| 1. |
- Beck, Silke, et al.
(författare)
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Towards a reflexive turn in the governance of global environmental expertise : The cases of the IPCC and the IPBES
- 2014
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Ingår i: GAIA. - : oekom verlag. - 0940-5550 .- 2625-5413. ; 23:2, s. 80-87
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Tidskriftsartikel (refereegranskat)abstract
- The role and design of global expert organizations such as the Intergovernmental Panel on Climate Change (IPCC) or the Intergovernmental Platform on Biodiversity and Ecosystem Services (IPBES) needs rethinking. Acknowledging that a one-size-fits-all model does not exist, we suggest a reflexive turn that implies treating the governance of expertise as a matter of political contestation.
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| 2. |
- Díaz Reviriego, Isabel, et al.
(författare)
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Five years of IPBES : Reflecting the achievements and challenges and identifying needs for its review towards a 2nd work programme.
- 2018
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- On 17 to 19th October 2017, twenty-four academics and practitioners with diverse inter- and transdisciplinary experiences gathered for a workshop to collectively reflect on IPBES’ work and performance. The workshop was held at the German Centre for Integrative Biodiversity Research (iDiv) in Leipzig. The workshop and this report represent an effort to proactively contribute to IPBES’ ongoing (external) review process. The external review process opens up a window of opportunity towards re-thinking the very purpose of IPBES and identifying new pathways to live up to its initial ambitions, such as to move beyond assessments. The workshop identified a spectrum of potential opportunities, provided visions for the future work of IPBES, and collected insights into how to cope with them. While the workshop focussed on identifying future challenges and possible solutions, all participants underlined the great achievements that IPBES has already accomplished. This report provides a synthesis of the workshop discussions. The main recommendations for the external review were: - The external review should seize the opportunity to establish itself in a responsive and future-oriented way so that it not only assesses past performance but also facilitates learning and identifies new pathways for IPBES. It is important that the focus of the review is not just on the extent to which IPBES has fulfilled its ambitions but also on the efficiency with which it has done this, and on the potential unintended effects of decisions. - For IPBES to achieve its initial ambitions, strengthening the (mainly global-scale) scientific knowledge base behind assessments is necessary but not yet sufficient. To meet its broader set of goals, it is required to pay critical attention to all aspects of policy support, knowledge generation and capacity-building, including the meaningful participation of Indigenous Peoples and Local Communities and the incorporation of local and indigenous knowledge. This will require building synergies between knowledge systems, promoting the engagement of the social sciences and humanities, and addressing current challenges in the nomination and selection procedures for the identification of experts. - The external review also opens up space to identify a full range of alternative options and choices that are available when reforming IPBES. The review should engage in real-world dialogues and liaise closely with partners from research, policy and practice as well as with national platforms and local actors.
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| 3. |
- Rolf, Elisabeth, 1961-, et al.
(författare)
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Components of learning in upper secondary teachers’ pedagogical patterns
- 2022
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Ingår i: Technology, Pedagogy and Education. - 1475-939X .- 1747-5139. ; 31:2, s. 171-183
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Tidskriftsartikel (refereegranskat)abstract
- This article presents and analyses pedagogical patterns, a design support resource, proposed to upper secondary teachers for technology-supported solutions to educational problems intended for teachers with limited experience of teaching with technology. It analyses pedagogical patterns to understand how they reflect the characteristics of learning theories. The analysis is done by applying an existing framework that gathers three spectra consisting of key components of learning: Information–Experience, Individual–Social, and Reflection–Non-reflection. In a workshop series, pedagogical patterns were created by teachers recognised for their use of technology in teaching, and these patterns constitute data for analysis. The components of learning in the pedagogical patterns have been derived from 23 solutions, or learning activities, for effective use of technology through deductive thematic analysis. The analysis reveals that the solutions involve various pedagogical components but that individual and reflective solutions are most common, thus indicating the kind of pedagogy that is considered suitable for less experienced teachers. We conclude that the method suggested for analysis contributes to research within technology-enhanced learning TEL. It can expand knowledge about the pedagogy involved in learning designs that support the use of technology in education. Adopting a participatory design approach in workshops can moreover contribute to the collegial learning of teachers.
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| 4. |
- Rolf, Elisabeth, 1961-
(författare)
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Teachers as designers : Analyses of pedagogical patterns and their use
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Recent research has claimed that learning designs can strengthen the teaching profession by acknowledging teachers’ role as designers as they use these to disseminate good teaching ideas about digital technology to colleagues in schools and universities. However, the promises attributed to learning designs are based in particular on teachers producing learning designs, rather than on analyses of them or their use. This dissertation attempts to bridge the gap. Specifically, it aims to expand the current perception of teachers as designers by analysing certain details involving the content and use of pedagogical patterns, through applying a multi-method research design. In order to analyse the content of pedagogical patterns, the pedagogy and the digital competence training of students are discerned. In order to analyse the use of these pedagogical patterns in the creation of lessons and lesson activities, the extent to which relevant ideas are re-used as well as the types of design work performed when using these patterns are addressed, too.My research is positioned within technology-enhanced learning (TEL) and learning design (LD) and additionally incorporates design research. Besides literature providing background and knowledge, all frameworks utilised for the analyses are found in these research fields. The research is qualitative and includes directed and summative content analyses. Data are presented in the form of a set of pedagogical patterns, audio recordings and written material generated by teachers during workshops. The results show that adapted frameworks are appropriate for distinguishing pedagogy and digital competence. The detailed findings point to a varied approach to pedagogy in pedagogical patterns and a limited use of the digital competence repertoire, both of which are considered compatible with a focus on spreading the use of technology in education to less experienced teachers. The findings concerning the use of the created pedagogical patterns show that teachers may be inspired by the ideas they present and consequently, they may choose to adopt them to some extent, or use them as springboards to designs that show little resemblance to the original patterns. However, some teachers are not inspired by them or use them in this way. Indeed, teachers take varied approaches to design work, in line with professional designers’ work processes.This compilation thesis thus contributes to existing scholarship by using a novel approach to the perception of teachers as designers
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| 5. |
- Rolf, Elisabeth, 1961-, et al.
(författare)
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Teachers’ Design Processes : An Analysis of Teachers’ Design Talk and Use of Pedagogical Patterns
- 2021
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Ingår i: IxD&A. - 1826-9745 .- 2283-2998. ; 49, s. 135-160
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Tidskriftsartikel (refereegranskat)abstract
- Research on how teachers design to support learning and how teachers use different learning designs is still in its infancy. The explorative study reported here aims to approach an understanding of how teachers design learning activities by analysing upper secondary teachers’ design work while using pedagogical patterns. Ten teachers working in pairs of two were invited to design and document learning activities based on pedagogical patterns. The findings reveal that (1) pedagogical patterns inspire teachers to embark on a design process that aligns with their own context, and (2) teachers’ design processes share common general design characteristics and are, among other things, different, dynamic, unpredictable, and unsystematic. It is concluded that knowledge about teachers’ design processes and the use of learning designs may inform researchers on how to develop design-supporting tools and resources.
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| 6. |
- Rolf, Elisabeth, 1961-
(författare)
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Upper Secondary Teachers as Designers of Technology Use for Learning
- 2019
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The use of technology in education is by policymakers expected to expand, and efforts are laid out by the research community to support such a development. This thesis will explore how the introduction of design patterns in upper secondary education may contribute to an extended use of technology by applying the Educational Design Research (EDR) methodology. The aim is to understand what the design patterns disclose on central matters for teaching with technology and how the design pattern format is utilised by technology experienced upper secondary teachers.To be informed of the suitability of design patterns for contributing to an extended use of technology, a collection of design patterns written by upper secondary teachers constitute the data. Learning activities found in the design patterns are analysed in terms of teachers’ pedagogy and digital competence development of learners. The collection of design patterns as a whole are also examined to understand how the teachers utilised the format.The analysis of pedagogy indicates that upper secondary teachers predominantly design for individual activities and that matters of reflection and experiences are portrayed less clear. The digital competence that learners develop when performing a learning activity is found to belong to an area of Collaboration and communication, involving activities related to accurate referencing to digital content. When upper secondary teachers use design patterns for the articulation of ideas on technology, it is observed that the format is underused and that the teachers generally create fragmented and incomplete designs. The results are discussed in relation to Technology Enhanced Learning (TEL) and Design for learning. A conclusion is that the design patterns do not portray transformative learning experiences for the learners but are able to portray the teachers experiences on technology use that can be shared with colleagues.The thesis contributes by providing a novel methodology for analysis of the content of design patterns. It is able to capture upper secondary teachers’ perceptions on pedagogy and learners’ digital competence development respectively.
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