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- Ekström, Anna, et al.
(författare)
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Instructional work in sloyd education
- 2006
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Ingår i: the First International Research Conference on Slyd, Arts and Crafts/Design.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 11. |
- Lindwall, Oskar, 1974, et al.
(författare)
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Instruktion och imitation: Hantverkets responsiva pedagogik
- 2008
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Ingår i: I H. Rystedt & R. Säljö (red.), Kunskap och människans redskap: Teknik och lärande. - Lund : Studentlitteratur. - 9789144048321 ; , s. 213-244
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 12. |
- Lindwall, Oskar, 1974-
(författare)
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Lab work in science education : Instruction, inscription, and the practical achievement of understanding
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Taking an analytical perspective founded on ethnomethodology and conversation analysis, the four studies presented in this thesis provide detailed analyses of video recorded lab work in mechanics at secondary and university level. The investigated activities all build on educational design afforded by a technology called probeware. The aim of the thesis is to investigate how teachers, task formulations, and technology make mechanics visible and learnable, and how students and teachers witnessably orient towards the practical achievement of understanding in the setting. The first study investigates how students use the technology in the interpretation and production of graphs: how they produce increasingly precise interpretations, how they fluently switch between different modes of meaning, and how the interpretations are both prospectively and retrospectively oriented. With a starting point in the analysis, the relevance of technology and task structure for the students’ interaction and learning are discussed. In the second study, the use of probeware is contrasted with the use of a simulation software. The study shows that some important differences between the local enactment of the two technologies are to be found in the practical work of the students; more specifically, in the ways that students orient to the subject matter content. The third study demonstrates an intimate interplay between how students display their problems and understandings and how instructors try to make the subject matter content visible and learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation, the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics, and the interactive work by which these competencies are made into objects of learning and instruction. The fourth study investigates episodes where explicit references to students’ understanding are made through formulations such as, “I don’t understand” or “do you get it?” The analysis focuses on the use, reference, interactional significance, and positioning of these formulations, and is followed by a discussion on the relation between the many and varied ways references to understanding are used and the concrete conditions of lab work. In sum, all four studies contribute to a detailed understanding of lab work as an educational practice and how learning and instruction are practically achieved.
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- Lindwall, Oskar, 1974, et al.
(författare)
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Vulgar competence, ethnomethodological indifference and curricular design
- 2005
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Ingår i: Koschmann, T., Suthers, D. & Chan, T-W. (eds). "Computer supported collaborative learning 2005: the next 10 years! proceedings from the International Conference on Computer Supported Collaborative Learning 2005", Tapei, May30-June 4, 2005. - 0805857826
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Konferensbidrag (refereegranskat)
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| 19. |
- Lymer, Gustav, 1978, et al.
(författare)
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Contrasting the use of tools for presentation and critique: Some cases from architectural education
- 2009
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Ingår i: International Journal of Computer-Supported Collaborative Learning. - : Springer Science and Business Media LLC. - 1556-1607 .- 1556-1615. ; 4:4, s. 423-444
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Tidskriftsartikel (refereegranskat)abstract
- This study investigates video recordings of design reviews in architectural education, focusing on how presentations and discussions of designs are contingent on the specific tools employed. In the analyzed recordings, three different setups are utilized: traditional posters, digital slide-show technologies, and combinations of the two. This range of different setups provides a set of contrasts that make visible the role of technologies in shaping the ways in which the reviews are conducted. The analysis is structured in three themes. First, we examine the sequential organization of digital presentations in relation to the spatial structure of poster-based presentations. Second, the different ways in which shared attention is established in digital, paper-based, and hybrid presentation practices are analyzed. Third, we address part-whole relations—how details in presented materials are put in relation to the overarching project or the presentation as a whole. Taken together, the analyses suggest that the detailed organization of the design review is transformed in subtle yet consequential ways through the introduction of digital slide-show technologies. These transformations are consequential not only locally, for the design review itself, but also for the instructive work that is accomplished through this practice. We conclude by discussing some implications for design, arguing that an increased awareness of how the practice is influenced by the different setups might be key for the proper adaptation of presentation technologies to particular purposes.
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