| 1. |
- Andersson, Joakim, 1966
(författare)
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Kommunikation i slöjdundervisningen
- 2022
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Ingår i: Skolporten, slöjdkonferens.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Att ge en instruktion kring exempelvis en hantverksteknik kan göras på en mängd olika sätt. Instruktionen kan ges verbalt, visas i handling eller med en blandning av olika kommunikationsformer. Vilka konsekvenser får lärarens val sett till möjligheter och omöjligheter för den enskilde eleven att ta till sig det läraren avser? • Val av kommunikationsform i förhållande till elevens lärande och görande. • Förförståelsens betydelse för val av kommunikationsform. • Att visa ”på riktigt” eller ”som om ”.
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| 2. |
- Andersson, Joakim, 1966
(författare)
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Sammansättningstekniker i en skolkontext
- 2023
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Ingår i: Sjællandsstævnet- Dansk slöjdförening.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Workshop i sammansättningstekniker- Vad går det att skapa med ett ny tänk och hur kan det användas i undervisningen
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| 3. |
- Olsson, Eva, 1960, et al.
(författare)
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A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school
- 2021
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Ingår i: AILA World Congress of Applied Linguistics, Groningen, Nederländerna, 19 augusti 2021.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A baseline study of the vocabulary knowledge of CLIL and non-CLIL students in Swedish middle school In Swedish middle school, English is generally studied in foreign language classes for two hours a week. In CLIL classes, English may be encountered and used for up to 50% of the school day as the language of instruction in different school subjects. However, the effect of such CLIL instruction on language and subject knowledge has not yet been explored among young learners in the Swedish context. The present study is conducted within the framework of a recently initiated large-scale research project over three years, funded through The Royal Swedish Academy of Sciences. The project aims at exploring the effects of CLIL education targeting English on 10-12-year-old learners’ proficiency in Swedish, English and Mathematics. In the presentation, initial results from vocabulary levels tests in English (Webb, Sasao & Ballance, 2017) and in Swedish (Lindberg & Johansson, 2019) are reported, as are results from a background survey including information about the students’ language background and language use outside school. The baseline results are compared between CLIL (N=250) and non-CLIL (N=150) students, and also between CLIL groups at different schools, as the way CLIL is implemented may vary from context to context, e.g. with regard to the scale of CLIL (see e.g. Coyle, Hood & Marsh, 2010). School visits including classroom observations and a teacher survey provide information about the implementation of CLIL. At a later stage of the project, the students’ development in English and Swedish will be compared to their development in mathematics for the purpose of studying how the progression of the three interact. Hence, a close analysis of initial data is imperative, e.g. with regard to selection effects. It is also important to specify the type of CLIL that the CLIL schools represent for the analysis to be valid.
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| 4. |
- Sert, Olcay, PhD, 1981-
(författare)
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Discursive Timeline Analysis : In search of methodological rigor in investigating interactional and professional development in a digital world
- 2023
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Konferensbidrag (refereegranskat)abstract
- Tracking interactional phenomena over a long period of time to document change of discursive practices has been a methodological challenge for applied linguists. Researchers who have explored language learning (e.g. Pekarek Doehler 2018) and professional development (e.g. Nguyen 2018) over time have fuelled the birth of a new methodology called longitudinal conversation analysis (Deppermann & Pekarek Doehler 2021). Yet, conversation analysts shied away from integrating interviews and other discursive data into investigations of interactional and professional development, due to methodological and epistemological concerns. Closing the doors to alternative perspectives can, however, become a barrier to innovation, especially when we consider that discursive events are complex and go beyond locally-situated performances of professionals (e.g. teaching in classrooms). Driven by the need to understand the complex discursive dynamics of professional development in settings where digital tools assist knowledge co-construction, this presentation will propose a novice methodological approach, Discursive Timeline Analysis (DTA), which draws on complementary tools of multimodal conversation analysis (e.g. Mondada 2018) and interactional ethnography (Green et al. 2020). DTA tracks behavioural change over time through a systematic analysis of discursive practices (e.g. classroom interactions, collegial dialogues, reflective text and talk). In this presentation, I will illustrate how I navigated the limitations of MCA and IE when they are used in isolation. The study draws upon video recordings of classrooms in upper secondary classrooms in Sweden, performance analytics from a video-tagging app, interviews with teachers and mentors, stimulated recall data, and written reflections of student teachers. I will explicate the processes and decisions involved in the analyses of teachers’ change of classroom interactional practices over time when they use digital tools for reflection and feedback. Methodological shortcomings and potentials will be discussed, and implications for using this method in other areas of applied linguistics will be given. Keywords: longitudinal research; conversation analysis; interactional ethnography; professional development; digital tools; reflective practice ReferencesDeppermann, A., & Pekarek Doehler, S. (2021). Longitudinal conversation analysis-introduction to the special issue. Research on Language and Social Interaction, 54(2), 127-141. Green, J.L., Baker, W.D., Chian, M.M., Vanderhoof, C., Hooper, L., Kelly, G.J., Skukauskaite, A., & Kalainoff, M.Z. (2020). Studying the over-time construction of knowledge in educational settings: A microethnographic discourse analysis approach. Review of Research in Education, 4, 161–194. Mondada, L. (2018). Multiple temporalities of language and body in interaction: Challenges for transcribing multimodality, Research on Language and Social Interaction, 51(1), 85-106. Pekarek Doehler, S. (2018). Elaborations on L2 interactional competence: The development of L2 grammar-for-interaction. Classroom Discourse, 9(1), 3-24.thi Nguyen, H. (2018). A Longitudinal Perspective on Turn Design: From Role-Plays to Workplace Patient Consultations. In: Pekarek Doehler, S., Wagner, J., González-Martínez, E. (eds) Longitudinal Studies on the Organization of Social Interaction. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-57007-9_7
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| 5. |
- Negretti, Raffaella, 1971, et al.
(författare)
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Plenary Talk NFEAP 2021: Setting the stage(s) for research writing - Actors, audiences, and learning the craft
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The stage is an apt metaphor for how the EAP community has come to understand research-based writing: scholarly writers are actors, performing genres to disciplinary audiences who have expectations based on familiarity with those genres and the recurrent rhetorical contexts in which they operate. Research writing is of course a textual practice, but it is also inherently social, with both cognitive and affective dimensions. As such, another intriguing facet of stage and its relationship to genre is the series of stages of writer development – how the writer acquires the ability to perform and have agency across rhetorically recurrent situations. The aim of our talk today is to bring new insights to our understanding of these “stages” by presenting a data set derived from a metacognitive scaffolding task completed by a group of doctoral students in the sciences. The task was designed to foreground primarily social facets of writing: writing as genre performance on a specific stage, for a specific audience and as a form of situated, purposeful communication against the backdrop of the current knowledge within a field. Further, the task foregrounded writing as a form of development towards a self-directed, agentive and possibly creative adaptation of one’s authorial choices. On the basis of this new data and our previous research, we present three main arguments: first, we show that a straightforward disciplinary framing of research-based writing is not reflective of the hybridised, fluid and multidisciplinary audiences that our students write for; second, given their complex writing contexts, we argue that students need support in recognising this complexity and in developing rhetorical adroitness in order to write effectively; and third, we call for deeper engagement with well-established theories of learning such as self-regulation and metacognition so that EAP teachers and researchers can design tasks that investigate and promote student learning, and that encompass the social, cognitive and affective dimensions of genre performance.
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| 6. |
- Jonsson, Martin, 1973-, et al.
(författare)
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Lärande genom designutforskande : En pedagogisk ansats för samverkan och social innovation inom högre utbildning
- 2020
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Ingår i: NU2020. - Södertörns högskola.
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Konferensbidrag (refereegranskat)abstract
- Problembaserat lärande (PBL) är en vanlig undervisningsform inom såväl grundskola som högre utbildning. Inom PBL arbetar studenterna självständigt och lösningsorienterat med problem eller utmaningar som utgångspunkt. Denna undervisningsform lämpar sig därför bra för å ena sidan samverkansprojekt där man arbetar med externa utmaningar, och å andra sidan för att utforska samhällsutmaningar där fokus ofta ligger på hållbarhet eller socialt ansvarstagande. Trots att PBL är en väletablerad undervisningsform, kan den ibland upplevas som trubbig och underutvecklad från ett pedagogiskt perspektiv. Inom vår utbildningspraktik har vi under många år arbetat med utbildningar i designmetodik, designtänkande och innovationspraktiker. I det arbetet har vi identifierat möjligheter att generalisera och överföra delar av dessa praktiker till andra domäner där man arbetar med PBL, samverkan och samhällsutmaningar. Ett intressant exempel är masterkursen “Challenges for Emerging Cities: Open Lab Multidisciplinary Project Course”, där studenter från en mängd olika discipliner från fyra olika universitet och högskolor använder designmetoder för att beforska och hitta kreativa lösningar på samhällsproblem formulerade av externa uppdragsgivare. Som en del i arbetet med att utveckla dessa lärandeformer har vi tagit fram en pedagogisk modell - Lärande genom designutforskande (Design Inquiry Learning), där vi strävar efter att vidareutveckla befintliga problembaserade ansatser genom att arbeta fram en form av utforskningsbaserat lärande baserat på processorienterat och kreativt designutforskande. Central för modellen är designtänkande-metodik (Design Thinking), där ett kreativt förhållningssätt och problemlösningsmetoder inspirerade av professionella designers verksamhet används för att hitta lösningar på komplexa problem och samhällsutmaningar. Denna metod är speciellt lämplig för att ifrågasätta konventionella tankesätt, se nya möjligheter i strategiska sammanhang och att fokusera på att identifiera intressanta och hanterbara problem i ett större problemkomplex. Designers utgår som regel från ett användarperspektiv och experimenterar sig fram till insikter och lösningar med hjälp av praktiska metoder och verktyg för datainsamling, visualisering, idégenerering, testning och beslutsfattande. Våra erfarenheter från ett flertal kurser på både grund-, avancerad-, och doktorandnivå visar att studenter som jobbar med denna typ av metoder snabbt skapar djup förståelse för och insikter inom komplexa problemområden, samt att metoderna ger stöd och struktur, inte bara för det praktiska arbetet utan även för lärprocesserna. Denna typ av arbetsformer ger även ett bra gränssnitt gentemot externa uppdragsgivare, med tydliga former för erfarenhetsutbyten och återrapportering. Ofta när designmetodik och designtänkande diskuteras inom utbildning, ligger fokus på förmåga till innovation och kreativa lösningar. En viktig poäng vi vill göra här är dock att sådana processer också kan fungera som medel till förståelse och kunskap om de problemdomäner som utforskas.
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| 7. |
- Negretti, Raffaella, 1971, et al.
(författare)
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Communicating to heterogeneous audiences: How STEM PhD students manipulate conventions and achieve agency in research writing
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Communicating to heterogeneous audiences: How STEM PhD students manipulate conventions and achieve agency in research writing Raffaella Negretti & Lisa McGrath Symposium 155 Scientific writing and public communication of research require knowledge of many different genres and the rhetorical flexibility to adapt those genres across audiences, both within and beyond academia: across disciplinary boundaries, to industry, governmental bodies, and the wider public. However, the development of scientific writing abilities has been portrayed as a challenging and often neglected area of PhD education. Thus, the development of rhetorical flexibility among STEM students constitutes an interesting area of inquiry, especially from a genre pedagogy perspective. In this paper, we examine how doctoral students manipulate the conventions of the research article (RA), a genre which in science often requires the ability to modulate authorial choices in order to appeal to an increasingly diverse disciplinary readership. The exigencies of these writing contexts call for a pedagogical approach that fosters agency and creativity. Does genre pedagogy deliver on this aim? We examine whether genre pedagogy can promote the ability to intentionally manipulate genres, and even empower students to bend and critique conventions. Data was extracted from interviews collected over two years with 30 PhD students who had participated in a genre-based academic writing course. We identified self-reported instances of manipulation, bending or critique of disciplinary genre conventions, as well as positive changes in perceptions about writing and/or themselves as writers. The findings reveal students’ development of an understanding of the determinants of genre variation across rhetorical contexts. This awareness catalyzes an agentive manipulation of genre conventions, affording them confidence in their writing. Crucially, students do not glumlysurrender to standardization; but rather use their genre knowledge to adapt, bend, and critique conventions. This study contributes to our understanding of the challenges faced by writers in the sciences, and calls for further in-depth investigations of the multifaceted communicative situations these writers navigate.
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| 8. |
- Lindgren, Helena, Professor, et al.
(författare)
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The wasp-ed AI curriculum : A holistic curriculum for artificial intelligence
- 2023
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Ingår i: INTED2023 Proceedings. - : IATED. - 9788409490264 ; , s. 6496-6502
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Konferensbidrag (refereegranskat)abstract
- Efforts in lifelong learning and competence development in Artificial Intelligence (AI) have been on the rise for several years. These initiatives have mostly been applied to Science, Technology, Engineering and Mathematics (STEM) disciplines. Even though there has been significant development in Digital Humanities to incorporate AI methods and tools in higher education, the potential for such competences in Arts, Humanities and Social Sciences is far from being realised. Furthermore, there is an increasing awareness that the STEM disciplines need to include competences relating to AI in humanity and society. This is especially important considering the widening and deepening of the impact of AI on society at large and individuals. The aim of the presented work is to provide a broad and inclusive AI Curriculum that covers the breadth of the topic as it is seen today, which is significantly different from only a decade ago. It is important to note that with the curriculum we mean an overview of the subject itself, rather than a particular education program. The curriculum is intended to be used as a foundation for educational activities in AI to for example harmonize terminology, compare different programs, and identify educational gaps to be filled. An important aspect of the curriculum is the ethical, legal, and societal aspects of AI and to not limit the curriculum to the STEM subjects, instead extending to a holistic, human-centred AI perspective. The curriculum is developed as part of the national research program WASP-ED, the Wallenberg AI and transformative technologies education development program.
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| 9. |
- Sundin, Maria, 1965, et al.
(författare)
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Mars - a target for teachers and science students
- 2020
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Ingår i: Contribution to IAU 367S, Education and Heritage in the Era of Big Data in Astronomy, 8-12 December 2020..
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A case study is here presented of an interdisciplinary course about Mars for teachers and science students. We aim to share the experience of creating an interdisciplinary approach with lecturers spanning physics, geology, radiation physics and philosophy. Issues in ethics, morality, rights and obligations, conflict management and human psychology as well as rocket orbits, fuel economy, radiation hazards and knowledge of the solar system have proven to be a valued and successful initiative for the further training of teachers and science students. The focus of the course is on planning for a journey with humans to the planet Mars. This provides a great opportunity to package complex societal problems in a physics context. The course is offered with a special sustainability content mark. Mankind has always had a strong and dependent relationship with the physical landscape. The land has given us food and shelter but also imposed challenges and disasters. Understanding the physical environment has been crucial for our survival and development. The same will be equally, or more important for Mars where life conditions are much more extreme. We highlight similarities and differences in the geologic processes that have shaped Earth and Mars. What conditions do the future explorers on Mars have to manage? We then enter the modern era and explore the dynamic Martian landscape of today. Also, by learning to read the landscape we may find locations of shelter such as vast systems of lava tubes, or locations of essential resources such as preserved glacial ice etc. A journey to Mars will cause substantially higher personal irradiation than obtained on Earth. The radiation part of the course lectures starts with defining the different radiation types and the biological effects these different types of radiation will cause. Then, the difference between the irradiation on Earth to the elevated irradiation in space and on Mars is described. Thereafter, it is discussed if this elevated radiation burden can cause acute biological effects, e.g. fatigue, vomiting and death, and late biological effects as cancer induction. Last, possible radiation protection strategies are described and discussed. The philosophy of space exploration consists of philosophical approaches to ethics, presently applied to the topic of Mars exploration and colonization, with environmental ethics (anthropocentric vs ecocentric) and value theory at its core. Four main uses of philosophy are distinguished: ethics, aesthetics, cognition and existentialism. Research has shown that visual representation is an important part for students to be able to create a deeper understanding of concepts as well as context about the material that is taught. Interdisciplinary and complex societal problems have also been shown to be important in science teaching. One way for the teacher to develop his/her teaching is to take further education courses in universities whose focus is to seek and discuss the complex societal problems as well as its solutions from a physics and teacher perspective. Future research could be done on the impact of this course on the education in different levels.
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| 10. |
- Aldrin, Viktor, 1980-
(författare)
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Practical Theology & Religious Education in Sweden 2024 : Trends and themes. A keynote speech
- 2024
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The keynote speech explores the organisation, trends, and future of Practical Theology (PT) and Religious Education (RE) in Sweden in the year 2024. It covers the history of RE and PT in Swedish Higher Education, noting changes post-1994 with non-confessional education and the split of church and state in 2000. Current trends highlight the complexity of non-confessionality, the rise of minority perspectives, and the integration of digital religiosity and globalisation themes. Looking ahead, the presentation anticipates increased interdisciplinary cooperation and Nordic networks, alongside potential challenges such as the marginalisation of these subjects and the risk of RE becoming voluntary in schools.
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