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- Liff, Roy, 1951, et al.
(författare)
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Systematic and serendipitous discoveries: a shift in sensemaking
- 2015
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Ingår i: Journal of Documentation. - 0022-0418. ; 71:6, s. 1250-1264
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This paper aims to enrich our theoretical understanding of the phenomenon of sensemaking where a conceptual shift was provoked by a serendipitous encounter. Design/methodology/approach A theoretical framework consisting of three elements of reflexivity: the cognitive, the social, and the normative, all of which support the study. Semi-structured interviews were conducted in the investigation of a serendipitous Episode that occurred in a larger research project. This Episode took place at a meeting between a social welfare officer and a psychologist in which they discussed the treatment of a psychiatric patient. When the psychologist left the meeting for a brief period, the researchers, unexpectedly, were able to interview the social welfare officer alone. Findings This interview revealed a deviation from the institutionalised patient treatment procedure that was explained to the researchers in earlier interviews. The study shows that shifts in sensemaking are possible when researchers are open to serendipitous encounters. This shift in sensemaking in this Episode was strategic because it concerned the most important element of the actor’s decision making: the cooperation around the patient in making diagnoses and in prescribing treatment. Research limitations/implications It is recommended that researchers use the theoretical framework of reflexivity to test their sensemaking processes as well as remain open to changes in planned, traditional methodological approaches. Originality/value The study applies a post-hoc analysis with reflections on serendipitous events that may guide researchers when they encounter unanticipated events and make anomalous discoveries.
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| 2. |
- Rovio-Johansson, Airi, 1939
(författare)
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Changing teaching, changing teachers: learning through contrast, generalization and fusion
- 2019
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Ingår i: Paper presented at the EARLI Conference 12-16 August 2019 at Aachen University, Germany..
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Konferensbidrag (refereegranskat)abstract
- In all its adaptations, Lesson Study emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. Phenomenography and variation theory provide us with the tools to explore the experience of teacher learning through participation in Lesson Study. From an analysis of reports providing evidence of the experience of teacher learning voiced by teachers participating in the Learning Study (LS) adaptation of Lesson Study, we sought to identify the object of learning and the path of learning - separation, contrast, generalization, fusion (Marton, 2015) - that led to change in the teachers’ experience of teaching. We were interested also in the experience of the facilitator or coach, and in the part, they play in the teacher group's pursuit of that path. Variation theory posits that, if learning has occurred, it has resulted from an experience of variation. Our question: ‘What is that experience of variation that leads to teacher learning through LS?’ In summary, we are interested to identify necessary conditions of teacher learning through participation in LS. From this study, we are able to argue that LS should have a central role in initial and in-service teacher education programmes in higher education.
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| 3. |
- Rovio-Johansson, Airi, 1939, et al.
(författare)
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Continuity and Development in the Phenomenography and Variation Theory Tradition
- 2016
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Ingår i: Scandinavian Journal of Educational Research. - : Informa UK Limited. - 0031-3831 .- 1470-1170. ; 60:3, s. 257-271
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Tidskriftsartikel (refereegranskat)abstract
- This special issue includes 5 contributions of contemporary work based in the phenomenography and variation theory research tradition and also actualises theoretical and methodological discussions. This introduction consists of 3 main parts. First is a brief introduction to and framing for the contributions through pointing to some of the main points made and putting them in perspective in the tradition. Second, the use and meanings of 4 key terms in the tradition—phenomenon, object of learning, dimension of variation, and critical aspect—are analysed across the contributions. Third, and finally, possible emergent strands of future research based in phenomenography and variation theory are discussed, and how the contributions relate to and are reflective of such emergent strands.
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| 4. |
- Rovio-Johansson, Airi, 1939
(författare)
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Experiences of practice-based learning in phenomenographic perspective
- 2018
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Ingår i: Journal of Workplace Learning. - : Emerald. - 1366-5626. ; 30:1, s. 48-64
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Tidskriftsartikel (refereegranskat)abstract
- Purpose This study examines, within the context of professional practice and learning, how designers collaboratively working in international teams experience practice-based learning and how such occasions contribute to professional development. Design/methodology/approach The paper introduces the Cooperation Project between TTC-Furntech and its workshop context organized as practice-based learning. Participants’ learning context consisted of a mixture of professional practices allowing different logics and different cultures make up an innovative working site. Qualitative analysis of semi-structured interview data suggest that three phenomenographic hierarchical categories constitute the learning process; (a) getting a recognised professional identity; (b) perceiving new elements and expanding knowledge; (c) seeing new aspects of design work and new steps of development in profession. Findings Cooperative practice-based learning is understood as social practice in a community of practice, and as continuous changes of the learning object due to that new aspects are discerned by the learners. These categories illustrate how participants’ meaning making and understanding of the learning object, were expressed in cooperation as doings and sayings, as translation, and as situated activities in a community of practice. Accordingly, it contributed to participants’ professional development in spite of their different professional educations and professional experiences. Practical implications More studies of practice-based learning environments in work places are needed that could help societies and companies to advance integrative efforts of new employees and new immigrants into an increasingly diverse globalized labour market. Originality/value The results suggest that understanding as well as content structure and meaning making of the learning object are intertwined constituent aspects of practice-based learning.
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| 5. |
- Rovio-Johansson, Airi, 1939
(författare)
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Studenters lärande: Livsvärldsfenomenologisk och fenomenografisk analys
- 2019
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Ingår i: Berndtsson, I., Lilja, A. och Rinne, I. (2019), Fenomenologiska sammanflätningar. - Göteborg : Bokförlaget Daidalos. - 9789171735621 ; , s. 229-254
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Bokkapitel (refereegranskat)abstract
- Studiens syfte är att undersöka studenternas uppfattningar om lärandet som fenomen i akademisk grundutbildning. Deras erfarande och uppfattningar analyseras med hjälp av två teoretiska perspektiv, ett livsvärlds-fenomenologiskt och ett fenomenografiskt perspektiv. Tidigare fenomenografiska studier av lärandet som fenomen i akademisk grundutbildning har visat att lärande som fenomen kan förstås på många olika sätt av de lärande och av forskare. Lärande som begrepp är komplext och mångtydigt i olika teoretiska perspektiv och i olika kontexter, men innebär alltid att den lärande lär sig något, t.ex. en förmåga som exempelvis att cykla eller ett ämnesbegrepp. Det empiriska underlaget utgörs av 15 intervjuer med studenter på teknisk fakultet, som går på andra året i ett civilingenjörs¬program. Analysen av skillnaderna mellan intervjusvaren görs med en iterativ fenomengrafisk tolkningsprocess av samtliga studentsvar, dvs. på gruppnivå, Denna analys är en differentieringsprocess av utsagornas innebörder, som presenteras som olika beskrivningskategorier. I den livsvärldsfenomenologiska analysen riktas fokus mot en students levda erfarenheter av lärande som fenomen. Såväl den fenomeno¬grafiska som den livsvärldsfenomenologiska forskningsansatsen i denna studie ger betydande bidrag till förståelsen av studenternas lärande i högre utbildning. Studiens resultat stöder tidigare studier av lärandet som fenomen i ett icke-dualistiskt perspektiv. Avsikten har varit att ge ett bidrag till vår kunskap och förståelse för fenomenet lärande och skillnader i lärandets kontext och slutprodukt, genom att analysera det empiriska materialet med hjälp av två olika forskningsansatser.
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| 6. |
- Rovio-Johansson, Airi, 1939
(författare)
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Students’ Knowledge Progression: Sustainable Learning in Higher Education
- 2016
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Ingår i: International Journal of Teaching and Learning in Higher Education. - 1812-9129. ; 28:3, s. 427-439
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this phenomenographic study is to examine students’ knowledge progression in a three-year Bachelor programme in Business Administration. Theoretical sampling was used to select nine students from a group of 200 university students admitted to the programme. The students were interviewed on three occasions: Year 1, after their Management Accounting course; Year 2, after their Financial Accounting course; and Year 3, after they had written their thesis. The interviews focused on the same financial concept presented in various ways, with increasing complexity, in each of the three years. This longitudinal study analyses the students’ knowledge progress in terms of sustainable learning. The findings reveal that knowledge progression was very good by the end the programme for one-half of the students; one-third of the students did not achieve satisfactory knowledge progression. The study’s research methods and its findings contribute to education and international studies on students’ sustainable learning in higher education. The study suggests a model for future research in ascertaining how higher education students learn as well as in examining issues and areas for further research and development.
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| 7. |
- Rovio-Johansson, Airi, 1939
(författare)
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Variation in approaches to lesson analysis - alternative tools for the reconstruction of teaching
- 2018
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Ingår i: International Journal for Lesson and Learning Studies. - 2046-8253. ; 7:2, s. 78-84
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Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to review the variation in methods used to analyse lessons in order to improve teaching and learning. It addresses the question of how observations of lessons can be analysed, and what approaches and methods are applicable in the analysis of collected data in lesson and learning studies. In lesson studies, the focus of research varies, the content and context of lessons vary and a variety of qualitative methods are applied in the analysis of lessons. Lesson study is proving to be a versatile research approach to the development of the quality of teaching and learning. This review provides an overview of some qualitative methods of content analysis used as analytic tools in the studies presented in this issue of the journal.
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| 8. |
- Rovio-Johansson, Airi, 1939
(författare)
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What and how do teachers learn by participating in lesson study (LS)?
- 2019
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Ingår i: Paper presented at the World Association of Lesson Studies (WALS) Conference, 3-6 September 2019, at Vrije University (VU), Amsterdam, Netherlands..
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Konferensbidrag (refereegranskat)abstract
- Lesson Study (LS), in all its adaptations emphasises the use of evidence to guide teachers’ collaborative reflection on what works in the classroom. From a qualitative meta-analysis of a sample of reports of these studies we have identified what they tell us about their effect on teacher learning - about what works from the perspectives of the teachers involved, and why the design and facilitation of the LS works from the perspectives of the facilitators and researchers involved. Our review sought answers to two questions. Firstly, what do teachers learn by taking part in LS? The first focus of the review is on LS as critical reflection on practice, as teacher learning voiced by teachers. Secondly, what is the theory of learning that underpins the design, facilitation and evaluation of the LS? The second focus of the review is on the design for teacher learning voiced by facilitators of LS.
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