| 1. |
- Bodén, Linnea
(författare)
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Going with the affective flows of digital school absence text messages
- 2017
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Ingår i: Learning, Media and Technology. - : Taylor & Francis. - 1743-9884 .- 1743-9892. ; 42:4, s. 406-419
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Tidskriftsartikel (refereegranskat)abstract
- Focusing on digital text messages containing information about students’ absences and sent to parents by schools, the paper investigates the way school absenteeism is produced within affective assemblages. The paper unfolds a theoretical and methodological approach of ‘going with’ the text messages, in entanglements of affective flows. The empirical engagements, produced together with multiple agents in two Swedish schools, show that within the assemblages of human and nonhuman bodies, the text messages can become ‘stirrers’ that evoke nervousness and anxiety, but also excitement and feelings of control that affect the production and conception of absenteeism. The affective flows of text messages thus travel in all directions, with and against notions of linearity. The conclusion emphasizes how the text messages, as affective materialities, are an inextricable part of the production of school absenteeism in multiple and sometimes unexpected ways.
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| 2. |
- Bolldén, Karin
(författare)
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The emergence of online teaching practices : A sociomaterial analysis
- 2016
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 41:3, s. 444-462
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on itslearning© (a learning management system) and the second setting was a language course in Second Life® (a virtual world). A sociomaterial perspective based on practice theory was used in the analysis, and the focal point was the co-constitutive relation between teaching practices and material arrangements in online settings. A number of relations between practice and arrangement were identified and analysed in the results section. It is argued that the relation between online arrangements and practice is not fixed and determined beforehand, but emerges and alters as the teaching unfolds.
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| 3. |
- Cuesta, Marta, 1954-, et al.
(författare)
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Using Facebook as a Co-learning Community in Higher Education
- 2016
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Ingår i: Learning, Media & Technology. - Abingdon : Routledge. - 1743-9884 .- 1743-9892. ; 41:1, s. 55-72
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Tidskriftsartikel (refereegranskat)abstract
- Students’ cultural capital plays a major role in their success in higher education. In Sweden today, many students come from diverse cultural, social and educational backgrounds. Knowledge of requirements in academic systems differs widely. Some students feel insecure about how to interpret academic codes, thus weakening these students’ opportunities for academic success. The major goal of this project was to lay the groundwork for a more equal educational system. Using social media, in this case conversations (e.g., chats) in a closed forum on Facebook monitored by a tutor, we aimed to improve student integration into academic culture. We differentiated two central themes related to student conversations on Facebook: (1) Access to academic habitus – cracking codes and (2) Emancipation by co-learning – extended academic codes. It was found that students participating in study groups created on Facebook learnt to better crack and extend the codes extant in university studies. © 2015 Taylor & Francis
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| 4. |
- Edstrand, Emma, 1981
(författare)
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Making the invisible visible: how students make use of carbon footprint calculator in environmental education
- 2016
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Ingår i: Learning Media and Technology. - Abingdon : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 416-436
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Tidskriftsartikel (refereegranskat)abstract
- Problems concerning carbon dioxide emissions and other climate change-related issues are on the global political agenda and constantly debated in media. Such issues are important for individuals to enable active participation in society. This study has a particular interest in the use of carbon footprint calculators (tools for calculating carbon dioxide emissions of human activities) in the context of learning about environmental issues and climate change. More specifically, it contributes with insights into how such tools foster different modes of reasoning about the environment. The empirical data consist of video recordings of 15 Swedish upper secondary students' classroom discussions. The study derived from one specific half-day-lesson with activities related to the use of a carbon footprint calculator. In the first part of the lesson, the students worked individually with the tool for calculating their carbon footprint, and in the second part of the lesson, the students discussed their carbon footprints in groups. The focus of the analysis is on the group discussion and on what modes of reasoning and arguing about the environment that are made possible through the students' use of the calculator. The study investigates the students' accounts in relation to how they discuss and compare their carbon footprints. That is, how the students in their discussions explain and justify actions in their everyday lifestyle. The findings indicate that the carbon footprint calculator supports different modes of reasoning and arguing about the environmental impact of actions in students' everyday lifestyle. The carbon footprint calculator offers students a new arena for developing an understanding of climate change and its relationships to human activities. The results shed light on the ways in which students are able to quantify, analyse and compare carbon dioxide emissions both on an individual level but also at a systemic level (across countries) after having used the carbon footprint calculator. The tool thus mediates features of the environment that students otherwise could not perceive; it makes the invisible visible.
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| 5. |
- Hillman, Thomas, 1978, et al.
(författare)
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Learning, knowing and opportunities for participation: technologies and communicative practices
- 2016
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Ingår i: Learning, Media and Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 306-309
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In recent decades, digitization, digital technology and the expansion of the Internet have resulted in significant changes in media ecology. Important consequences of these developments concern the socialization of new generations, where the values, skills and identities of young people are shaped through their participation in a range of online activities. One important consequence of the use of Internet and digital resources is that academic learning no longer is restricted to the school. Neither does it mainly imply being able to reproduce what is already known. The focus of this special issue section is on research on alternative settings for learning where digital technology plays a significant role and where it co-constitutes the activities of learners in significant manners.
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| 6. |
- Hillman, Thomas, 1978, et al.
(författare)
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Traces of engagement: narrative-making practices with smartphones on a museum field trip
- 2016
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 351-370
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we explore museum visitor learning through the examination of the engagement in narrative-making practices of school children while visiting a natural history museum. Two groups of children are given worksheets and encouraged to use their own mobile technologies to document their visits in relation to the subject of evolutionary mechanisms. Their engagement is occasioned through this worksheet and we show how they negotiate the interpretation of the task and then go on to complete it in quite different ways. We examine, in turn, how the students structure their visits with walking paths through the museum exhibitions, and how they structure the narratives they produce to complete the tasks by using the tools at hand and incorporating different parts of the exhibits.
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| 7. |
- Lantz-Andersson, Annika, 1961, et al.
(författare)
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Students' frame shifting - Resonances of social media in schooling
- 2016
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 41:2, s. 371-395
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Tidskriftsartikel (refereegranskat)abstract
- This case study explores how Swedish upper secondary students communi- cate in English as part of second language learning, in a blog shared with Thai students. Grounded in a sociocultural perspective on learning, the notions of Goffman’s frame shifting and Bakhtin’s concept of carnival are employed to analyse two specific students’ negotiations and co-construction of postings in relation to authorship and audience. The find- ings show that when encountering a task introduced as part of schooling but contextualized in social media, the two students struggle to come to grips with how to frame the task. Initially, they frame the activity in relation to what counts as conventional language-learning practices but shift framing as they discover that other classmates’ postings are framed more in line with social media contexts, distinguished by a carnivalesque spontaneous writing. Thus, for the two specific students who author the postings, the local audience consisting of their classmates plays the most significant role.
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| 8. |
- Melander Bowden, Helen, Docent, 1967-
(författare)
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Problem-solving in collaborative game design practices : epistemic stance, affect, and engagement
- 2019
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Ingår i: Learning, Media & Technology. - : Informa UK Limited. - 1743-9884 .- 1743-9892. ; 44:2, s. 124-143
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Tidskriftsartikel (refereegranskat)abstract
- This article explores children's development of problem-solving practices through multimodal engagements in digital activities. The study is based on analyses of a video recorded peer group activity in which two children, within the context of a project on computational thinking using the software Scratch, collaboratively work to solve a coding problem. Drawing on work on epistemics-in-interaction and the cooperative and transformative organization of human action and knowledge, the analyses focus on the interactional strategies that the children use to establish, sustain, and develop knowledge within the peer group and the role of affect in the unfolding organization of actions. By analyzing the multimodal cultural production in children's interaction with digital technologies, it is shown how children learn creative and artful skills, thus positioning them as consumers as well as producers of media.
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| 9. |
- Viberg, Olga, 1982-, et al.
(författare)
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Understanding students' learning practices : challenges for design and integration of mobile technology into distance education
- 2017
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Ingår i: Learning, Media & Technology. - : Routledge. - 1743-9884 .- 1743-9892. ; 42:3, s. 357-377
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Tidskriftsartikel (refereegranskat)abstract
- This study explores the design requirements for mobile applications for second language learning in online/distance higher education settings. We investigate how students use technology and how they perceive that these technologies-in-practice facilitate their language learning. Structuration Theory is used for the analysis. Results show that design needs to consider that (i) students use their private mobile technologies frequently when conducting self-initiated learning tasks, (ii) students’ mobile technologies-in-practice are important, and course designers should design materials and tools for such use practices, and (iii) students prefer to work on their own due to the limited time they want to devote to their learning. Consequently, in regard to the pervasive nature of mobile technology integration in society and into students’ habitual use, they need various software tools on such devices to support individual learning.
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