| 1. |
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| 2. |
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| 3. |
- Lindwall, Oskar, 1974, et al.
(författare)
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Disciplinary Conditions for Assessment and Instruction: Examples from Four Settings
- 2013
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Ingår i: IIEMCA 2013.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Critical to the discussion of the relation between learning and interaction is the issue of what is observable. The educational research literature is filled with definitions, operationalizations and controversies of this relation. The common uses of analogies – such as "learning as conceptual change", "learning as the appropriation of cultural tools" or "learning as changed participation in communities of practice" – express various theoretical positions and provide grounds for claiming that some particular event is evidence for learning. Of course, questions such as, “Are they learning?” or “Do the students understand?” are, in the first place, ones for instructors, not for researchers. In this presentation, four different settings will be briefly examined: text supervision in social science, critique sessions in architecture education, lab work in science education and the teaching and learning of crafts. The aim of the comparative exercise is to discuss the conditions for assessment and instruction in various contexts. In all four cases, an instructor assesses some manifestation of student performance or understanding in order to instruct. However, what these manifestations consist of, and the kind of development or trajectory that the instructions orient towards, differ extensively between the settings.
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| 4. |
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| 5. |
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| 6. |
- Sellberg, Charlott, 1974, et al.
(författare)
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The demonstration of reflection-in-action in maritime training
- 2021
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 22:3, s. 319-330
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Tidskriftsartikel (refereegranskat)abstract
- The literature on simulation-based training highlights the importance of post-simulation debriefings as occasions for student self- reflection. Another central feature of these debriefings, which has not gained the same interest, is how debriefings are used by instructors to demonstrate professional modes of reflection-in- action: how they are used to show the deeply reasoned and skilled practices that characterize professional conduct. Based on video recordings of debriefing sessions in a navigation course for master mariners, this study discusses a case where an instructor demonstrates how navigational rules should be applied in line with good seamanship. With a starting point in the visual representation of the scenario, and by re-enacting the students’ performance, the instructor formulates the problem that the students confronted in the scenario as well as potential solutions. In this way, the students’ attempts to solve the task are explicated in terms of the more general lessons that the scenario was designed to teach. The study concludes by a) discussing the empirical case in relation to Schön’s ‘Educating the Reflective Practitioner’ and b) outlining some implications for educational practice.
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| 7. |
- Abrahamson, Dor, et al.
(författare)
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Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education
- 2018
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Ingår i: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. - : International Society of the Learning Sciences.. - 1573-4552. - 9781732467217
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Konferensbidrag (refereegranskat)abstract
- Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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| 8. |
- Bernhard, Jonte, et al.
(författare)
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Approaching discovery learning
- 2003
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Ingår i: ESERA. - Utrecht, Netherlands.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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“It′s good enough”: Swedish general dental practitioners on reasons for accepting sub-standard root filling quality
- 2018
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 51:S3
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Tidskriftsartikel (refereegranskat)abstract
- Aim The concept of “good enough” is central and necessary in the assessment of root filling quality. The aim was to explore the concept by analysing reasons and arguments for the acceptance or rejection of substandard root filling quality as reported by GDPs in Sweden. Methodology The study was designed as a qualitative and exploratory study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Thirty-three general dental practitioners (GDPs) employed in the Public Dental Health Service in Gothenburg, Sweden, participated (4-6 GDPs/interview). In all nine predetermined questions were followed. Before each focus group, the participants received radiographs of 37 root fillings and were asked to assess the root filling quality. The three cases representing the most divergent assessments served as a basis for the discussion. The cases were presented without clinical information, the dentists would relate to the cases as being just root filled by themselves. Results The radiographs did not provide a sufficient basis for decisions on whether or not to accept the root filling. The present study emphasised that dentists did not primarily look for these arguments in the technical details of the root filling per se but instead they considered selected features of the contextual situation. The GDPs constantly introduced relevant “ad hoc considerations” in order to account for the decisions they made. These contextual considerations were related to aspects of pulpal and periapical disease, risks (e.g. technical complications) or to consumed resources (personal and/or economic). Conclusions It was obvious that the concept of “good enough” does not exist as a general formula ready to be applied in particular situations. Instead, it is necessarily and irremediably tied to contextual properties that emerge from case to case.
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| 10. |
- Dahlström, Lisbeth, 1962, et al.
(författare)
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"Working in the dark”: Swedish general dental practitioners on the complexity of root-canal treatment
- 2017
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Ingår i: International Endodontic Journal. - : Wiley. - 0143-2885 .- 1365-2591. ; 50:7
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Tidskriftsartikel (refereegranskat)abstract
- Aim: To explore elements of reasoning and understanding that might obstruct the performance of good-quality root canal treatment (RCT) and make general dental practitioners (GDPs) produce and accept root fillings of inferior quality. Methodology: The study was designed as a qualitative and explorative study based on seven videotaped focus group interviews analysed by means of qualitative content analysis. Nine predetermined questions were followed. Thirty-three GDPs (4–6 dentists/interview), employed in the Public Dental Health Service in Gothenburg, Sweden, participated. Results: Feelings such as anxiety, frustration, stress or exhaustion were associated with RCT. In general, RCT was regarded as complex, mysterious and embedded in uncertainty. A feeling of loss of control was frequently described in relation to all procedural steps from negotiating the canal to prognostic deliberations. Reasons could include challenging canals, complicated instruments and the fact that treatment had to be performed in a concealed space without visible insight. Several dentists questioned the requirements for correctly performing RCT, and some indicated that striving towards optimal technical root filling quality should not be expected in each case in general practice. Most of the GDPs were unable to complete a case within the remuneration system, and they therefore either spent more time than the set fee allowed for or accepted a suboptimal root filling when the time limit was reached. Conclusions: High levels of stress and frustration in relation to RCT were reported by the GDPs. RCT was regarded as complex and was often performed with an overall sense of lack of control.
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| 11. |
- Ekström, Anna, et al.
(författare)
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Instructional work in sloyd education
- 2006
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Ingår i: the First International Research Conference on Slyd, Arts and Crafts/Design.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 12. |
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| 13. |
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| 14. |
- Ekström, Anna, et al.
(författare)
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Redskap och material
- 2020
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Ingår i: Multimodal interaktionsanalys. - Stockholm : Studentlitteratur. - 9789144127521 ; , s. 183-196
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 15. |
- Ekström, Anna, et al.
(författare)
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To follow the materials The detection, diagnosis and correction of mistakes in craft education
- 2014
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Ingår i: Interacting with objects: Language, materiality, and social activity. - Amsterdam : John Benjamins. - 9789027212139 ; , s. 227-247, s. 227-248
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Bokkapitel (refereegranskat)abstract
- This chapter investigates the role and function of textile materials in relation to corrective sequences in craft education. The analyses explicate how problems are detected, how problems are diagnosed and how problems are corrected and solved. When students encounter problems related to their making of a textile object, there is a disruption in the progression of the activity. Disruptions in progressivity in the analysed setting are not heard in intervening talk, but seen in the ways the materials have turned out. Correspondingly, actions used to overcome these problems, whether conducted in talk or otherwise, are not done on talk but on actions and materials involved in the making of objects.
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| 16. |
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| 17. |
- Evans, Bryn, et al.
(författare)
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Coordinating ‘telling’ and ‘showing’ in online video tutorials
- 2018
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Ingår i: International Conference on Conversation Analysis, 11-15 July, Loughborough University, UK.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Online instructional videos quickly have become a widespread pedagogic phenomenon. There are now literally millions of videos available online providing step-by-step instructions on various practical skills such as how to change a bike tire, set up a router, repair a hole in drywall and so on. This presentation reports on part of a larger research project investigating how people learn practical skills in non-institutional, everyday environments through the use of video. While the full study involves addressing how people use these videos in situated contexts, we present here on the first phase of the study, in which we analyse instructional videos themselves as organisational phenomena. Instructional videos are specifically designed for the learning of skills and the accomplishment of practical tasks. These videos offer a large, analytically accessible, corpus of orderly showing and tellings. In an important sense, the people featured in these videos are not just doing things, they are showing what to do and how to do it.Further, in the majority of cases, the showing is supplemented with verbal descriptions – that is, the instructors are not just showing how things are done but also describing what they are doing or what should be done. However, the showing of an activity and the description of that showing possess inherently different temporalities (Keevallik, 2015). Therefore, in order to make their actions intelligible and followable as a form of instruction, instructors must finely coordinate their showing and their telling. With a few exceptions, the coordination of telling and showing is a constitutive feature of all the online tutorials we have looked at closely. In his book Sequence Organization in Interaction, Schegloff (2007) writes about turn-taking, action-formation, sequence organization and repair, inter alia, as generic organizations of practice that deal with various problems arising in talk-in-interaction. Although our concerns apply to instructional demonstrations and not to talk-in-interaction more generally, we believe that it is worthwhile to think about the coordination of “telling” and “showing” as a generic problem that instructors orient to in producing intelligible and followable demonstrations. Drawing on a corpus of 114 YouTube instructional videos, we explicate a set of practices instructors use to coordinate telling and showing. We show that members establish coherence of instruction by 1) ordering telling and showing components into synchronous organizations using various methods of delaying, suspending, extending or repeating a telling or showingcomponent; and 2) ordering telling and showing components into sequential organizations using talk to project, retrospect, or bracket conduct. Further, we highlight how these coordinated arrangements of talk and conduct are not only achieved at the original moment of production, but can also be accomplished through post-production editing techniques. We conclude with some remarks on the challenge and opportunities of analysing produced participant recorded video data.
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| 18. |
- Evans, Bryn, et al.
(författare)
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Show Them or Involve Them? Two Organizations of Embodied Instruction
- 2020
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Ingår i: Research on Language and Social Interaction. - : Informa UK Limited. - 0835-1813 .- 1532-7973. ; 53:2, s. 223-246
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Tidskriftsartikel (refereegranskat)abstract
- When instructors train people in physical actions, they often demonstrate what they want the learner to do. When basketball coaches use reenactments in training sessions, we find that they organize them in two ways: (a) as a performance treating the players as passive learners (what we call “demonstration as performance”); and (b) as active co-ordinated action among the players as involved coparticipants (what we call “demonstration as enactment”). It is through this ordering of cooperative organizations that, we argue, an enactment is achieved that is maximally coherent and followable as instructions for the observing audience of learners. Data are in Australian English.
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| 19. |
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| 20. |
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| 21. |
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| 22. |
- Fjeldstad, Erling, 1949, et al.
(författare)
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Intersubjectivity in hypnotic interaction
- 2017
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Ingår i: Intersubjectivity in Action. 11th – 13th May 2017, University of Helsinki, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Despite the dubious reputation of hypnosis, there is now a large body of research that investigates how hypnosis can be used to reduce patients’ experience of pain. By closely analysing three video recorded quasi-naturalistic cases of hypnosis for pain relief, this study takes an interest in how hypnosis is interactionally organized and practically accomplished. A central question is how intersubjectivity is established and maintained in the different phases of the hypnosis. The hypnotic interaction predominately consists of the hypnotist formulating various instructions (by telling, proposing, suggesting, or asking) directed to the persons being hypnotized. In line with this, the sequence organization could be described as a series of adjacency pairs, consisting of a verbal instruction, followed by an attempt to follow the instruction and with occasional expansions. In the beginning of the session, the instructions are mostly directed to actions in the external world where the hypnotist instructs the persons being hypnotized to move their body in certain ways. As the session progresses, the instructions turn from physical actions towards the ability to imagine certain situations, activities, or states. As a result, the visual access to responding actions are highly restricted. Given this lack of visual access, how is the hypnotist finding interactional evidence of the hypnotized person being able to follow the instructions? It is possible for the hypnotist to observe minute changes in body posture, breathing, and the relaxation of limbs, but what does this say about the hypnotic state of the other person? Questions pertaining to intersubjectivity, are not only relevant as analytic concerns, but remain central tasks for the participants. How to establish and share the hypnotic experience then, is here cast as a setting’s problem and its resolution, by way of its local interactional organization, could be telling vis-a-vis a more general interest in intersubjectivity-in-action.
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| 23. |
- Garfinkel, Harold, et al.
(författare)
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Praxeological Validity of Instructed Action
- 2024
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Ingår i: Instructed and Instructive Actions: The Situated Production, Reproduction, and Subversion of Social Order. - : Taylor and Francis. - 9781000981667 ; , s. 21-36
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter is an edited transcript of a lecture by Harold Garfinkel that was delivered in 1992 as part of a seminar meeting at the University of California, Los Angeles. Garfinkel introduces a set of themes, examples, exercises, and anecdotes that make up his methodological and pedagogical approach to what he calls instructed action. He presents instructed action in terms of a formal pairing of instructions (rules, recipes, direction maps, and so on) and the “lived-work” of following them in specific instances. He outlines how ethnomethodological research not only examines and describes such lived-work in detail but also aims to show that, and how, “the work of reading the text of a description exhibits the phenomenon that the text describes.” This is what he calls the “praxeological validity of instructed action.” He provides examples of a procedure for turning Maurice Merleau-Ponty’s philosophical remark, “existence is the process whereby the hitherto meaningless becomes meaningful,” into an instruction for explicating practical achievements in specific settings of action.
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| 24. |
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| 25. |
- Hillman, Thomas, 1978, et al.
(författare)
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Choosing and using instructional videos
- 2018
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Ingår i: VALS - ASLA: A Video Turn in Linguistics? Methodologie – Analisi – Applications, 6-8 June, Basel.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Online instructional videos quickly have become a widespread pedagogic phenomenon. There are now literally millions of videos available online providing step-by-step instructions on various practical skills such as how to change a bike tire, set up a router, repair a hole in drywall and so on. This presentation reports on part of a larger research project investigating how people learn practical skills in non-institutional, everyday environments through the use of video. While the full study involves addressing how people use these videos in situated contexts, we present here on the first phase of the study, in which we analyse instructional videos themselves as organisational phenomena. Instructional videos are specifically designed for the learning of skills and the accomplishment of practical tasks. These videos offer a large, analytically accessible, corpus of orderly showing and tellings. In an important sense, the people featured in these videos are not just doing things, they are showing what to do and how to do it.Further, in the majority of cases, the showing is supplemented with verbal descriptions – that is, the instructors are not just showing how things are done but also describing what they are doing or what should be done. However, the showing of an activity and the description of that showing possess inherently different temporalities (Keevallik, 2015). Therefore, in order to make their actions intelligible and followable as a form of instruction, instructors must finely coordinate their showing and their telling. With a few exceptions, the coordination of telling and showing is a constitutive feature of all the online tutorials we have looked at closely. In his book Sequence Organization in Interaction, Schegloff (2007) writes about turn-taking, action-formation, sequence organization and repair, inter alia, as generic organizations of practice that deal with various problems arising in talk-in-interaction. Although our concerns apply to instructional demonstrations and not to talk-in-interaction more generally, we believe that it is worthwhile to think about the coordination of “telling” and “showing” as a generic problem that instructors orient to in producing intelligible and followable demonstrations. Drawing on a corpus of 114 YouTube instructional videos, we explicate a set of practices instructors use to coordinate telling and showing. We show that members establish coherence of instruction by 1) ordering telling and showing components into synchronous organizations using various methods of delaying, suspending, extending or repeating a telling or showingcomponent; and 2) ordering telling and showing components into sequential organizations using talk to project, retrospect, or bracket conduct. Further, we highlight how these coordinated arrangements of talk and conduct are not only achieved at the original moment of production, but can also be accomplished through post-production editing techniques. We conclude with some remarks on the challenge and opportunities of analysing produced participant recorded video data.
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| 26. |
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| 27. |
-
Instructed and Instructive Actions: The Situated Production, Reproduction, and Subversion of Social Order
- 2024
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- The contributors to this volume take up the theme of instructed and instructive actions. Harold Garfinkel, the founder of ethnomethodology, initiated the study of instructed actions as a way to elucidate the embodied production of social order in real time. Studies of instructions and the actions of following them provide empirical content to the classical theoretical issue of how rules, norms, and other normative guidelines are conveyed, understood, and used for producing social actions and structures. The studies in this volume address novel technologies of instructed action and non-obvious ways in which ordinary actions turn out to be instructive for participants in immediate situations of action and interaction. In some cases, the studies address specialized practical, artistic, and recreational activities, in others they address commonplace modes of action and interaction. In all cases they focus on how the manifest organization of specific activities are organized with and without explicitly formulated instructions. This book will appeal to scholars across the social sciences with interests in ethnomethodological approaches to research by contributing to understandings of how specific actions are instructed and instructive in the circumstances in which they are produced.
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| 28. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Arranging for visibility
- 2010
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Ingår i: Paper presented at the European Association for the study of Science and Technology conference, Trento, Italy.
-
Konferensbidrag (refereegranskat)abstract
- With an approach based on ethnomethodological studies of work, this presentation discusses a theme that we call arranging for visibility. First, we present a case where professionals in medicine arrange so called learning sessions in order develop visual expertise in relation to a novel medical imaging technology. Characteristic for these sessions is that members of the team arrange the situations so as to be able to visually discern critical details. Second, we discuss how the members’ orientation to visual details necessitates analytical access to these details, and – in relation to this – what arranging for visibility might mean for us as analysts. The case that we discuss concerns a multidisciplinary team of scientists and professional radiologists. Diagnosis and follow-up of pulmonary diseases are most commonly done with conventional chest radiography. A fundamental problem with chest radiography is that overlapping anatomic structures may obstruct the detection of tumours and other pathologies. With a new form of digital tomography called tomosynthesis it becomes possible to visualise the chest as a set of slices. Within the first months of clinical use of the technology, experienced thoracic radiologists were able to increase their detection of pulmonary nodules, from about 25% to over 90%. The increase in the detection of true positives, however, was also paralleled by an increase of false positives. The introduction of the new technology did not just simply augment the professional visual of the thoracic radiologists. Rather, it reconfigured the expertise by installing new ways of seeing and acting. As a response to this, and in order to highlight critical issues in detection of pulmonary nodules, the team arranged learning sessions during which previous cases were collectively reviewed: two separate projector screens allowed for side-by-side comparisons of CT and tomosynthesis data from the same patient; historical records of all individual markings effectively displayed any incongruence of earlier judgements; the use of large screens and laser pointers enabled rapid and precise indexing; the uneven distribution of expertise made it relevant to provide extended instruction in professional ways of seeing. The elaborate arrangement of learning sessions could be seen as an enabling condition for the team members’ ensuing orientation towards critical details in the interpretation of images. As a consequence of this, investigations of the learning sessions have the potential to shed light on important aspects of the relation between technological shifts and reconfigurations of expertise. Video recordings becomes a indispensable tool in this research: since the interest lies in the orientation to visual detail by the members, there is a need for records that preserve this orientation in necessary detail. The work of us as analysts also makes relevant elaborated arrangements of transcripts, images and different camera angles. There are thus both parallels and differences between the arrangements for visibilities made by members and that made by us as analysts – an issue which connects to the more general issue of the relation between the perspective of the member and that of the analyst in social scientific research.
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| 29. |
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| 30. |
- Ivarsson, Jonas, 1976, et al.
(författare)
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Suspicious Minds: the Problem of Trust and Conversational Agents
- 2023
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Ingår i: Computer Supported Cooperative Work (CSCW). - 0925-9724 .- 1573-7551.
-
Tidskriftsartikel (refereegranskat)abstract
- In recent years, the field of natural language processing has seen substantial developments, resulting in powerful voice-based interactive services. The quality of the voice and interactivity are sometimes so good that the artificial can no longer be differentiated from real persons. Thus, discerning whether an interactional partner is a human or an artificial agent is no longer merely a theoretical question but a practical problem society faces. Consequently, the ‘Turing test’ has moved from the laboratory into the wild. The passage from the theoretical to the practical domain also accentuates understanding as a topic of continued inquiry. When interactions are successful but the artificial agent has not been identified as such, can it also be said that the interlocutors have understood each other? In what ways does understanding figure in real-world human–computer interactions? Based on empirical observations, this study shows how we need two parallel conceptions of understanding to address these questions. By departing from ethnomethodology and conversation analysis, we illustrate how parties in a conversation regularly deploy two forms of analysis (categorial and sequential) to understand their interactional partners. The interplay between these forms of analysis shapes the developing sense of interactional exchanges and is crucial for established relations. Furthermore, outside of experimental settings, any problems in identifying and categorizing an interactional partner raise concerns regarding trust and suspicion. When suspicion is roused, shared understanding is disrupted. Therefore, this study concludes that the proliferation of conversational systems, fueled by artificial intelligence, may have unintended consequences, including impacts on human–human interactions.
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| 31. |
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| 32. |
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| 33. |
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| 34. |
- Johansson, Elin, 1978, et al.
(författare)
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Experiences, appearances, and interprofessional training: The instructional use of video in post-simulation debriefings
- 2017
-
Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 12:1, s. 91-112
-
Tidskriftsartikel (refereegranskat)abstract
- © 2017 The Author(s)Through close analyses of the interaction that takes place between students and facilitators, this study investigates the instructional use of video in post-simulation debriefings. The empirical material consists of recordings of 40 debriefings that took place after simulation-based training scenarios in health care education. During the debriefings, short video-recorded sequences of the students’ collaboration in the scenarios were shown, after which the facilitators asked the students questions about the teamwork and their performance as displayed in these sequences. The aim of the study is to show: a) how the video is consequential for the ways in which the students talk about the teamwork and their own performance; b) how the facilitators’ questions guide the students’ contributions and collaborative sense making of prior events. Regularly, the facilitators’ questions were posed in terms of “seeing”. The design and sequential environment of the questions made it relevant for the students to comment on how the displayed situations appeared audiovisually and how these appearances contrasted with their experiences from the situation. In this way, the video enabled the students to talk about their own conduct, including their collaboration with their peers, from a third-person perspective. The study highlights the central role of instructions and instructional questions in the debriefings, how the video was used to make the students reconceptualise their performance together with others, and the importance of contributions from fellow students.
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| 35. |
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| 36. |
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| 37. |
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| 38. |
- Johansson, Elin, 1978, et al.
(författare)
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Pedagogical use of video for feedback and reflection in simulation-based team-training
- 2013
-
Ingår i: Högskolepedagogisk konferens i Göteborg (HKG 2013). ABSTRACTS [VERSION 1.6 | 2013-10-14].
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Within the educational sciences, the use of video in providing feedback on student performance has been investigated in several research studies. The current study aligns to this interest and investigates how video recordings of simulation scenarios are used as basis for feedback and reflection in healthcare education. The data corpus consists of forty video recorded simulation sessions that were part of a team training of medical and nursing students. The sessions were designed to provide opportunities for joint team training in order to develop competencies for interprofessional collaboration. The use of simulations for team training of health care students and professionals has a long tradition. A common assumption is that facilitated feedback discussions (debriefings) are critical for positive learning outcomes to occur. Whether and how such effects are achieved, however, have not been thoroughly addressed (Fanning & Gaba, 2007). In recent years, the use of video recordings of simulated scenarios in subsequent debriefings has become common practice and it is often thought to be beneficial (cf. Dieckmann et al., 2008). In relation to simulation-based team training, the concept “video-assisted debriefing” is commonly used to describe a facilitated discussion where short video sequences are used as a basis for feedback and reflection on team conduct. Empirical studies on how video features in this practice are, however, mainly absent. The general aim of the presentation is to address how video recordings can be used as a ground for feedback and reflection in facilitated group discussions in various educational settings. Based on short video sequences from the data material, the presentation will address how the use of video contributes to in-depth discussions on specific aspects of teamwork in the simulation scenario. Preliminary analyses indicate that selection of episodes, the introduction and framing of them as well as how they subsequently are discussed all are important for how the debriefings evolve. In the recorded sessions, two methods for introducing and following-up the video clips have been observed. One approach applied by the facilitators is to be very specific about the aspects that should be subject for discussion, whilst another is to be more open-ended and hand over to the students what aspects to focus on. In the present study, the significance of the facilitators’ questions and framing of the clips are subject to further analysis. References Dieckmann, P., Reddersen, S., Zieger, J., & Rall, M. (2008). A structure for video-assisted debriefing in simulator-basedtraining of crisis resource management. In R. Kyle & B. W. Murray (Eds.), Clinical Simulation: Operations, Engineering, and Management (pp. 667-676). Burlington: Academic Press. Fanning R.M. & Gaba D.M. (2007). The Role of Debriefing in Simulation-Based Learning. Simulation in Healthcare, 2(2): 115-125.
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| 39. |
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| 40. |
- Lindwall, Oskar, 1974, et al.
(författare)
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A collaboration of hands and the gesturalisation of touch
- 2012
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Ingår i: The 5th Conference of the International Society for Gesture Studies.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Relatively few studies have investigated how touch and tactility feature as communicative resources in social action. Although gesture studies are beginning to move beyond the empty hand (e.g. Andén, in press), there is still a tendency to describe the communicating hand as if “it only ever handled dead matter, but never other bodies” (Streeck, 2009, p. 206). With a general interest in the “collaboration of hands” (Goffman, 1979, p. 35), this study takes a starting point in number of video recorded episodes from courses in handicraft where teachers and students are engaged in the instruction and production of textile objects. The presentation focuses on three communicative practices frequently found in the material: a) touching the body of the other as a way of pointing, b) moving the hands and fingers of the other party into certain positions and c) shaping the actions of the other by physical manipulation. While there are many characteristics shared with interaction that does not involve touch – such as the coordination of embodied conduct and speech as well as the organisation of actions in sequences – the use of touch provides the investigated episodes with some additional features. Actions involving touch and tactility are not only visible and observable to the other party, but also available as haptic and kinaesthetic sensations. The intercorporeality of the interaction also has organizational imports for of the coordination and co-production bodily conduct. In sum, the study contributes to the understanding of the communicative body by beginning to shed some light on the gesturalisation of touch and its social organization.
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| 41. |
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| 42. |
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| 43. |
- Lindwall, Oskar, 1974, et al.
(författare)
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“Are you asking me or are you telling me?”: Expertise, evidence, and blame attribution in a post-game interview
- 2021
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Ingår i: Discourse Studies. - : SAGE Publications. - 1461-4456 .- 1461-7080. ; 23:5, s. 652-669
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Tidskriftsartikel (refereegranskat)abstract
- This paper is an analysis of a video clip of an interview between a reporter and ice hockey player following a game in which the player was involved in a hard collision with a member of the opposing team. The paper explores blame attribution and how participants claim and disclaim expertise in a way that supports or undermines assertions to have correctly seen and assessed the actions shown on tape. Our analysis focuses on the video of the interview, and it also examines relevant video clips of the collision and various commentaries about the identities of the characters and their actions shown on the videos. In brief, the study is a third-order investigation of recorded-actions-under-analysis. It uses the videos and commentaries as “perspicuous phenomena” that illuminate and complicate how the members’ own action category analysis is bound up with issues of expertise, evidence, and blame.
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| 44. |
- Lindwall, Oskar, 1974, et al.
(författare)
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"Are You Asking Me or Telling Me?": Knowledge, Expertise, and Video Replays in an Interview
- 2020
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Ingår i: American Sociological Association.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper is an analysis of a video clip of an interview (or, rather, an attempt at an interview) between a reporter and ice hockey player Andy Sutton, following a game in which Sutton was involved in a violent collision in which an opposing player was knocked unconscious. Our analysis focuses on the video of the interview, and it also examines the relevant video clip of the collision and various commentaries about the identities of the characters and their actions shown on both videos. In brief, the study is a third-order investigation of recorded-actions-under-analysis: a description of members’ action-category analysis (MACA). This paper uses the videos and commentaries as “perspicuous phenomena” (Garfinkel 2002) that illuminate and complicate the relations between two themes: expertise and knowledge. Specifically, the paper explores how participants claim and disclaim expertise in a way that supports or undermines claims to have correctly seen and assessed the actions shown on tape. Not incidentally, the case also is relevant to critical arguments we have made about ‘epistemics’ in interactional analysis (Lindwall et al. 2016; Lynch & Wong 2016; Macbeth et al. 2016; Macbeth and Wong 2016).
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| 45. |
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| 46. |
- Lindwall, Oskar, 1974
(författare)
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Att ge och ta kritik
- 2019
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Ingår i: Sånt vi bara gör. - Stockholm : Carlssons. - 9789173319553 ; , s. 220-222
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 47. |
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| 48. |
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| 49. |
- Lindwall, Oskar, 1974, et al.
(författare)
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Conversation analysis, dialogism, and the case for a minimal communicative unit
- 2024
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Ingår i: Language Sciences. - 0388-0001. ; 103
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Tidskriftsartikel (refereegranskat)abstract
- Severinson Eklundh and Linell (1983) asked whether a minimal form of communicative interaction exists and, if so, how many moves it would require. In conversation analysis, the response to these questions has traditionally been that such a form exists and that it takes the form of a pair of adjacent utterances consisting of a first pair part (e.g., a greeting or a question) and a second pair part (e.g., a greeting in return or an answer to the question). Severinson Eklundh and Linell acknowledged that communicative exchanges could take the form of two-part sequences, but they argued that this format is relatively limited in scope. Instead, they proposed that the basic format for most communicative interactions is a three-part sequence and that this structure should not be reduced to a base pair with a sequence closing third as an expansion of the pair. This issue has been the subject of ongoing debate over the last four decades. In this article, we discuss how conversation analysis and extended dialogism have addressed the idea of a minimal form of communicative interaction. We review different approaches and how they overlap and diverge, and we make conceptual distinctions to account for their differences.
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| 50. |
- Lindwall, Oskar, 1974, et al.
(författare)
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Detail, Granularity, and Laic Analysis in Instructional Demonstrations
- 2024
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Ingår i: Instructed and Instructive Actions The Situated Production, Reproduction, and Subversion of Social Order, edited by Michael Lynch & Oskar Lindwall. - : Routledge. - 9781003279235 ; , s. 37-54
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Bokkapitel (refereegranskat)abstract
- The overarching interest of the present chapter is in the description of embodied courses of action. More specifically, we focus on the instructional descriptions of what sometimes is referred to as manual or instrumental actions; that is, actions done by the hands and for other purposes than communication. The three examples that we use are taken from two different settings: an introductory course in endodontics and a YouTube tutorial on how to crochet. The instructional demonstrations found in these settings make perspicuous several themes central to this volume: how demonstrations rely on what “any member would know”; how they are contingent on competences that are yet to be instructed; how they constitute members’ analyses of skills and practices; how they are hopelessly incomplete; how they provide “mock-ups” of the activities they set out to demonstrate; and how they, therefore, are specifically useful for instruction. Although the chapter touches on each of these themes, the cases that we focus on are chosen because they show distinct relationships between descriptions and embodied courses of action. In all the examples, instructional descriptions are occasioned by manual actions, but they vary in the extent to which the sense of a description relies on the details of the displayed actions, and while instrumental actions in some demonstrations are produced independently of their description, there are other situations where descriptions and embodied courses of action mutually elaborate each other.
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