| 1. |
- Hipkiss, Anna Maria, et al.
(författare)
-
Teaching in Flexible Spatial and Digital Conditions
- 2021
-
Ingår i: EARLI 2021. ; , s. 314-314
-
Konferensbidrag (refereegranskat)abstract
- This study explores the opportunities and challenges of teaching under flexible spatial and digital conditions of the learning environment of a newly build school, analyzing how teaching is organized and what curricular genres can be discerned, what resources and practices are offered to stimulate students meaningmaking and what framing, relations and accessibility can be distinguished by the flexibility of furniture and classroom space. The analyses of a teacher team’s planning and teaching of the thematic work project on Space in years 2-3 (ages 8 to 9) and another teacher team’s thematic work project onCommunication in years 4-7 (ages10 to12) reveal varied teaching strategies between teacher-led and student-centered forms offering students linguistic, visual and audiovisual resources to make meaning of shared content in different school subjects. The young students practice reading comprehension, both of written texts and films, that also serves their knowledge-building about space. The older students display skills relating to different subjects through different technological and digital resources.
|
|
| 2. |
- Sofkova Hashemi, Sylvana, 1969-, et al.
(författare)
-
Tema, rum och digitalisering i ny skolverksamhet : Slutrapport från projektet Digiflex Didaktisk Design i Samverkan
- 2023
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Sveriges befolkning ökar och med det följer om- och nybyggnation av skolor med förväntningar på innovativa skolmiljöer som erbjuder god arbetsmiljö för elever och lärare och främjar en modern, elevcentrerad och elevaktiv pedagogik. Detta projekt var baserat i en sådan nybyggd skola som erbjuder flexibilitet i variation av rum och öppna ytor, flyttbara möbler och digital teknologi i sin utformning.Syftet med projektet har varit att utveckla förståelse för den nybyggda skolans lärmiljö och studera hur skolans flexibla rumsliga och digitala ramar påverkar lärares undervisning och elevers kunskapsutveckling med utgångspunkt i följande frågeställningar:1. Hur används skolans fysiska och digitala rum i lärares undervisningsdesign?2. Hur kan elevers kunskapsutveckling stöttas genom rumslig och digital undervisningsdesign?3. Hur utnyttjas fysiska och digitala rum för att lyckas med det kompensatoriska uppdraget?Projektets har tillämpat co-design metoder, en kombination av aktionsforskning och design-baserad forskning, där lärare och forskare systematiskt och tillsammans studerat förändring och utveckling av undervisning i skolans lärmiljö över tid. Projektet har fokuserat på lärares didaktiska planering, undervisning och reflektion, möblering och rörelse i och mellan rummen, användning av digitala resurser, anpassning till elever samt ledarskapets roll. I utvecklingen av undervisningsdesign ingick kollegial planering, uppföljning, reflektion och re-design av undervisning i workshopsformat utifrån en tidigare utvecklad meta-tänkande modell för didaktisk design kallad Tanketärningar. Undervisningsdesignen har prövats i småskaliga interventioner och studerats genom observationer av lärares och elevers praktiker. En återkommande enkät har använts för att fånga lärarnas individuella röster. Dessutom genomfördes samtal och intervjuer med lärare och ledare på skolan.Resultaten visar på att skolans flexibla rumsliga och digitala lärmiljö ställer nya krav på lärare att tänka organisatoriskt runt elevflöden och digitala resurser i undervisningen. Lärares varierande rumsliga inramningar av undervisningen mellan fri rörlighet och statiska arrangemang ger möjligheter till olika relationsbyggande. Skolans goda digitala infrastruktur erbjuder lärarna ett multimodalt planeringsstöd och flexibilitet i feedback och anpassning av innehåll till eleverna. Dock kan den digitala undervisningen även framkalla hårt paketerad och ”klicka-sig-fram” undervisning som minskar lärares handlingsutrymme och elevinflytande. Lärare skolar in elever till en strukturerad flexibilitet för att hantera rumslig och digital variation som uppfattas även ge utrymme att möta eleverna individuellt när andra elever i gruppen arbetar mer självständigt. Samtidigt är inte lärmiljön anpassad för elever som kräver en högre grad av didaktiskt ledarskap.Samverkansambitioner har utmanats under projektets gång av coronapandemin men också oregelbundenheten i möten utöver workshoppar. Personalomsättning har påverkat relationsbygget mellan lärare och forskare över tid. Verksamhetens kollegiala arbete i lärarlag och ämnesövergripande undervisning utifrån ett fokus på tematiskt arbete har visat sig utmana lärarrollen, främst i de högre årskurserna. Projektets resultat pekar tydligt på vikten av kollegial samsyn och ledarskapets roll i det pedagogiska arbetet. Flexibiliteten behöver tolkas och kräver omfattande kollektiv planering i lärarlag som behöver ges tid och handlingsutrymme.Projektets resultat har spridits kontinuerligt genom skolans webbsida, vetenskapliga publikationer, presentationer och workshoppar på forskningskonferenser, föredrag i Göteborgs stad som listas i slutet på rapporten. En film har samproducerats om arbetet med tanketärningsmodellen. Under projektets gång producerades sex examensarbeten på lärarutbildningarna och en masteruppsats inom informatik. Masteruppsatsen skrevs om till ett vetenskapligt prisbelönt bidrag.
|
|
| 3. |
- Spante, Maria, 1967-, et al.
(författare)
-
Structured Flexibility When Learning About Resourcediversity On The Globe : The Dollar Street Case
- 2022
-
Ingår i: ICICTE 2022 Rhodes, Greece July 7 to 9. ; , s. 23-23
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The study is situated in a school built specifically with the idea offlexible design in the learning environment providing variation ofrooms and furniture combined with access to a range of digitaltools to enhance students’ 21st century skills. The aim of thisstudy is to investigate how such flexible resources are used andexperienced by teachers in practice. The findings demonstratethat teaching in such spatial wholeness requires includingflexibility in the planning process and approaching studentdriven choices in a meta-structure for students to participateand learn. Teaching Dollar Street required extensive collectiveplanning to uphold the shared design throughout the spaces,activities, and resources.
|
|
| 4. |
- Brocker, Kristina, et al.
(författare)
-
Learning at work through role integration in language development and digitalization processes in preschool
- 2020
-
Ingår i: VILÄR. - Trollhättan : Högskolan Väst. - 9789188847867 ; , s. 14-15
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Various models and processes have been called for by the municipalities’ Children and Education Committee to deal with a shortage of educated staff in the school system in a Swedish municipality. The first groups in focus were the preschool staff and the Adult Education's childcare education. Within the preschool, efforts have previously been made in language development and digitalization following curricula. However, differences in practice and competence between the preschools have been shown. A recent survey demonstrated that 90% of 113 staff respondents saw themselves as average users or less of the digital artifacts available and required, for example, surf tablets and software for age adequate multi-modal communication, and administrative systems and shared documents. In parallel, in adult education, the childcare programs' previous workplace learning (WPL) tasks functioned unsatisfactory since learning tasks and work practice has been disintegrated.Therefore, it became essential to combine these activities and develop curricula driven models with viable forms and relevant content for both parties. The intervention study shows how specific roles in preschool began to cooperate within regular working hours and regular activities combined with future childcarers from adult education included in these activities with their internship-specific tasks in line with preschools' ongoing developmental work. At present, 20 language developers have participated in the development process. Furthermore, five digitalization managers at the 14 preschools in the municipality, together with 18 prospective childcarers and 18 supervisors from the municipality's adult education, have participated in the initiative with promising results. The integrated approach, with a specific focus on combining language development with the support of digitalization managers finding relevant software and tools based on enhanced competence among professional roles to judge between available resources and drive learning processes, seems to gain traction but needs further investigations to evaluate for sustainability.
|
|
| 5. |
- Egelström, Monica, et al.
(författare)
-
Historicity in change laboratories: the role of the history wall tool to understand collective concept formation and model creation
- 2021
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper we focus on how four change laboratories in schools in a Swedish municipalityactively used the history wall tool in their respective CL process to tackle unequal access toeducational success. The four CLs were conducted in 2019-2021 involving in total 83 participants.The participants in each of the four CL brought with them their individual professional experiencesto the work with the history wall achieving a depicted timetable. This created a common groundfor each CL collective to get a mutual understanding of the amount and content of what individualsbrought with them into the professional situation of fighting inequalities to educational success.During the analysis, important events and characteristics of periods were conceptualized. Thesesconceptualizations were further linked to the range of models created in each CL to tackleinequalities. However, it became apparent that the models differed, and we argue that theydiffered depending on the historical traits each collective discussed as issues for them at theirschool also influencing prioritized models to work further with at each school.We suggest that the history wall work both stimulated further model creation as well as served asan understanding why certain models became prioritized by each collective. Therefore, thehistorical traits should be emphasized in the process as well in the analysis of created models tounderstand the participants rationale for concept formation and model creation.
|
|
| 6. |
- Egelström, Monica, et al.
(författare)
-
Trapped in Contradictions : When Collegiality and Individuality Challenges Professional Practice
- 2020
-
Ingår i: ICERI2020 Proceedings. - : ICERI. - 9788409242320 ; , s. 5579-5588
-
Konferensbidrag (refereegranskat)abstract
- The current study has been formulated in cooperation between researchers and school administrators in a rural Swedish municipality, based on their concern that there is a large and growing gender gap in school results. Several attempts had previously been tried out over the years, but the grade gap was consistent. The need for more exhaustive methods was therefore called for. To generate knowledge of how to change the situation, researcher and school professionals have worked together to create locally anchored models to deal with the gender gap in grades. The study was designed in accordance with Activity Theory and the theoretically ingrained intervention methodology Change Laboratory. In total, six Change Laboratories were designed, including all schools and school professionals in the municipality. This paper is a report from Change Laboratory number three. The core ideas of the Change Laboratory concern professional empowerment and professionally driven model development for improvement not experienced before with the assumption that change is also possible at the systemic level when working together. The participants were all school professionals who work with students in grades 7–9 in the participating school. Nine sessions were held during the Change Laboratory over a nine-week period. Each session had a duration of two hours with in general 16 participants each time. Each session was videotaped for later analysis. Results from the conducted Change Laboratory suggest that the participants became increasingly aware of the contradictions that permeate their everyday professional practice where they try to balance collegiality on the one hand and individual professional ideas on the other. These contradictions became both a trigger for change but also a trigger for increased resistance to change. Based on the results we suggest that Change Laboratory serves as a method for identifying underlying values and ideas that hinder the expressed intended change in the gender grade gap in unexpected ways. Such identified contradictions become triggers for further professional decisions regarding linking systemic conditions with local prerequisites. We conclude that Change Laboratory can serve as a method for work-integrated learning despite its high demands on all involved parties.
|
|
| 7. |
- Hattinger, Monika, 1969-, et al.
(författare)
-
Knotworking as an Analytical Tool for Designing e-Learning While Targeting Industry Competence Needs
- 2020
-
Ingår i: E-Learning and Digital Education in the Twenty-First Century-Challenges and Prospects. - : InTech.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter outlines challenges and opportunities for teachers in higher education in their design work of e-learning courses targeting practitioner’s competence development of production technology knowledge. Teachers are challenged to develop up-to-date learning material and digitize learning tasks such as virtual labs and machine-related cases that align to workplace knowledge needs. Design work used for campus education is argued to be insufficient to meet e-learning education while targeting industry competence requirements. Teachers and practitioners are in a transformative process when they engage in mutual design work that both encompass a new e-learning situation, and a new target group of experienced practitioners and workplace demands within smart manufacturing. The theoretical concept knotworking, is applied to shed light on the complexity of designing courses for work-integrated e-learning aiming to enhance professional competences. Knotworking refers to tying, untying, and retying together seemingly separate threads of activity. Based on a longitudinal competence development project, this chapter analyzes considerations of an e-learning design practice through the knotworking concept for understanding learning and practices across professional boundaries.
|
|
| 8. |
- Nilsson, Elinor, et al.
(författare)
-
Vänligt och värdigt i Västervik : Professionsdriven utveckling för humanistisk hantering av hemlöshetsproblematik i kommunal verksamhet
- 2024
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Detta är en rapport som beskriver genomförandet av ett så kallat »Change Laboratory« inom ramen för ett samverkansprojekt kring bosociala frågor, med särskild inriktning på hemlöshet och risk för hemlöshet, i Västerviks kommun. Rapporten inleds med bakgrund till projektet och en beskrivning av hur »Change Laboratory«, den använda metoden, valdes ut och planerades. Därefter följer ett teoriavsnitt och en metodbeskrivning som syftar till att ge läsaren förståelse för vad som är centrala utgångspunkter i ett »Change Laboratory«. Sedan följer en beskrivning av metodens användning utifrån önskan om att stärka den lokala förankringen och handlingskraften mellan verksamheter som arbetar med bosociala frågor i Västerviks kommun. Vidare följer beskrivningar av genomförandet av »Change Laboratory«, session för session. Kopplat till genomförandet finns också ett resultatavsnitt som sammanfattar vad som genererades av sessionerna. Rapporten avslutas med en sammanfattning av centrala slutsatser samt med en framåtblick som beskriver vad arbetet som gjorts i »Change Laboratory« kan bidra med för ett fortsatt kommunalt samverkansarbete kring hemlöshet och risk för hemlöshet.
|
|
| 9. |
|
|
| 10. |
- Spante, Maria, 1967-
(författare)
-
Break the habit : Using an active learning classroom to promote collective reflection in and on action at the workplace
- 2022
-
Ingår i: ICICTE 2022 Rhodos, Greece July 7 to 9. ; , s. 20-21
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Routine and projects had dominated work models for preschool staff in a Swedish municipality. To break such patterns, a process approach was initiated promoting continuous competencedevelopment. Organizing practices in the initiative focused oncombining language development among the young childrenwith relevant use of digital tools, develop pedagogical modelsfor inclusion of young children at the same time as using digital tools, and furthermore how to develop leadership modelsto enable the staff to integrate and maintain the process approach in everyday practice.After two years of continuous effort, the common experience was positive but when trying to present the experience forstakeholders outside of the organization, such as responsibleschool politicians, there was a frustration linked to the lack of language for the positive experience of professional development and enhanced organizational quality. Activity theory was used as a point of departure for designing anactivity with the aim to collectively moving from the abstractto the concrete in being able to verbalize what the experiencewas manifested by.A writing seminar in an active learning classroom (ALC) wascreated to collectively produce texts for concrete descriptionsand specified explanations of the positive learning experience.The result of the writing seminar suggests that the ALC roomin combination with the interaction within and betweenparticipating groups activated what Engström refers to as Expansive learning, when moving from the abstract notion ofsuccess to the concrete articulation of performed activities.Furthermore, the active learning classroom with several largescreens and walls to write on was seen as an essential toolsupporting the expansive learning in the preschool context whenconceptualizing learning. The study conclude that reflective practice needs to be materialized in concrete activities andwriting seminars in active learning classrooms is suggested as a spearhead model for such activities.
|
|
