| 1. |
- MacKenzie, Alison, et al.
(författare)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 4, s. 271-329
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Tidskriftsartikel (refereegranskat)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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| 2. |
- Networked Learning Editorial Collective, (NLEC), et al.
(författare)
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Networked Learning in 2021: A Community Definition
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3, s. 326-369
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Tidskriftsartikel (refereegranskat)abstract
- Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'.It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment.In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades.Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community’s theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development.The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors.Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building.
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| 3. |
- Schiavetto Amancio, Stefano, et al.
(författare)
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Inequalities and democracy in online education during the COVID-19 pandemic : A comparison between Brazil and Sweden and their representativeness in current global issues
- 2021
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Ingår i: Educação, Sociedade & Culturas. - Porto : Universidade do Porto. - 0872-7643 .- 2184-8408. ; :59
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Tidskriftsartikel (refereegranskat)abstract
- This article presents a brief study on inequalities and democracy in online education during the covid-19 pandemic, based on a comparison between Brazil and Sweden. The paper addresses the organization of the educational systems; educational measures during the covid-19 pandemic concerning the frame factor resources such as digital technologies; the effects of these measures on access and use of digital technologies, regarding the digital divide; a problematization of online education with Big Tech digital platforms in the light of an association between liberation pedagogy and socio-technical cartography. As methodology, legislation, speeches, and statistical data from different institutions related to in Brazil and Sweden were consulted and processed through content analysis. These materials focus on the interim March-June of 2020, a period characterized by hasty adoption of measures that defined the technical and political bases of online education present until today. The authors expect that this brief investigation presents results of interest for studies on globalized countries, which shares similarities and differences on socio-educational issues and technologies for online education. Thus, this paper is a contribution to comparative studies about singularities and universalities worldwide, specially, on inequalities and democracy in online education during the covid-19 pandemic.
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| 4. |
- Schiavetto, Stefano, et al.
(författare)
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Agency and signification in learning with digital technologies : a theoretical approximation of actor-network theory and representational perspectives
- 2022
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Ingår i: Networked learning 2022. - : Mittuniversitetet. - 9788797409909 ; , s. 306-310
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Konferensbidrag (refereegranskat)abstract
- This paper put an approximation of Actor-Network Theory – ANT (cf. Callon & Latour, 1981; Latour, 1988; Latour, 1993; Latour, 1994) and representational philosophies deriving from the social semiotic multimodal theories (e.g., Hodge & Kress, 1988; Kress, 2010; Kress & van Leeuwen, 2021; van Leeuwen, 2005) to the fore to conceptualize how meaning-making (known as sign-making, learning, the process of signification, Bateman, 2018; Bezemer & Kress, 2016; Kress, 2010) via technologies come about from the technologies' various prompts. It is essential to recognize how representations such as semiotic resources – here, technologies and sign systems – have agency to form social practices. They are agentively selected, interpreted, and acted upon by the user into meaning-making activities (Jewitt, 2008, 2009, 2014). The technologies' front- and back-end properties' semiotic regimes (van Leeuwen, 2005; Djonov & van Leeuwen, 2018a) in different configurations can function as actants by symmetrically translating interests between humans and non-humans, into hybrid existences (Callon & Latour, 1981; Latour, 1994). Humans and technical objects are not rigid and independent substances (Platonic) but beings in constant (re)associations, which modify their existence (Callon & Latour, 1981; Latour, 1994). In that sense, Callon and Latour's claims can be understood in line with the genesis and development of representations that, from a historical epistemological perspective (Wartofsky, 1979), are in constant (re)associations by technologies, cultures, social practices, and humans. As humans mediate by means of their representations (Wartofksy, 1979), the representations are re-shaping and re-shaped through the history of reproduction that impacts interaction, meditation, and meaning-making (Kress, 2010; van Leeuwen, 2005; Wartofsky, 1979). The purpose of this paper is to briefly sketch a future research aspiration striving to theoretically approximate the ANT and representational philosophies and examine what kind of agency digital technologies impose on the users and how the users draw upon that imposition in their meaning-making. Crucially, such a reflection can heighten current understandings of the intricate relationships and networks created by humans and digital technologies in contemporary learning settings such as school to better appreciate students' digital learning from a representational agency perspective integrating the “signifieds-in-transformation” and “actants.” In preparation for future research studies, the following research question guides the theoretical explorations: who acts in the process of signification in learning activities with digital technologies?
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| 5. |
- Schnaider, Karoline
(författare)
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A Multimodal Layer Perspective
- 2021
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Ingår i: Abstracts. - Odense : Syddansk Universitet. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- Semiotic technologies manifest semiotic resources through differently configured interfaces where the “media” and the user interchangeably transform what is perceived (Ravelli & van Leeuwen, 2018; Vigild Poulsen et al., 2018). The semiotic resources are necessary learning resources that have recently become upscaled in significance as different technologies are frequently used for meaning-making purposes. Although many agents are rather confident in using various technologies, the shift in semiotic resources poses several challenges for meaning-making practices (PanMeMic, 2020). Mainly, interpretation efforts demand a recognition of the semiotic shifts of differently configured interfaces as well as how the resources are reshaped from their meaning-potentials and affordances in cognitive processing and newly prompted into the social space through the actors’ meaning-making (Kress, 2010). This creates complexity and multiplicity that variously shapes the prerequisites for meaning-making and constitutes the semiotic activity system. The presentation will illustrate how the semiotic shifts can be identified by tracing semiotic resources, with a focus on sign-systems within the multimodal layer framework (ML) (Schnaider et al., 2020). The MLs define sign-systems as the connector between the multimodal nature of composite interfaces and the multimodal character of meaning-making that shifts through technological activation and cognitive processes of actions and sign-making. The five MLs - technologies, technologies’ functional properties and semiotic properties, modes of representation, and activities – have been used in educational settings as a tool for analysis but apply to any environment to understand how sign-systems transfer across human and technological processes.
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| 6. |
- Schnaider, Karoline, et al.
(författare)
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Changes in the adoption and use of semiotic resources during the COVID-19 pandemic : What are the effects on learning?
- 2022
-
Ingår i: INTED2022 Proceedings. - Valencia : IATED. - 9788409377589
-
Konferensbidrag (refereegranskat)abstract
- The adoption and use of semiotic resources in education such as digital technologies and sign systems (Selander & Svärdemo-Åberg, 2008; van Leeuwen, 2005) have in the last few years been vastly upscaled in the Swedish educational system. Although various semiotic resources have been common features in Swedish learning settings for over a decade, the drastic changes brought forth by the COVID-19 pandemic have promoted hasty adoption of different resources to keep the guidelines and recommendations to contain viral transmission brought forth by different authorities (The Swedish Government, 2021). These procedures have un-helpfully backgrounded implementation strategies and qualitative selection procedures (Schiavetto & Schnaider, 2021). Such rapid shifts and the implementation of a much wider range of semiotic resources render several challenges for their integration and use in learning activities (PanMeMic, 2020). This study investigates what kind of changes among semiotic resources have occurred during the two years of the COVID-19 pandemic and what possible effects the adoption of certain resources can have on creating different learning conditions. To explore these relationships the following research questions guided our examinations of empirical data: During the two years of the COVID-19 pandemic, what changes in adoption and use of semiotic resources have been discussed by the Swedish authorities? What are the effects on the learning conditions?Text data addressing various measures related to the adoption and use of semiotic resources in the Swedish educational systems posted between March 2020 and November 2021 on the Swedish government’s webpages was manually downloaded and rendered approximately 80 pages of raw text data. A simple version of content analysis (Silverman, 2006) was used to examine the different authorities’ discourses with a focus on the semiotic resources digital technologies, and sign-systems. Combined with quantitative ethnography (QE) methodology and techniques (Shaffer, 2017; Ruis & Lee, 2021), systematic data processing, coding, and analysis were quantitatively conducted with software nCoder (Hinojosa, Siebert-Evenstone, Eagan, Swiecki, Gleicher, & Marquart, 2019) and ENA (Marquart, Hinojosa, Swiecki, Ea-gan, & Shaffer, 2018).The ENA result indicates that the massive adoption of Big Techs' digital platforms has been a strategy to enable the continuity of learning, from mostly face-to-face to online modes. Despite being aimed a continuity, such shifts in semiotic resources to enable online learning affects the concrete social learning context, and raises questions about the impact of the semiotic resources on education. Thus, semiotic resources have a social agency character where changes in forms act in the reorganization of the concrete social context and influence how meanings can be created during human-technical interactions. This article presents a brief investigation on how sociopolitical characteristics related to virtual learning environments become operated by Big Techs' digital platforms, which have been solidifying themselves as mandatory global crossing points (Latour, 2004) for education during the COVID-19 pan-demic. The results emphasize that “what forms make us do” (Latour, 1994) is vital to recognize, especially as algorithms and personal data have impacts on educational environments aimed at promoting critical and democratic citizenship.
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| 7. |
- Schnaider, Karoline, et al.
(författare)
-
Democracy and Social Inequalities in the Organization of Education during the COVID-19 Pandemic : The Case of Brazil and Sweden
- 2022
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Ingår i: Advances in Quantitative Ethnography. - Cham : Springer. - 9783030938581 ; , s. 298-317
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Konferensbidrag (refereegranskat)abstract
- Challenges that arise during a time of crisis, as the current COVID-19 pandemic, are a basis for recognizing how different governments handle the governance of units such as schools and issues related to democracy and social inequality. By paying attention to similar or contrasting issues in the political welfare states’ characteristics and organization, the crisis's impact on different countries can be identified and can provide learning examples beyond the study's phenomena. Although Brazil and Sweden are historically and culturally diverse countries, they also share similarities in being politicized by global trends such as neoliberalism. The paper examines the two governments' discourses and how centralization, decentralization, and neoliberalism and the resulting shift to privatized public services can form a basis for understanding declines in democracy and social inequality in schooling in both countries. The following research question guides the work, how are democracy and social inequality expounded in Brazil's and Sweden's way of organizing education during the COVID-19 pandemic? To investigate how democracy and social inequality were expounded in Brazil's and Sweden's way of organizing education during the COVID-19 pandemic, we used a quantitative ethnographic approach to analyze the government's discourses. With quantitative ethnographic techniques we identified how the states organized discussions and actions to investigate and solve socio-educational issues related to democracy and how access to resources for education related to inequalities. The governmental intensity of keeping the economy functioning was observed to be influenced by the advance of neoliberalism in both countries. In organizing the education during the COVID-19 pandemic neoliberalism is pertaining to authoritarianism in Brazil and more culturally contingent actions related to the ethos - "openness" - in Sweden.
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| 8. |
- Schnaider, Karoline, et al.
(författare)
-
Digital technologies' agency in meaning-making : a theoretical conceptualization
- 2024
-
Ingår i: Proceedings of Eighth International Congress on Information and Communication Technology. - Singapore : Springer. - 9789819930425 - 9789819930432 ; , s. 283-294
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Konferensbidrag (refereegranskat)abstract
- Semiotic resources such as digital technologies have become the tools of the trade in various social practices and are promoting the digital globalization of educational contexts. Through constant renewals, technological impacts on education have elicited several challenges. This paper advocates a theoretical study on how digital technologies can challenge social settings, a conceptualization guiding upcoming empirical explorations on digital technologies in education. By synthesizing research data, new theoretical propositions can be initiated based on previous empirical analyses. An extended critical perception of technologies’ social agency and how technologies regulate meaning-makers’ social, political, and economic life can be obtained as an understanding of the democratization of the Internet space. The following research questions were used; During the last five years, what effects do digital technologies have on social practice, and how can the effects be theoretically conceptualized? Peer-reviewed research papers addressing digital technologies between 2017 and 2022 will be retrieved from scholarly databases. Through meta-synthesis strategies, theoretical conceptualizations of the consequences different digital platforms for Internet navigation and social media have on social practices will be obtained. Findings indicate that the association between the concepts of calculation center, platform leadership, immaterial labor, and mindshare is interesting to strengthen critical perspectives on technical agencies for understanding the democratization of the Internet space. We conclude that there is a need for continuous critical expansion of theories to enrich educational research with tools for problematizing the digital globalization.
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| 9. |
- Schnaider, Karoline, et al.
(författare)
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Governmental Response to the COVID-19 Pandemic : A Quantitative Ethnographic Comparison of Public Health Authorities’ Communication in Denmark, Norway, and Sweden
- 2021
-
Ingår i: Advances in Quantitative Ethnography. - Cham : Springer. - 9783030677879 - 9783030677886 ; , s. 406-421
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Konferensbidrag (refereegranskat)abstract
- The Scandinavian countries are often seen as a unity. However, during the COVID-19 pandemic striking differences on how the countries approached the crisis became evident. This quantitative-ethnographic (QE) study aimed to understand political and cultural similarities and differences between the three Scandinavian countries – Denmark, Norway and Sweden – through their crisis communications during the COVID-19 pandemic. Specifically, we focused on how the health authorities of the three countries, in their press releases, treated information about COVID-19 and acted in four fields: reorganization of population behavior, containment of viral transmission, preparation of health systems, and management of socioeconomic impacts. As a methodology, the QE tools nCoder and ENA were applied, respectively: to code the press releases and to correlate the treatment of information with the four fields of action. © 2021, Springer Nature Switzerland AG.
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| 10. |
- Schnaider, Karoline, et al.
(författare)
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Meaning-making in technology-enhanced learning activities : a composite perspective of technologies and their properties and users' representations
- 2021
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Ingår i: INTED2021 Proceedings. - Valencia : IATED. - 9788409276660 ; , s. 1526-1535
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Konferensbidrag (refereegranskat)abstract
- Technology use in school settings tends to look at various technologies solely as a mediator for production and work, rather than to relate them to the patterns of thinking and learning. Some technologies and representations are more overrepresented than others that signals a more monotonous use (Schnaider et al., 2020). However, recent research indicates that meaning-making in connection with technology use is characterized by a higher level of variety and multiplicity across technologies, their properties, and the users (Djonov & van Leeuwen, 2018; Schnaider, Gu & Rantatalo, 2020; Vigild Poulsen, 2018; Vigild Poulsen & Kvåle, 2018). There is a need to explore and gain insights into how multimodal technology use can be understood and supported from a more comprehensive perspective. From a multimodal layer approach (Schnaider et al., 2020), this study aims to examine technologies’ use (hardware and software in combination) in students’ sign-making activities in Swedish schools. The research questions are: What functions and semiotic properties of the technologies are prompted and drawn upon in use, and how are transitions made between technologies, properties, and users? What representations are made by individuals in connection to the prompted sign-systems?The multimodal layer framework was used as a vehicle for data gathering and analysis from its five components: technologies, technologies’ functional properties, technologies’ semiotic properties, modes of representation, and activities. Empirical data consisted of 8 hours of classroom video recordings and observations on students’ use of technologies in their learning activities, and 6 hours of interviews with the students have been observed. All data were transcribed into texts, for instance, by using word-processing software and the video annotation software Transana, for subsequent quantitative content analysis (Bell, 2011). The layers were used as the first coding categories in processing the transcriptions and as variables in the analysis. The second step of coding was based on keywords (the values – subcategories to the layers) by using software nCoder. Finally, program Epistemic Network Analysis (ENA) was used to visualize the connections between the layers (Eagan, Brohinsky, Wang & Shaffer, 2020; Shaffer, 2017).The ENA result indicates that some functional properties were more frequently used at specific mediating levels when using certain combinations of technologies and had stronger connections to modes of representation and activities than others. Moreover, some functional properties tended to remain at the same mediating level between technologies, while others were entirely altered or even eliminated. The investigations also showed that some categories of technologies and properties were more frequently drawn upon, reflected in the users’ modes of representations. In some activities and combinations of technologies, the transitions in the various functions to the semiotic properties were more complicated and had little influence on individuals’ meaning-making, shown in weak ENA connections. These findings have implications for technology design and implementation by clarifying how technologies benefit particular sign-making activities.
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| 11. |
- Schnaider, Karoline
(författare)
-
Multimodal layers : A comprehensive framework for understanding meaning-making through technology use in learning settings
- 2021
-
Ingår i: 2021 International conference on multimodality (10ICOM) - Multimodality for transformation. ; , s. 156-156
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Konferensbidrag (refereegranskat)abstract
- There is a need for a social semiotic multimodal take on meaning-making through technology use in research and practice in a comprehensive frame of understanding (Schnaider, Gu & Rantatalo, 2020). Contemporary social semiotic multimodal research has identified the multiplicity in meaning-making through technology use within different semiotic systems. Some components have specifically been highlighted such as activities, actions on different levels of mediation and modes of representations in relation to hardware and software technologies, functional properties, and sign-systems that moves across configurations of technologies and users (Adami, 2010; 2014; Djonov & van Leeuwen, 2011; 2013; 2018; Jewitt, 2005; Norris, 2002; Ravelli & van Leeuwen, 2018; The Swedish national agency for education, 2018; Vigild Poulsen, 2018; Zhao & van Leeuwen, 2014; Zhao and Zappavigna, 2018). With a concert of different actors in learning settings such as schools, current research has also pointed out that teacher use is overlooked (Schnaider et al., 2020). Although some considerable contributions to understanding meaning-making through technology use by pinpointing essential aspects have been made, research has not yet united and comprehensively theorized the components important when studying meaning-making through technology focusing on learning settings and actors in school. Previous research is limited in equally exploring the nature of technologies and meaning-making practices. To amend existing research gaps, a multimodal layer (ML) perspective was created that unites the technologies to the meaning-making of different actors in school (Schnaider et al., 2020). In this paper, the ML framework will be theoretically developed and refined from the research question; what multimodal principles can guide a comprehensive understanding of technology use in learning settings?The findings of three previous empirical studies on teachers’ and students’ meaning-making through technology use from the ML perspective will be synthesized, developed, and refined by methods of qualitative meta-synthesis (Finfgeld-Connett, 2018) from the five components: technologies (configurations of hardware/software) (Ravelli et al., 2018), technologies functional (the taxonomy, Wartofsky, 1979) and semiotic properties (Jewitt, 2017), modes of representation and activities (Bezemer & Kress, 2016; Kress, 2010; Kress et al., 2014).The ML framework offers a lens through which the variations between the five components can be identified. By developing the framework, the distinction and overlaps that were found to exist between the layers’ components can be clarified, and how the layers vary in emphasis between activities, users, and technologies. The ML can offer new comprehensive insights into how teachers and students variously mediate meaning in learning settings through different configurations of technologies and representational forms. Detailed knowledge on the nature of the technologies and their relations to teachers’ and students’ meaning-making activities is important since it can guide both design thinking and learning design and model future technology use and implementation.
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| 12. |
- Schnaider, Karoline
(författare)
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Multimodality in students' meaning-making via technological designs
- 2024
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Ingår i: Digitalization and digital competence in educational contexts. - : Routledge. - 9781003355694 - 9781032409863 ; , s. 114-129
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Bokkapitel (refereegranskat)abstract
- The multimodal effects in the design of digital technologies on students' meaning-making need to be further explored in research and practice. This chapter aims to unpack the connections between technological design and students' cognitive processes to understand how meaning-making via technology use is multimodally realized. A layered semiotic analysis of students' use of common technologies and design features in learning activities demonstrates that the technological activation of meaning potentials interacts with students' actualizations in scaled cognitive processing that determine multimodal meaning-making. These findings illustrate how technological affordances emerge in practice, which are vital to consider in research and for pedagogical practices involved in a multimodal realization of learning activities within the contemporary digitization of education.
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| 13. |
- Schnaider, Karoline, et al.
(författare)
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Potentials and Challenges in Students’ Meaning-Making via Sign Systems
- 2022
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Ingår i: Multimodal Technologies and Interaction. - Basel, Switzerland : MDPI. - 2414-4088. ; 6:2
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Tidskriftsartikel (refereegranskat)abstract
- The relationship between sign systems and the meaning potentials and affordances of multimodal technologies has received increasing attention in research on digital technology use in education. Students constantly adhere to and engage with semiotic shifts in sign systems when they work with digital technologies for learning purposes. This study explores students’ use of digital technologies in Swedish schools. We trace the way semiotic activity systems and cognitive processes are transformed and realized when students engage with shifts in sign systems into various meaning-making strategies. Methodologically, the study is based on a data set of video recordings, interviews, and observations of classroom practice in three primary schools. An analysis that draws on quantitative ethnography was applied to process and analyse the data. The main findings revealed that sign systems prompted by the technologies and the social space compete to some extent for students’ attention, and that technology design is monotonously rendering lower levels of mediation. These findings show that various sign system prompts need to be balanced and streamlined to support students in their meaning-making. This article conveys the importance of understanding sign systems, as they are the most common resources for technology-assisted learning, and change the prerequisites for meaning-making.
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| 14. |
- Schnaider, Karoline, et al.
(författare)
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Teachers’ technology use in learning-design : aspects of meaning-making and co-design
- 2021
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Ingår i: 7th International Designs for Learning conference - Remediation of Learning. - Stockholm : Stockholm University Press. ; , s. 59-60
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Current research indicates that teachers’ and students’ use of technology influence each other, especially relating to the ideas of learning-design and co-construction (here co-design) of classroom practice (Bezemer & Kress, 2016; Lim, 2021). However, previous research on teachers’ use has overtly emphasized different pedagogical aspects of technology use in teaching (Lai & Bower, 2019). There is a lack of studying teachers' meaning-making (actions and sign-making, Kress, 2010; Wartofsky, 1979) through technology use that is essential for understanding the reciprocal relationship between prompters in shared design of classroom practice between teacher and student (Bezemer et al., 2016). This paper aims to explore how teachers make meanings in technology use from a multimodal layer (ML) approach (Schnaider, Gu & Rantatalo, 2020) by focusing on questions: How do teachers use configurations of hardware and software? What are the outcomes of technology use in the framing of different learning-design activities? Data was collected and analysed based on the five ML components i.e., technologies (hardware/software), functional properties, semiotic properties, modes of representation, and activities (ibid.). The data consisted of video recordings, interviews, and observation notes. All data were transcribed or annotated into texts and segmented into sentences (lines/stanzas) based on how they framed MLs’ categories (Shaffer, 2017). Quantitative content analysis (Bell, 2011) was conducted first by using nCoder to strengthen interrater-reliability and validity in the MLs’ categories (the codes), and then by using the Epistemic Network Analysis program (Shaffer, 2014) to visualize the connections between the different categories in graphs for interpretation of variations and overlaps.The findings show that teachers’ technology use is often undertaken with emphasis on some of the MLs. For instance, in activities, teachers tend to use technologies mainly for distribution purposes, which have little or no connection to learning-design or co-design. Moreover, teachers’ meaningmaking through technology use is often linked to levels of mediation in actions such as work in handling functional properties in modes of representation speech and gestures, and therefore, limitedly related to sign-making by using the technologies’ semiotic properties. On the other hand, design for collaboration was undertaken between actors in the use of smartphones and projectors in brainstorming and reviewing new subject areas, where functional and semiotic properties were used to arrange and superimpose content in verbal communication and writing activities.This study provides some insights for an overall understanding of how technologies are used in the classroom by teachers. When the MLs are recognized and realized, it enables successful learningdesign and informs co-design that benefit students’ use of technologies in learning. Moreover, a shared use by teachers and students contributes to greater insights into how their meaning-making is undertaken separately and overlap. If teachers and students jointly design the learning environment 60through knowledge of ML, a variety of different technologies will be implemented more naturally and effectively.
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| 15. |
- Schnaider, Karoline
(författare)
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“The influence of technological designs on teachers’ and students’ meaning-making : Semiotic chains configuring teaching and learning activities”
- 2023
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Ingår i: Computers and Education Open. - : Elsevier. - 2666-5573. ; 4
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Tidskriftsartikel (refereegranskat)abstract
- The relationships between digital technologies and the realization of teaching and learning activities havereceived increased attention in interdisciplinary research. Knowledge of the connections between technologicaldesigns and users’ meaning making in semiotic chains is, however, still partial. Teachers’ and students’ remediationof technological designs through cognitive processing was studied in this paper to gain insights intosemiotic chain configurations. Data consisting of video recordings, interviews, and observations were processedwith quantitative content analysis and learning analytics strategies. The findings suggest that the technologicaldesign’s visualized functions greatly affect the semiotic chain configuration when integrated with their users’meaning making in lower-level actions. Technological designs seem to buttonize meaning making, and teachingand learning activities become technologized. Scaled cognitive processes can provide insights into differentiatedmeaning making according to the technologies, and perspectives on paralanguage are proposed.
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| 16. |
- Schnaider, Karoline
(författare)
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Understanding meaning-making through technology use : a multimodal layer perspective
- 2020
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Ingår i: Networked Learning 2020. - : Aalborg University (AAU). - 9788797174104 ; , s. 333-340
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Konferensbidrag (refereegranskat)abstract
- Previous research has highlighted that technology implementation in schools may lead to increased complexity, as digital hardware and software offer a variety of possibilities for sign-making activities. Moreover, recent studies argue that since classroom practices are facilitated increasingly by screen-based activities, digital technology opens a multitude of ways to represent meaning, as an abundance of sign systems becomes available for communication through various digital visual user interfaces (DVUIs) (Jewitt, 2017). In addition, research indicates that technology implementation has a strong impact on school practice (Säljö, 2013) and that knowledge on how to take advantage of technology in learning settings from a more comprehensive perspective is needed (Bezemer & Kress, 2016). To gain a more comprehensive picture of technology use in educational environments, the main goal of the thesis is to explore the use of hardware and software by teachers and students in sign-making activities from a multimodal layer perspective. The main aim of this paper is, in particular, to discuss how multimodal methodology can be used to explain detailed aspects of technology use in networked learning (NL) settings. Concerning the various means used in school and their affordances in semiotic mediation (Norman, 2007; Wartofsky, 1979), all are considered in relation to the users and results of use. From a technology perspective, the multimodal layers, therefore, include things-to-things, things-to-human/human-to-things and human-to-human connections (Bonderup Dohn, Cranmer, Sime, de Laat and Ryberg, 2018; Goodyear, Carvalho & Bonderup Dohn, 2014) and focus on technologies, communication resources (i.e. sign systems), representations and activities. The technologies and their functions are therefore regarded as important. In addition, the multimodal layers relate to the semiotic properties of technology, how they inhere and prompt sign systems in different ways as interpreted by the actors and are reshaped into modes of representation in different activities. The conclusion is that multimodal methodology, particularly the multimodal layer approach, seems to be beneficial to unpack the relationships and connections between the means used and the actors in NL environments via its coherent approach. A greater understanding of the detailed aspects of technology use in teaching and learning may also be obtained if the existing multimodal layers are accounted for and connected. Insights can guide stakeholders on how to integrate technology in future practices and inform technology choices in relation to specific activities.
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| 17. |
- Schnaider, Karoline, et al.
(författare)
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Understanding technology use through multimodal layers : a research review
- 2020
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 37:5, s. 375-387
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Forskningsöversikt (refereegranskat)abstract
- Purpose: The purpose of this study is to examine the use of digital technologies by teachers and students in teaching and learning from a multimodal layer perspective.Design/methodology/approach: The article reviews 64 studies on technology use. A content analysis based on the theoretical concepts of "multimodal layers" was used to synthesise previous research.Findings: The findings indicate that the use of technology in classroom practices by teachers and students is multifaceted and that transitions exist between technologies and sign-systems and are differently related to sign-making activities and thus constitute different uses. Between layers, traces can be made that connect the use of technology to differences in sign-making activities.Practical implications: A multimodal layer perspective on technology use is fruitful to understand what happens at the intersection of technology and human activities in school practices. Moreover, more attention to multimodal layers can inform future effective technology usage and design.Originality/value: The review offers comprehensive insights on how previous research has studied technology using multimodal layers as an analytical lens.
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| 18. |
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