| 1. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Barn som experter : övergångar i en digital barndom
- 2024. - 1
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Ingår i: <em>Att undervisa barn i skolstartsålder </em>. - Malmö : Gleerups Utbildning AB. - 9789151110714 ; , s. 157-176
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Ackesjö, Helena, 1973-, et al.
(författare)
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Mjuka förmågor : vad är det och vad kan det bidra till?
- 2022
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Ingår i: Undervisning och ledarskap på fritids. - Stockholm : Innovation, forskning och utveckling i skola och förskola (IFOUS). - 9789198553604 ; , s. 57-68
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
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| 4. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Designs for learning and changing texts - demands for future of education : Pupils' positioning during joint multimodal text creation
- 2023
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Ingår i: Designing Futures. - London.
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Konferensbidrag (refereegranskat)abstract
- In a project with an overall aim to explore ‘what’s happening’ and ‘what’s possible’ in terms of how pupils made meaning about different subject content and what signified their interaction with each other and with the tools provided, we let young pupils create multimodal texts in small groups in different subject areas. In one sub-study, we analysed how the pupils positioned themselves and each other (e.g., by taking leadership over one’s peers, or by refusing to take part in the activity) through their multimodal interaction when jointly creating fairy tales by use of different tools, such as papers, pencils and crayons, or a digital application for making animations. In the study, we followed the process when pupils in a grade 2 classroom during three different small-group activities i) created handwritten fairy tales, ii) drew images, and then, iii) transformed them into animated multimodal texts by using a digital application. Data was generated through video-recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. The study is theoretically grounded in the designs for learning (DFL) perspective and the Learning Design Sequence Model was used as an analytical tool (see for example Björklund Boistrup & Selander 2022, Kress & Selander 2012, Selander 2008). One aspect of the model concerns how students are positioned and how they position themselves during the teaching and learning activities. The teacher’s design for learning - including her planned activities and the resources made available for the pupils - appeared to have a great impact on what happened and what became possible for the pupils in their design in learning and what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during small-group activities, e.g., if someone took a leading position while others acted as followers, or if their positions were more equal. The ways that these positions differed between activities could partly be explained by the different affordances of the resources provided, as well as the teacher’s design.
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| 5. |
- Danielsson, Kristina, Professor, 1961-, et al.
(författare)
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Pupils creating digital animations in the early years of schooling
- 2023
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Ingår i: Designing Futures the 11th international conference on multimodality. - : UCL. ; , s. 76-77
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Konferensbidrag (refereegranskat)abstract
- The use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and the early years of schooling. Thus, an important question is what potential digital tools and digital resources has - when integrated in educational practices - to increase pupils’ meaning making. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible’ when pupils (6–8 years) are part of teaching and learning practices involving digital tools, in this case when jointly creating multimodal digital animations to communicate ideas and tell stories in the subjects Mathematics, Science, and Swedish.The theoretical base is Designs for Learning (DfL) (Björklund Boistrup & Selander 2022), where teaching and learning are seen as a form of multimodal design. According to that perspective, the teacher designs learning activities, giving the pupils access to different resources to enable meaning making, while the pupils’ meaning making process is seen as a kind of re-design, based on, e.g., available resources, interests and previous experiences. In our analysis, we utilize the Learning Design Sequence (LDS) model, developed within DfL. To enable fine-tuned detailed analysis of pupils’ multimodal interaction, classroom activities with pupils working in pairs were video-recorded. Moreover, the pupils’ multimodal texts (writing, drawings, digital animations, etc.) were collected. The analysis revealed, e.g., that the different material resources provided in the teachers’ design for learning (e.g., paper, pencils, crayons, or digital tools) to a great extent steered what happened and became possible for the pupils in terms of negotiating, contributing, making suggestions, and making conscious choices of signs to use in their multimodal texts (both paper-based and digital).
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| 6. |
- Delblanc, Åsa, et al.
(författare)
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Barns lek i modern barndom
- 2023
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Ingår i: Barn. - : Cappelen Damm Akademisk. - 0800-1669 .- 2535-5449. ; 41:1
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Det finns i samhället en romantiserad bild av lek och barndom. I denna essä problematiseras bilden av den romantiska leken och vi argumenterar för ett nytt sätt att förstå barns lek där samtidskontexten och omvärlden har en stor betydelse.
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| 7. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Bedömning i förskolan
- 2023
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Ingår i: Den utbildningsvetenskapliga kärnan för förskolan. - : Natur och kultur. - 9789127464872 ; , s. 316-333
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Förskoleklasselever utforskar kombinatorik genom digitala animeringar
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4
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Tidskriftsartikel (refereegranskat)abstract
- The focus of this article is on digital tools as part of mathematics education with six-year-olds. More explicitly, we study how the creation of digital animations, as a part of working on a problem-solving task, enables young students’ learning of combinatorics. In the article, the creation of digital animations implies that the students re-design, that is, recreate their solution procedure with a digital application. The aim with letting the young students create digital animations is diverse. We presume that such work enables problem solving as well as the learning of combinatorics, but also that it has potential to enable creativity and agency in learning. Video-documentations from three classrooms where students work on the problem-solving task were analysed from a multimodal perspective where teaching is seen as a design process. In that process, the teacher designs learning activities that give students access to different resources for their meaning making process. The results show that working with digital animations, when integrated in a learning design sequence, amplify students’ learning of combinatorics.
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| 9. |
- Ebbelind, Andreas, Dr, 1975-, et al.
(författare)
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Six-year-olds create digital animations to reinforce mathematical problem solving
- 2022
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Ingår i: Book of Abstracts ‘Cultures of play: Actors, Affordances and Arenas’ Glasgow, Scotland 23<sup>rd</sup> – 26<sup>th</sup> August 2022.
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Konferensbidrag (refereegranskat)abstract
- The aim is to investigate how digital play with animations may contribute to children’s (six-year-olds) learning of combinatorics, in this case how three toy bears can be arranged in a row on a sofa (i.e. permutations for n = 3). English (2005) showed that a well-organised and meaningful context facilitates young children’s possibilities to explore combinatorial situations. This study builds on Palmér & van Bommel (2020) who investigated the role of and connection between systematization, representation and digital artefacts in children’s work with combinatorial tasks. Their study showed that the use of digital artefacts may enhance children’s understanding of combinatorial problems. This study builds on designs for learning (Kress & Selander 2010), including multimodal theories. A central model is the Learning Design Sequence (LDS) model. The study is qualitative in nature, combining the LDS model with multimodal analysis. Activities, in three different classrooms, where the children worked in pairs with the combinatoric task with paper/pens and with creating digital animations were video documented. Video-documentations (150 minutes) from three pairs of children were analysed qualitatively according to the LDS model focusing on the children’s understanding of the mathematical content. The study conforms to the ethical regulations for research in Sweden. All participating teachers, children, and guardians approved their participation. Creating digital animations enhanced the children’s understanding of combinatorics. The digital animations were more systematic with more permutations than the paper and pencil documentation. The study contributes with implications for how digital play with animations can be integrated in early mathematics education.
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| 10. |
- Gardesten, Jens, 1971-, et al.
(författare)
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Den problematiska fritiden 2.0 : Fritidshemmets kompensatoriska uppdrag i socioekonomiskt utsatta områden
- 2023
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Ingår i: Nordisk tidsskrift for pedagogikk og kritikk. - : NOASP. - 2387-5739. ; 9, s. 249-259
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Tidskriftsartikel (refereegranskat)abstract
- In this essay, the compensatory mission of the Swedish school-age educare is discussed, focusing specifically on school-age educare centers in areas with socio-economic challenges. This is made in the light of narratives of principals and school-age educare staff and in relation to the Official Reports of the Swedish Government (SOU 2020:34; SOU 2022:61), which proposes a free of charge school-age educare for all children aged 6–9 years. Both the official reports and the narratives contain several examples of how school-age educare centers can be valuable in a variety of ways for the children growing up in areas with socio-economic challenges. On the one hand, the potential of a traditional school-age educare pedagogy, where children can develop the fundamental democratic values on which the Swedish society is based, is described. On the other hand, it becomes clear that free school-age educare for all children also could lead to negative consequences. If resources aren’t provided, in form of better premises and more staff, the centers can only in the best-case scenario provide child minding. Overall, a picture of the school-age educare centers’ potential emerges, but also what kind of resources that might be required for this potential to be realized. In conclusion, the essay reflects upon how the compensatory mission can be understood in a time where children’s free time is described as more and more problematic.
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| 11. |
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| 12. |
- Klope, Eva, 1972-, et al.
(författare)
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Availability, Care and Collegiality - Teachers' Work-related Boundaries in Relation to Parents
- 2024
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Ingår i: Abstract Book. - : NERA. ; , s. 74-74
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Konferensbidrag (refereegranskat)abstract
- This study focuses on how teachers' work-related boundaries are challenged in relation to students' parents. Historically,good relationships between teachers and parents have been regarded as a success factor for students' school results. This isalso how parents' involvement in their children's education often has been discussed in research. In recent years, however,teachers' parental contacts in Sweden have come to be discussed as problematic for teachers. The teachers' union reportsthat teachers feel that parents make unreasonable demands (Lärarförbundet 2020); e.g., attempt to control teachers byexpressing opinions on their grading, or show what is perceived as excessive solicitousness for their own child. Teachersdescribe this as a problem that has intensified over time (Hedlin & Frank, 2022). Against this background, the aim is tocontribute knowledge about teachers' work-related boundaries in relation to parents and how these are maintained andchallenged.Theoretical frameworkIn this study, boundary theory is used to identify how teachers' work-related boundaries are created and maintained(Aronsson, 2018). Boundless work can mean freedom and be experienced positively. At the same time, it can contribute tofeeling the demand of always having to be available, which might be stressful. Individuals can use strategies to safeguardtheir private life by trying to keep work and leisure separate, segmentation. A segmenting strategy can mean not answeringe-mails at home. Other strategies can be about reducing the friction between work and leisure, integration. Betweensegmentation and integration, there is a spectrum with great variation.Female teachers are more exposed to parental demands, because teachers' work is associated with norms of femininity inthe form of expectations to provide care, and prioritise the needs of others (Widding, 2013). Therefore, boundary theory iscombined with Connell's (2009) gender theory, which describes how the verbal, bodily and material aspects of socialrelations create gender patterns, a gender order. Methodological designThe presentation is based on 15 semi-structured interviews with teachers. During the interviews, participants reflected onvignettes that illustrated fictitious cases of teachers' parental contacts.Expected conclusions/findingsPreliminary results show that teachers' work-related boundaries in relation to parents are maintained and challenged byideals of good relations with homes, availability, care for the students, and collegiality.Relevance to Nordic educational researchThe Nordic countries stress the importance of parental involvement in their children’s schooling. Much research has focusedon parents’ opportunities to engage in children’s schooling, but Nordic educational research has also highlighted thatteachers’ professional responsibility can be weakened by too much parental cooperation (Dahl, 2017).Aronsson, G. (2018). Gränslöst arbete: En forskarantologi om arbetsmiljöutmaningar i ett gränslöst arbetsliv.Arbetsmiljöverket.Connell, R. (2009). Om genus. Daidalos.Dahl, K. (2017). Too much parental cooperation? Parent–teacher cooperation and how it influences professional responsibilityamong Danish schoolteachers. Power and Education, 9(3), 177-191Hedlin, M., & Frank, E. (2022). “They Want a Reply Immediately!” Teachers’ Perceptions About Contact Between Home andSchool. Journal of Teacher Education and Educators, 11(2), 271-288.Lärarförbundet (2020). Varannan lärare utsätts för orimliga föräldrakrav.Widding, G. (2013). "Det ska funka" -Om genus betydelse i relationen hem och skola. Umeå Universitet.
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| 13. |
- Matta, Corrado, 1978-, et al.
(författare)
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Raising our eyes from effects : The mechanistic rewards of integrating neuroimaging, behavioral measures and ethnographic methods in the study of an educational intervention
- 2021
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Ingår i: Workshop: Mechanisms in the Sciences. Integrating Social and Biological Perspectives. September 27th and 28th, 2021.
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Konferensbidrag (refereegranskat)abstract
- In this presentation, we describe an interdisciplinary research project in educational science from a philosophical point of view. The project aims to study the mechanisms behind an educational intervention (FonoMix) that is expected to positively affect phonological awareness in children during their first school year (at age 7 in Sweden). In this project, we propose to integrate neurophysiological measures – in the form of event-related potentials (ERP), behavioral measures – in the form of standardized tests, with ethnographic methods – in the form of classroom observations and interviews, in order to develop a theory of the mechanisms that connect FonoMix to its effect on phonological awareness.Phonological awareness (e.g., Torgesen, Wagner, and Rashotte 1994) is a theoretical term in linguistics and educational research used to describe a set of skills related to the capacity of identifying, distinguishing, and manipulating phonemes (examples of such skills are rhyming and alliteration) and is a robust predictor of reading development (e.g., Gathercole, Willis, and Baddeley 1991).FonoMix is a training program that utilizes a phonological, multi-sensory methodology for teaching reading by connecting visual, auditory, and kinaesthetic senses and by concretizing the relationship between phonemes and graphemes. Evidence suggests that FonoMix has a positive effect on phonological awareness (Fälth, Svensson, and Ström 2020). In our project, we attempt at explaining how, i.e., through which mechanisms, the program generates its effect. Our methodology consists of three parallel lines of investigation. The first consists of a study designed as a randomized controlled trial (RCT) based on a set of standardized tests, measuring the children’s phonological awareness and word decoding skills. The second consists of electrophysiological recordings of participating children to investigate the intervention’s effects on the neural processing of rhyming. Finally, the third line of investigation consists of an ethnographic study of the intervention as educational practice, using participant observation, interviews, and informal conversations with teachers and children. The novelty of our design is that we will integrate these results to develop a mechanistic theory of the intervention. In this presentation, we discuss the potential mechanistic rewards of our integrative project and focus on questions concerning how our integrative methodology can allow the development of a mechanistic theory of FonoMix, and what mechanisms we ultimately need. We argue that answering these questions requires a main preliminary assumption. This assumption rests on a shift from “mechanism of” to “mechanism for”. This means that appraising the relevance and completeness of a mechanistic model requires knowing how the model is going to be used. In our case, the goal of the mechanistic account is to support a recommendation for teachers. This entails the capacity of extrapolating the measured effect of the intervention over a set of classroom contexts with specific characteristics. From this point of view, we are able to discuss the rewards of our integrative approach. First, our project potentially improves on past effect size studies of FonoMix by accounting for how elements of classroom practice and event-related potential effects might modulate and/or mediate the effects measured using behavioral tests. This is an issue that has previously been widely discussed in the philosophy of evidence-based practice and policy (e.g., Grüne-Yanoff 2015; Marchionni and Reijula 2018). Specifying how certain factors modulate and/or mediate an intervention effect, allows extrapolating to further contexts. However,2 (3)we point out that this extrapolation requires knowledge of what class of confounders is specific for the relevant classroom context. This might be solved by some background theory, but in many cases the class of possible confounders is unknown. This clearly demonstrates the reward of using classroom ethnography. By putting the intervention into a concrete context, we might be able to observe which type of confounders emerge when the program is applied in a classroom. Hence, in this case, the mechanistic rewards of our project seem to be afforded by the integration of levels (the inclusion of a classroom context) and the integration of methods (using theory-building—in this case, ethnography, rather than theory-testing methods).The second related reward consists of the specification of the intervention variable. Effect-size studies conceive the intervention as an independent and ontologically coherent event. Classroom ethnography specifies the intervention variable as an array of practices mediated by relations and artifacts. This is important for supporting a recommendation for practitioners since different practitioners might apply the intervention differently. The final issue we discuss is the reward of adding electrophysiological measures. According to a widespread view, neuroscience provides mechanistic explanations(e.g., Zednik 2014). Therefore, there would seem to be a clear mechanistic reward in integrating ERP measures into our theory. However, we might ask what mechanism– that is, what network of entities and activities – an ERP effect reflects. It does not appear to track an entity (or set of entities), as it does not track a particular brain structure, but rather a pattern of electrophysiological activities. Therefore, the reward of including ERP recordings to the study is that of providing a thick description of the relationship between some of the entities involved in the effect of the intervention. In contrast with the first reward, we argue that this requires an integration of theories.ReferencesFälth, Linda, Elin Svensson, and Annika Ström. 2020. “Intensive Phonological Training with Articulation—An Intervention Study to Boost Pupils’ Word Decoding in Grade 1.” Journal of Cognitive Education and Psychology, October. https://doi.org/10.1891/JCEP-D-20-00015.Gathercole, Susan E., Catherine Willis, and Alan D. Baddeley. 1991.“Differentiating Phonological Memory and Awareness of Rhyme: Readingand Vocabulary Development in Children.” British Journal of Psychology82 (3): 387–406. https://doi.org/10.1111/j.2044-8295.1991.tb02407.x.Grüne-Yanoff, Till. 2015. “WHY BEHAVIOURAL POLICY NEEDS MECHANISTIC EVIDENCE.” Economics and Philosophy, November, 1–21. https://doi.org/10.1017/S0266267115000425.Marchionni, Caterina, and Samuli Reijula. 2018. “What Is Mechanistic Evidence, and Why Do We Need It for Evidence-Based Policy?” Studies in History and Philosophy of Science Part A, August. https://doi.org/10.1016/j.shpsa.2018.08.003.McIntyre, Laureen, Susan Protz, and Lynn McQuarrie. 2008. “Exploring the Potential of LiPS Instruction for Beginning Readers.” Developmental Disabilities Bulletin 36: 18–48.Torgesen, Joseph K., Richard K. Wagner, and Carol A. Rashotte. 1994.“Longitudinal Studies of Phonological Processing and Reading.” Journal of Learning Disabilities 27 (5): 276–86.https://doi.org/10.1177/002221949402700503.Zednik, Carlos. 2014. “Are Systems Neuroscience Explanations Mechanistic?” In Preprint Volume for Philosophy Science Association 24th Biennial Meeting. Chicago, IL. http://philsci-archive.pitt.edu/10859/.3 (3)
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| 14. |
- Patron, Emelie, et al.
(författare)
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An exploration of how multimodal teaching and the creation of digital animations contribute to six-year-olds' meaning-making in chemistry
- 2023
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Konferensbidrag (refereegranskat)abstract
- This paper aims to explore how well-designed multimodal teaching affects pupils' meaning-making and ‘what’s happening’ and ‘what’s possible’ when pupils create multimodal digital animations of water molecules and phase changes of water. Previous research has shown that pupils’ participation in educational activities increases when they are allowed to use several forms of expression (Petersen, 2020). The project is qualitative and draws on the frameworks of social semiotics (e.g., see Kress et al., 2001) and Designs for Learning, DfL (Selander, 2008), where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in Chemistry. Afterwards, the children while showing their digital animations were asked about what they had been doing and what their intentions behind certain actions had been (cf. Wernholm & Reneland-Forsman,2019). The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation without giving a reason. The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that well-designed multimodal activities where pupils both create and reflect upon their digital animations appear to contribute to increased meaning-making in Chemistry. Thus, this project contributes with implications for early years of schooling by showing how using digital tools can create conditions for children’s participation and meaning-making in Chemistry.
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| 15. |
- Patron, Emelie, et al.
(författare)
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An Exploration of How Multimodally Designed Teaching and the Creation of Digital Animations can Contribute to Six-Year-Olds’ Meaning Making in Chemistry
- 2024
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 14:1
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Tidskriftsartikel (refereegranskat)abstract
- Previous research shows that pupils’ participation in educational activities increases when they are allowed to use several forms of expression. Furthermore, digital media have become increasingly prominent as “carriers” of meaning in chemistry education. Based on that, this paper aims to explore ‘what is happening’ and ‘what is possible’ when six-year-old pupils participate in multimodally designed learning activities and create digital animations of water molecules and phase changes of water. This study is qualitative and draws on the frameworks of social semiotics and Designs for Learning, DfL, where teaching and learning are seen as a multimodal design. The Learning Design Sequence model, developed within DfL is used as a basis for the lesson design and as an analytical tool. The analyzed data were generated by filming when pupils participated in multimodal learning activities, created digital animations, and participated in meta-reflective discussions regarding their digital animations. The main findings are that multimodally designed lessons can increase pupils’ meaning making in chemistry, that the creation of digital animations may both increase pupils’ participation and support their meaning making, and that meta-reflection of pupils’ representations is an important part of the lesson design.
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| 16. |
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| 17. |
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| 18. |
- Pramling, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 19. |
- Pramling Samuelsson, Ingrid, et al.
(författare)
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27 forskare i upprop mot skärmfri förskola
- 2024
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Ingår i: Förskolan. - Stockholm : Sveriges Lärare.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- VI LÄRARE DEBATT: Regeringens uppdrag till Skolverket – att göra utbildningen i förskolan skärmfri – riskerar att ge negativa och allvarliga konsekvenser, särskilt för barn som är i störst behov av att möta en digitaliserad värld med stöd av utbildade förskollärare och barnskötare. Det skriver 27 barn- och förskoleforskare i ett gemensamt upprop.
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| 20. |
- Wernholm, Marina
(författare)
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A theoretical framework for understanding children's learning at play in a hybrid reality
- 2021
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Ingår i: International Journal of Play. - : Taylor & Francis Group. - 2159-4937 .- 2159-4953. ; 10:3, s. 261-284
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to propose a theoretical framework for understanding children’s learning at play in a hybrid reality. Metasynthesis is applied as a method for examining children’s meaning making activities when playing in a hybrid reality. The data consists of 41 peer-reviewed articles. Through qualitative content analysis previous theoretical frameworks and theories are validated or extended and finally outlined as a theoretical framework. Five essential concepts for interpreting and understanding children’s learning at play in a hybrid reality are identified and proposed: performing self, exploration, contribution, connection and multimodal participatory literacies. The framework is not fully applicable on digital play activities focusing on ‘skill and drill’; rather, the framework should be applied on digital play activities where the outcome is not clear. In these kind of play activities, children can explore and make use of their imagination when creating multimodal representations together with their playmates.
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| 21. |
- Wernholm, Marina
(författare)
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Barns erfarenheter av lärande i digital lek
- 2019
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Konferensbidrag (refereegranskat)abstract
- Mitt doktorandprojekt bidrar med kunskap om barns (8-13 år) erfarenhet av deltagande och lärande i digitala praktikgemenskaper utanför skolan. Hur barn etablerar sociala relationer, konstituerar identiteter och lär, har relevans för pedagogisk forskning eftersom villkoren förändras. Dagens barn är i en unik position att dela med sig av sina erfarenheter av lärande i digitala praktikgemenskaper, vilka är under ständig förändring och utveckling. För att nå en fördjupad förståelse, är det av vikt att barnen själva kommer till tals och att de bemöts som agerande subjekt. Kombinationer av metoder för att generera data har utforskats och prövats. Sammanläggningsavhandlingen utgörs av fyra delstudier, med specificerade syften och forskningsfrågor. Den teoretiska inramningen utgörs av Dewey´s tolkning av erfarenhets begreppet, Lave och Wengers teori om praktikgemenskaper samt deras tolkning av situerat lärande, legitimt perifert deltagande till ett fullvärdigt deltagande. Wengers konceptuella ramverk, med relevanta komponenter (mening, identitet, praktik och gemenskap), har fungerat som analysredskap för att förstå barns deltagande och lärande i digitala praktikgemenskaper. Projektet bidrar till det pedagogiska forskningsfält vars intresse är riktat mot att erkänna och bygga på barns förtrogenhet med digitala kulturer och deras digitala kompetens. I praktiken innebär detta att undervisningen i skolan utgår från och drar nytta av elevernas tidigare erfarenheter av deltagande i digitala kulturer; hur de etablerar sociala relationer, konstituerar identiteter och lär. Avhandlingen bidrar med empiriska modeller och förslag på konceptuella ramverk, som belyser barns erfarenheter – i egenskap av deltagande subjekt. De empiriska modellerna och konceptuella ramverken kan fungera som stöd till lärare, skolledare och beslutsfattare, i arbetet med att länka barns tidigare erfarenheter av lärande i digitala kulturer till att främja deras lärande och kunskapsutveckling i skolan. Vilken betydelse barns tidigare erfarenheter av lärande i digitala kulturer får i skolan, beror helt och hållet på om och hur andra (lärare, skolledare, beslutsfattare) erkänner dessa erfarenheter.
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| 22. |
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| 23. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Barns hybrida lek i förskolan
- 2023
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Ingår i: Utbildning och Lärande / Education and Learning. - : Högskolan Dalarna. - 2001-4554. ; 17:4, s. 105-122
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses play as hybrid, where play activities with digital and analogue tools are so interlaced that they are one common play activity: a playground which is both physical and digital. With four empirical examples from two research projects the article wants to illustrate hybrid play which is rather unexplored. With the purpose to problematize and contribute to the discussion of children's hybrid play by using a theoretical model research questions are: How is children's hybrid play expressed in preschool and what the obstacles and opportunities with the hybridity for children's play? The theoretical model presents five concepts of relevance for understanding children’s hybrid play (multimodal participatory literacies, performing self, explore, contribute and connect) in preschool. The article concludes with a new definition of hybrid play and suggest that digital play is always hybrid. The multimodality means that children are allowed to participate in more ways, hybrid play requires children to connect. Educators can both enable and hinder hybrid play, enabling by for example using creative apps, allowing digital tools as a natural part of free play and recognizing children's narratives.
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| 24. |
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| 25. |
- Wernholm, Marina, et al.
(författare)
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Capturing children's knowledge-making dialogues in Minecraft
- 2015
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Ingår i: International Journal of Research and Method in Education. - : Routledge. - 1743-727X .- 1743-7288. ; 38:3, s. 230-246
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to address how online tools and digital technologies can influence data collection opportunities. We are still at the early stages of piecing together a more holistic picture of the role of digital media in young people's everyday lives, especially regarding digital gaming among younger children. Digital technologies have enabled both new ways of gaming together and the possibility of capturing children's everyday knowledge-making dialogues in a non-institutionalized digital environment. In this case study, the online tool FRAPS®, which enables players to record their play sessions while gaming was used to address data collection opportunities. By using this tool, the lifeworlds of children could be displayed through their knowledge-making dialogues, which also captured the resources the children use when they collaboratively played Minecraft. The analysis draws on peer learning and on Vygotsky's notions of object-regulation, other-regulation and self-regulation. The results show that language was a resource when the children collaboratively played, Minecraft® online, as enabling other-regulation. Other resources of importance connected to language use were digital tools and artefacts, such as computers, headsets, Skype and smartphones, object-regulation. The children's previous knowledge and experiences from their ordinary lifeworld used in the game also became resources. The resources can also be built into the game and regarded as affordances. The children already know how many of these affordances are used, self-regulation, and external assistance did not seem necessary.
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| 26. |
- Wernholm, Marina, 1972-
(författare)
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Children's learning at play in a hybrid reality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This compilation thesis contributes with knowledge on children’s (8–12 years of age) out-of-school play in digital communities. The focus is on how these communities can be understood as learning practices in a hybrid reality. The thesis includes a summary chapter and four studies, and the aims and research questions are specific for each study. The overarching research question guiding the thesis is the following: How can children’s learning activities in digital communities be understood as play? The theoretical base is Lave and Wenger’s social theory of learning, chosen for its view of learning as always situated, of knowledge as socially mediated, and of learning as a process of participation in communities of practice. A number of methods, such as interviews, video-recorded play sessions and video-stimulated recall are used, all capturing the children’s own voices and activities, contributing to a nuanced understanding of children’s out-of-school play in digital communities.Main findings reveal that familiar characteristics of play take slightly different forms in children’s play in a hybrid reality. Grit emerges as a new characteristic of play. Findings indicate that children through participation in digital play-practices develop both learning and teaching strategies: strategies that appear to have an impact on other contexts when used to, for example, formulate and answer questions, and to imitate or demonstrate an action. The empirical models and conceptual frameworks generated in the thesis can be applied to and guide educational transformations if children and their play-practices are given a prominent role. The main conclusion is the hybrid character of play, resulting in an altered framing, which is perceived differently by children and adults. Another important conclusion is the more nuanced image of the playing child in comparison with previous research. There is an obvious need for schools to consider and acknowledge the whole range of experiences that children have, in order to understand and support their becoming citizens in a digitized society. The question is if society is ready for their skills.
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| 27. |
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| 28. |
- Wernholm, Marina
(författare)
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Children’s Out-of-school Learning in Digital Gaming Communities
- 2020
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Konferensbidrag (refereegranskat)abstract
- The aim of this study is to contribute with knowledge about children’s out-of-school learning in digital gaming communities. Since girls’ gameplay is underrepresented in research (cf. Ito et al. 2019), this study explores girl’s participation in Minecraft communities, guided by the question: What characterizes learning in girl’s out-of-school Minecraft communities? This study answers to Halverson’s (2012) call for a shift in research perspective on education by paying less attention to ‘what works’, and more attention to ‘what’s happening’ and ‘what’s possible’. Thus, learning will be explored by studying girl’s situated learning in Minecraft, chosen mainly for its complexity insofar as it offers children the opportunity to compete, play and/or design new worlds. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children’s actions via mediation, seeking representations as signs of learning. The components of Wenger’s Social Theory of Learning were used as a basis when exploring learning in children’s out-of-school digital gaming communities. Five significant themes were identified: learning as experiencing, learning as belonging, learning as performing, learning as struggling and learning as enacting participatory identities. The main findings are presented in a tentative conceptual framework, that visualizes the characteristics of children’s out-of-school learning. The conceptual framework can assist stakeholders who are interested in connecting children’s out-of-school learning experiences with supporting, challenging and problematizing children’s learning in school. The framework can also be used by policymakers in discussions on children’s learning as it reflects what education might look like when the focus is shifted from ‘what works’ to ‘what’s happening’ and ‘what’s possible’.
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| 29. |
- Wernholm, Marina
(författare)
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Children’s Out-of-School Learning in Digital Gaming Communities
- 2021
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Ingår i: Designs for Learning. - : Stockholm University Press. - 1654-7608 .- 2001-7480. ; 13:1, s. 8-19
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to investigate children’s out-of-school learning in digital gaming communities. This was achieved by exploring girls’ participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children’s mediated actions. The components of Wenger’s Social Theory of Learning were used as a basis when exploring learning in children’s out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children’s out-of-school learning experiences with their learning in school.
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| 30. |
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| 31. |
- Wernholm, Marina, et al.
(författare)
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Children's representation of self in social media communities
- 2019
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Ingår i: Learning, Culture and Social Interaction. - : Elsevier. - 2210-6561 .- 2210-657X. ; 23, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- This is a study of how children represent themselves when performing participatory identities in social media communities with relevance to constructing a learning self. Data was generated by filming eight children (6–11 years of age) talking about and showing their multimodal self-re- presentations. On their out-of-school learning journeys, the children came into presences as ‘a someone’, in social media communities. The theoretical foundation informing the study is Wenger's theory on learning as social participation. Multimodal interactional analysis was ap- plied to move the analysis beyond transcripts of texts to include actions children take with or through multimodal mediational means. The results display significant aspects of children's learning trajectories in self representation, presented as: Input from comments, understanding the other, preparing for a performing self and taking actions. Out of these acts of participation, three different participatory identities were constructed: the user, the producer and the designer. The main results show how children through participation, widen their learning repertoire and critically reflect on space and place. This research adds to the educational field by presenting children's experiences from navigating new worlds and enacting participatory identities, which is of relevance for their ongoing construction of a learning self.
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| 32. |
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| 33. |
- Wernholm, Marina, 1972-
(författare)
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Children's shared experiences of participating in digital communities
- 2019
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Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 13:4, s. 38-55
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study is to gain knowledge about children’s participation in digital communities and to develop a model that can be used as a tool for practitioners. The research question guiding the study is: What kind of participation emerges from children’s shared experiences when engaging in digital communities? Lave and Wenger’s theory about communities of practice, and their notion of legitimate peripheral participation, are used. The data consist of nine individual interviews with children. Through nexus analysis, four different kinds of participation are identified: friendship-driven, interest-driven, knowledge-driven and performance-driven. The study generates an empirical model that can be used for interpreting and understanding children’s participation. The main findings are significant aspects of participation, linked to friendship, the connection between digital cultures, learning, literacy, identity and performativity, democratic implications and practices in constant change.
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| 34. |
- Wernholm, Marina, PhD, 1972-
(författare)
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Digitala lekplatser i fritidshemmet
- 2022
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Ingår i: Undervisning och ledarskap på fritids. - Stockholm : Innovation, forskning och utveckling i skola och förskola (IFOUS). - 9789198553604 ; , s. 39-50
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 35. |
- Wernholm, Marina
(författare)
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Does 'Where' matter?
- 2019
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Ingår i: Proceedings of the 2019 Connected Learning Summit. - Pittsburgh : Carnegie Mellon University: ETC Press. ; , s. 229-230
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Konferensbidrag (refereegranskat)abstract
- I will present the ongoing work with the introductory chapter of my compilation thesis, in which four studies are addressing: different kinds of participation, participatory identities, characteristics of learning in digital gaming communities and digital play as the ‘where’ for children´s learning. The thesis will therefore add to the educational research field taking its interest in connecting children´s out-of-school learning experiences to their learning in school, by recognising and building upon children’s familiarity with digital cultures and digital literacies. The overarching research question of the thesis is: What aspects, from children´s participation in digital play communities, appear to be of significance for connecting children´s out-of-school learning experiences to their learning in school? The theoretical framing departs from Dewey´s notion of experience, Lave and Wenger´s theory about communities of practice, and their notion of legitimate peripheral participation. Additionally, Wenger´s conceptual framework provided an analytical tool with useful components (meaning, identity, practice and community) for understanding and discussing children´s experiences from learning in practice. By studying children´s (8-13 years of age) actions and talk about actions in a variety of ways in different digital play contexts, where the children are coming into presence as subjects, something significant can be said about what they actually are experiencing and learning from participating in digital play. Results from the included studies will be presented, as empirical models and a tentative conceptual framework outlining children´s pathways as participatory subjects.
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| 36. |
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| 37. |
- Wernholm, Marina
(författare)
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Historical representations in otherwise ostensibly non-historical games: 9/11 represented in Minecraft
- 2015
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Ingår i: Challenge the past / diversify the future: Proceedings of the International Conference. ; , s. 29-
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Konferensbidrag (refereegranskat)abstract
- This study aimed to explore how a particular historical event (Uriccchio, 2005, p. 328) can be represented in an ostensibly non-historical game, Minecraft. Minecraft affords possibilities to ex- press curiosity and a wide range of ways to in- vestigate, research and create, are available. As a consequence, the players are emergently building experimental, experiental and playful historical narratives (Chapman, 2013, p. 316-317) in Minecraft. The study addressed issues regarding a controversial historical narrative that is not framed within an educational context: What kinds of audience response will such a story receive? The analysis of data focused on audience responses and five categories were found. Controversial topics can be justified as learning objectives when they are framed within an educational context (Chapman, submitted). When the purpose is reframed as pedagogical and the games function as a vehicle for learning, they are unlikely to generate controversy for being tasteless (ibid). Today, however, there are possibilities for children to produce historical narratives around controversial topics in Minecraft and receive immediate response from an audience. A tool such as YouTube, used for communication, is constantly developing and redeveloping – it is not static, and it is not independent of human culture and society. In other words, all cultures make different use of their media to communicate (Shut, 2007). The presentation of the findings will address the issue of groups creating new modes of expression and activity, and how these can be discussed as contributing to the changing face of gaming culture.
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| 38. |
- Wernholm, Marina
(författare)
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Metodologiska och etiska utmaningar med att utforska barns perspektiv på deltagande i en hybrid verklighet
- 2021
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Ingår i: Barn. - : Norsk senter for barneforskning. - 0800-1669 .- 2535-5449. ; 39:2-3, s. 63-78
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Tidskriftsartikel (refereegranskat)abstract
- This article contributes with knowledge on the methodological and ethical challenges entailed in research on children’s roles in a rapidly changing digitized world. The theoretical framework comprises children’s perspectives, children’s agency and Dewey’s notion of experience. Three sub-studies investigated how different methods affected the relationship between researcher and informant and whether these methods gave the children power and influence over their participation in the research process. The methods tested were a) individual interviews based on an interview guide, b) individual interviews during which children’s multimodal representations (saved on their mobile phones/iPads) served as starting points, c) group interviews and d) video-recorded play sessions with groups in Minecraft followed by individual video-stimulated recall. What emerges is a challenge in the form of a paradox: the more influence the children are allowed to influence the process, and the more nuanced and multidimensional that the data obtained is, the more often questions arise regarding ethics, integrity, and research ethics. By discussing ethical guidelines for research in relationto the Convention on the Rights of the child, this article contributes with knowledge valuablefor the research field investigating children’s perspectives on participation in a hybrid reality.
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| 39. |
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| 40. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Pupils creating digital animations in the early years of schooling
- 2023
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Konferensbidrag (refereegranskat)abstract
- Research show that the use of computers and other digital tools such as tablets, smartboards and game consoles is rapidly becoming a reality in early-childhood educational settings and in the early years of schooling in Sweden. Thus, an important question is what potential digital tools and digital resources has to increase pupils’ meaning making when integrated into educational practices. Therefore, the aim of this project is to explore ‘what’s happening’ and ‘what’s possible” when pupils in small groups create digital animations together. The theoretical base for the project is Designs for Learning (DfL), according to which teaching, and learning are seen as a form of multimodal design: the teacher stages, or designs, learning activities, thus giving the pupils access to different resources that enable meaning making, and the pupils in turn re-design their learning based on their previous knowledge, interests and experiences. As part of the DfL framework, a model – Learning Design Sequence (LDS) – has been developed for teachers to use to plan and evaluate their teaching, and for researchers to use as an analytical tool in research studies.This project is carried out in three currently running studies in which the creation of digital animations when learning different subjects is studied, based on LDS. The chosen subjects are Swedish, Mathematics and Science. The project adheres to the ethical considerations regarding informed consent, anonymity, and the right to withdraw participation from the study without giving a reason. Data has been generated by filming when pupils create digital animations together. In one of the studies the pupils’ talk about their digital animations were also filmed. Thereby, fine-tune details of pupils’ multimodal interaction could be captured and analyzed. Also, pupils’ multimodal texts (writing, drawings, digital animations), teaching material and teachers’ lessons plans were collected. The results also indicate that the highest level of engagement, in terms of negotiating, contributing, making suggestions, and making conscious choices of what signs to use, can be traced to learning activities where digital tools and digital resources were afforded. Thus, this project contributes with valuable knowledge to the field of Nordic educational research by showing how the use of digital tools and digital resources can create conditions for children’s participation, positioning and meaning making in the early years of schooling.
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| 41. |
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| 42. |
- Wernholm, Marina, PhD, 1972-
(författare)
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Undervisning i ett fritidshem för alla?
- 2023
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University Press. - 1401-6788 .- 2001-3345. ; 28:4, s. 64-88
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med studien är att problematisera fritidshemslärares perspektiv på stöd till elever i fritidshem. Följande frågeställning vägleder studien: Vilka diskurser framträder i lärares tal om undervisning av elever i behov av stöd i fritidshem? Studien utgår från socialkonstruktionistisk teoribildning och använder diskurs-analysens metodologi eftersom den möjliggör att undersöka vilka normer och värden som finns invävda i lärares tal, genom att studera hur fritidshemslärare skapar verklighet i fokusgruppsamtal. Studiens foucaultinspirerade analyser avser att öppna upp för reflektion och alternativa sätt att tänka och tala än de som ut-märkt sig vara dominerande när det gäller undervisning av elever i behov av sär-skilt stöd. I analysen identifieras fyra diskurser: talet om värderelationell under-visning, talet om undervisning av elever i behov av särskilt goda relationer, talet om undervisning i en komplex vardag och talet om undervisning av elever i behov av särskilt stöd. I en empirisk modell illustreras hur diskurserna förhåller sig till när fritidshemslärare ger uttryck för att ett värderelationellt förhållningssätt är i förgrund respektive i bakgrund, samt när undervisningen tar utgångspunkt i ett barnperspektiv eller närmar sig barns perspektiv. Fritidshemslärare framträder som nyckelpersoner i arbetet med elever i behov av stöd eftersom de har kunskap om hur elever framträder i olika undervisningskontexter.
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| 43. |
- Wernholm, Marina, PhD, 1972-, et al.
(författare)
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Young Pupils’ Joint Creation of Multimodal Fairy Tales Using Analogue and Digital Resources
- 2023
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Ingår i: Education Sciences. - : MDPI. - 2227-7102. ; 13:6
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Tidskriftsartikel (refereegranskat)abstract
- The present study aimed to explore ‘what’s happening’ and ‘what’s possible’, when young pupils jointly create multimodal texts in small groups. This was achieved by studying the process when pupils in a grade 2 classroom (i) created handwritten fairy tales, (ii) drew images, and then, (iii) transformed them into animated multimodal texts using a digital application during three small-group activities. Data comprises video recordings, pupils’ multimodal texts (writing and drawings), teaching materials, and lesson plans. This qualitative case study focuses on one group of three pupils aged 8–9. The study is theoretically grounded in the designs for learning perspective, with the Learning Design Sequence Model utilized as an analytical tool. The teacher’s design for learning—including her planned activities and the resources made available to the pupils—appeared to have a major impact on what happens and what becomes possible for the pupils in their design for learning. The teacher’s design also influenced what competencies the pupils could (and chose) to draw upon in the different activities. An important result was that the pupils positioned themselves and each other in quite different ways during the small-group activities, which partly could be explained by the different affordances of the resources provided, as well as the teacher’s design. The detailed descriptions of how the pupils’ positioning changed in relation to the teacher’s design for learning and the available resources add valuable knowledge to the field of educational research.
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