
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| 42. |
- Van Steenbrugge, Hendrik, et al.
(författare)
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Curriculum support for teachers' negotiation of meaning : a collective perspective
- 2018
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Ingår i: Research on Mathematics Textbooks and Teachers’ Resources. - Cham : Springer. - 9783319732527 - 9783319732534 ; , s. 167-191
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Bokkapitel (refereegranskat)abstract
- Acknowledging the central role of teachers in curriculum implementation, a growing body of research has analyzed how curriculum resources can support teachers to learn using these resources well. This has been done mainly with a focus on individual teachers’ learning. Teachers’ daily work encompasses many collaborative aspects around curriculum resources as well, an area too often overlooked. We address this issue by describing and discussing our initial steps in developing an approach to analyze curriculum resources from this collective perspective. The approach combines a social semiotic framework to analyze the meaning potential of curriculum resources and the communities of practice framework to analyze a group of teachers’ negotiation of meaning around these resources.
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