| 1. |
- Bengs, Anette, et al.
(author)
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Cross-Cultural Digital Design : Lessons Learned from the Case of Image TestLab
- 2016
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In: Crossmedia-Kommunikation in kulturbedingten Handlungsräumen. - Wiesbaden : Springer. - 9783658110758 - 9783658110765 ; , s. 285-303
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Book chapter (peer-reviewed)abstract
- How we perceive something is colored by our cultural background. This diversity in perception presents a number of challenges when we create digital content targeting users in a cross-cultural context. In order to create successful digital solutions, it is important to understand both the individual and the culture the content is designed for. We believe that the best way of designing for a good user experience, is to include the end user in the design process. In this chapter we address cultural issues related to User-Centred Design. Lessons learned during the case of designing an international web-based brand research instrument are further presented.
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| 2. |
- Bengs, Anette, et al.
(author)
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Designing for Suburban Social Inclusion : A Case of Geo-Located Storytelling
- 2015
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In: Interaction Design and Architecture(s) Journal. ; 25, s. 85-99
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Journal article (peer-reviewed)abstract
- This article showcases a digital solution for strengthening social inclusion and well-being of senior suburban residents of a socially diverse Finnish town. The study is framed as design research where research is conducted in order to feed into a design process. A background study was first conducted in order to identify the target group’s needs, abilities, and attitudes towards the neighbourhood. The results revealed positive attitudes towards the area and the need for relatedness, autonomy, competence, pleasure and stimulation, physical thriving and security. Following a User-Centered Design process we based our design choices on these results and developed a local geocaching solution incorporating storytelling. The aim was to encourage senior citizens to socialize, be physically active and to experience the local urban place. An interview-based evaluation with older adults (n=6) combined with an analysis of online cache log data, showed positive experiences of the solution.
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| 3. |
- Bergström, Peter, 1975-, et al.
(author)
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Using the typology of teacher power and control (TTPC) to explore emergent practice in a new innovative learning environment
- 2023
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In: ECER 2023. - : EERA.
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Conference paper (peer-reviewed)abstract
- This paper reports on a school development project of an innovative learning environment (ILE). Staff and pupils from two traditionally build corridor schools have merged into a new build school, whose architecture is described as new, innovative, modern, and flexible (OECD, 2017). Instead of having one classroom with a standardised size of 60m2, the ILE consists of different rooms both regarding size and furniture. Another change was that teachers had to be prepared to go from the traditional practice of individually teaching a class with approx. 25 students to the practice of team teaching with 2-5 teachers teaching a whole grade with approx. 60-100 students. The narrative of the project focused on the shift from teacher-centred teaching to student-centred learning, which in previous research have been a challenge due to well established teacher-centred methods (Cardellino & Woolner, 2019; Sigurdadottir & Hjartson, 2016; Gislason, 2010). The present research project started two years before the teachers moved into the new ILE. During these two years, school leaders prepared teachers for the new practice. Among these preparatory activities, one core activity consisted of prototype ILE classrooms where teachers could practice student-centred learning methods. In our research, the materiality of the new classroom and teachers’ played-out practice are operationalised as two dimensions (Bergström & Wiklund-Engblom, 2022; Bergström, 2019). The first, a vertical dimension, concerns preconditions of the physical learning environment embodied through the arrangement of desks, use of teachers’ and students’ areas, relations between learning resources, and selection of software applications. The second, a horizontal dimension, includes teachers’ communication in practice pertaining to their selection of content, sequence, pace, and speech space (cf. Bernstein, 2000). The combination of the two dimensions creates a theoretical framework for an ecology of teacher practice as an “emergent phenomenon” (Carvalho & Yeoman, 2018, p. 5). This is an illustrative metaphor for the practice that emerge in teacher preparation for teaching in an ILE.The aim of this study is to examine and unpack emergent and varying practices in the prototype classrooms with regard to the two dimensions. The following research questions were asked: 1) What variations in teachers played-out practice emerge from teachers’ organisation of the classroom space and communication in practice? 2) How can the teachers’ reasoning further explain the variation of these emergent ILE practices?Theory: One outcome of our prior studies is the development of a new theory-driven analysing tool, the Typology of Teacher Power and Control (TTPC) (e.g., Bergström & Wiklund-Engblom, 2022, Bergström, 2019), constructed from Bernstein’s (2000) theory of power and control. In the vertical dimension of the TTPC-typology, Bernstein’s relative concept of classification is used to analyse how power emerge from the relationship between objects in the classroom. In short, strong classification keeps things apart, which indicates a strong symbolic power relationship. The opposite is true for weak classification. For example, desks in rows keep students apart and indicates a strong classification and teachers’ power. In the horizontal dimension of the TTPC-typology, Bernstein’s relative concept of framing is used to analyse how control emerge from teachers’ communication in practice. Framing is also a relative concept on a scale from strong to weak. Stronger framing indicates that the teacher has more control in the communication, while weaker framing indicates increased student control. Framing is operationalised as the variation of selection, sequence, pacing, evaluation, and teacher-student and student-student communication. Hence, the concepts of framing and classification represent the two dimensions, which construct a two-dimensional matrix illustrating the emerging teaching practices in the prototype classrooms.Method: We adhere to a convergent mixed methods design where two types of data (classroom observations and retrospective teacher interviews) were integrated through several steps of analysis, data transformation, and integration (Creswell & Plano Clark, 2018; Johnson & Onwuegbuzie, 2004; Bazeley and Kemp, 2012). The rationale for the approach is that observational data, representing objective, formative data, shows the reality of the classroom activities, while the teacher interview data, representing subjective, formative data, provides insights into how teachers’ beliefs and attitudes relate to the choices made in their teaching practice (Bergström & Wiklund-Engblom, 2022). Thus, the use of both observational data and interview data aims for an integration analysis in which conclusions are drawn based on a broader explanation of the variations found in the emergent teacher practice.The classroom observations were conducted from three prototype learning environments in School A, B, and C. School A is a grade 6-9 school where teachers (N=4) were observed during five lessons. School B is a grade 1-6 school where teachers (N=3) were observed during five lessons. School C is a grade 1-6 school where teachers (N=2) were observed during four lessons. During the observations, the teachers’ communication was recorded and field notes and photographs were taken. The recorded material ranges between 20 and 60 minutes. The retrospective interviews (N=10) comprise nine individual teacher interviews and one group interview with the two teachers at School C. These semi-structured interviews included two themes: the physical learning space and teachers’ communication in practice. The audio recordings from both the classroom observations and teacher interviews were transcribed verbatim.In the first main step, the transcripts and the fieldnotes from the classroom observations were analysed using the TTPC typology as it specifically targets variations in teacher-centred teaching and student-centred learning, i.e., to what extent teachers maintain or distribute power and control in played-out practice. Furthermore, in addition to exploring how typologies vary, we also explore why this could be based on the interview data. Accordingly, an integrative analysis was conducted with the TTPC clusters and teacher interviews by using crosstab queries in the QSR NVivo software.Exected outcomes: The findings will be presented in two phases pertaining to the two research questions. Firstly, the results regarding variations in teachers played-out practice, are based on a quantification of the observational data and teacher audio recordings. Thereafter, a quantitative analysis using the TTPC framework identified clusters of teacher practice. The preliminary analysis indicate three clusters: i) teacher power and control, ii) mixed distribution of power and control, and iii) student power and control. These clusters are plotted in the TTPC-matrix as a visual summary where each teachers’ emergent practice can be identified. In these preliminary findings, we can see that only one teacher is found in the first cluster pertaining to teacher power and control. This cluster is defined by a strong distinction between a majority of the seven subcategories of the classroom organisation. Hence, this teacher had refurnished the classroom space back to a traditional classroom setting. Furthermore, the teachers’ communication was based on strong control in all six control categories. Moreover, the preliminary analysis indicates that the majority of the teachers are located in the second cluster pertaining to mixed distribution of power and control. Such practice is defined by a blurred distinction between the categories of classroom organisation, as well as the categories of teacher control in their communication.Secondly, in our aim to answer the second research question, the interview data will be analysed using thematic analysis. We expect to find themes related to the physical learning space of the prototype classrooms and other themes on influencing factors regarding teachers’ communication. We expect to find connections between teacher beliefs and choices made in their played-out practice by using both types of data in an integrative analysis.
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| 4. |
- Bergström, Peter, 1975-, et al.
(author)
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Variation of power and control in the one-to-one computing classroom : Finnish teachers’ enacted didactical designs in grade 1-6
- 2018
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In: ECER 2018: Inclusion and Exclusion, Resources for Educational Research?.
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Conference paper (peer-reviewed)abstract
- Research question and theoryThis study is part of a larger Nordic research project, including a series of substudies with a common research objective of examining teachers’ didactical design in one-to-one computing classrooms in Denmark, Sweden and Finland (Jahnke et al., 2017). The findings presented in this paper is based on 16 classroom observations and 16 teacher interviews in grades 7-9 in Finland. One-to-one computing in K–12 education has grown rapidly worldwide through initiatives based on one laptop or tablet for each student (Islam & Grönlund, 2016). In the Nordic countries, studies on teachers’ working in one-to-one computing classrooms have been performed in Sweden (Fleischer, 2013; Håkansson Lindqvist, 2015; Tallvid, 2015, Bergström et al., 2017), in Norway (Blikstad-Balas, 2012), and in Denmark (Jahnke, Norqvist, & Olsson, 2014), while Finland still seems to be a blind spot on the map (Bocconi, Kampylis, & Punie, 2013). Important knowledge and understanding about Finnish teachers’ teaching in the one-to-one computing classroom is therefore missing. This study focuses on 16 teachers in a Finnish municipality that was among the first to implement a large-scale one-to-one computing initiative in Finland. Finnish teachers are prized for their high academic standards (Sahlberg, 2011), but also criticised for maintaining power and control by organising students in straight lines lectured by one teacher (Carlgren et al., 2006, Simola, 2005). One-to-one computing, is considered to be an innovation in the strive for modernisation of teaching and learning through increased student emancipation (Bocconi et al., 2013). The analysis presented here considers how these teachers’ in a variety of lessons demonstrate similarities and variations regarding their organisation of the classroom space as well as decisions in practice about content, pacing, and assessment. This mix of teachers’ designs of the classroom space and their enacted decisions during teaching form their didactical designs (Bergström et al., 2017). Specifically, this article analysis how Finnish teachers use of power and control across different subjects. This study aims to describe and understand how variations within, as well as, between teachers’ didactical design challenge and reproduce established teacher-student relationships. The following research question were asked: How can variations within, as well as between, different clusters of didactical design be understood in terms of power and control?The concept of didactical design follows the European tradition of Didaktik (Klafki, 2000; Sensevy, 2012) where the teaching and learning process is problematized, for example, when considering imitative teaching in contrast to students’ active learning. Such dichotomies serve to illuminate how school environments, school subjects, teachers, students and ICTs are all relays of power and control, and how power and control is maintained, reproduced or challenged. For this study, Bernstein’s (2000, 1990) theory of material conditions of classrooms in relation to teachers’ communication in practice was found to be helpful for analysing teachers’ didactical design regarding the physical space and the enacted practice. In the material conditions of the classroom, Bernstein’s concept of classification was used to analyse power relations between objects for example, the arrangement of desks, ICTs, spaces and teacher-student relations. Depending on the degree of specialisation and insulation between objects, classification is either strong or weak. Strong classification indicates for example desks organised in lines, whereas with weak classification would desks be in groups. Bernstein’s concept of framing highlight teachers’ communication and describes the locus of control about selection and sequence of content, pacing, evaluation and communication. If framing over selection of content is strong, it is the teacher who control such decisions, whereas if framing is weak the control is distributed to the students. Different power and control relationships give raise to different didactical designs with regard to possibilities and regulations in students learning. MethodsFour schools were visited twice during 2016. Classroom observations in 16 lessons (about 45minutes each) were conducted by two observers supported by one interpreter. The data comprise audio recordings of the teachers’ communication, field notes and photographs of the physical classroom space and situations. The subjects ranged from Native Language, Mathematics, Physics, English, Slojd, Geography and lessons based on thematic studies about students’ sport holiday and Scandinavia. The class size ranged from 8 to 22 students. The observations were followed up with post-lesson interviews. We asked questions that ranged from specific situations in the observed lesson, to the teachers’ experience to teach in the one-to-one computing classroom. Each interview lasted for about 60 minutes.The use of different methods made triangulations of the different data possible. Each lesson was analysed with support of a theory-oriented coding scheme. In the analysis of the didactical design of the classroom environment, power relations were interpreted from photos and field notes. The classification between categories were interpreted on a two-point scale as either strong (C+) or weak (C-). In total, we analysed seven categories of “relations between” objects: desks, the teacher’s space and the students’ space, physical learning resources and one-to-one computing resources, the selection of software applications (apps), teacher and student, student and student, and the classroom and other facilities. In the next step, focus was turned to the teachers’ communication in the audio recordings. The concepts of framing was operationalised into six categories for control: selection, sequence, pacing, evaluation, teacher-student relationship and student-student relationship. These categories were coded on a four-point scale from very strong to very weak framing (F++, F+, F- F--). The results from the classification and framing analysis made it possible to estimate and differentiate different didactical designs. The didactical design findings were then considered in relation to the post-lesson interviews. The interviews provide a richer picture of the observed practice and beyond.Expected outcomes For presenting some preliminary results a typology was used to illustrate the interplay between teachers’ didactical design of the physical classroom space and teachers’ enacted practice. In order to illustrate different nuances, quantitative data illustrate the degree to which teachers organised both furniture and digital resources, while qualitative aspects are based on teachers’ communication. From the preliminary analysis we can perceive differences in the material where some lessons demonstrate power and control relationships with similarities to traditional desk teaching. One group of lessons, demonstrate a practice where some of the power and control was distributed to the students. A third group of teachers indicated didactical designs where power and control were distributed to the students to a great extent. These teachers organised the students in groups and ICT resources demonstrated the similar value as printed books. Here, the control was distributed to the students both regarding the content, but also in pacing. This study is relevant since digital technologies in pedagogical practice is increasing world-wide and is assumed to change teaching and learning. However, previous studies have shown that Finnish teachers’ teaching has been reported to maintain previous traditions of teaching and learning through teachers’ power and control. Based on these clash of paradigms, this study has the potential to serve as a good what happens in Finnish classrooms when one-to-one computing is introduced.
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| 5. |
- Bergström, Peter, 1975-, et al.
(author)
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Who's got the power? : Unpacking three typologies of teacher practice in one-to-one computing classrooms in Finland
- 2022
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In: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 178
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Journal article (peer-reviewed)abstract
- This study explores teachers’ practice and aims to understand the complexity of and the differencebetween teacher-centred teaching and student-centred learning in the one-to-one computingclassroom. Generally, prior research has examined moving from teacher-centred teaching tostudent-centred learning. Here, we scrutinise one-to-one computing practices in Grades 1–6 inFinland by analysing how power and control emerge from the way teachers organise the physicalclassroom and communicate in practice. We target variations in practical classroom orchestrationas well as in how teachers reason about their practice. A mixed-method analysis was conducted intwo phases, including 15 classroom observations and subsequent teacher interviews. First, aquantitative analysis displayed three clusters of ways teachers distributed power and control intheir classroom orchestration. Second, the clusters were integrated in a qualitative analysis of theinterviews. The findings show that the variations of teacher practice depended on their beliefs andhigher-order learning goals related student autonomy in the use of material resources. It alsoshowed a variation in the way teachers scaffolded students’ individual work and createdcollaborative learning opportunities. In the one-to-one computing classroom, this emerges fromissues that teachers can control inside school regarding the use and organisation of material resources.However, another factor that made teachers adapt their practice was the integration ofheterogeneous student groups into their classrooms.
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| 6. |
- Ghellal, Sabiha, et al.
(author)
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Transmedia Perspectives
- 2016
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In: Media Convergence Handbook - Vol. 2. - Berlin, Heidelberg : Springer. - 9783642544873 - 9783642544866 ; , s. 309-325
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Book chapter (peer-reviewed)abstract
- The term transmedia is often used to describe the seamless consumption of a variety of content that is part of the same product across multiple delivery channels. Media convergence, divergence and transmedia are closely related and describe an evolving paradigm of content consumption. In this chapter, we address the challenge to provide a clear distinction between transmedia, convergence and divergence as separate, but intertwined concepts. The multifaceted and interdisciplinary nature of the subject necessitates respecting various interpretations of transmedia storytelling. By collecting and grouping the various perspectives that shape the understanding and expectations of transmedia storytelling, we came up with a conceptual transmedia methodology that is based on both traditional storytelling frameworks such as ‘fictional universes’ and user experience design theories. This stands in contrast to the commercial interpretations of transmedia storytelling, which are often based on multimedia merchandising solutions rather than on rich evolving storylines that run across multiple platforms. The evolving methodology illustrates the complexities of transmedia design, including for example interdisciplinarity, genres, and emergent production models. We focus on user experience design early in the creative writing process, replacing former methods that added transmedia patterns as if an afterthought at the end of a production cycle.
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| 7. |
- Meyer, Bente, et al.
(author)
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Sociomaterial entanglement in one-to-one computing classrooms : exploring patterns of relations in teaching practices
- 2021
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In: Education Inquiry. - : Routledge. - 2000-4508. ; 12:4, s. 347-364
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Journal article (peer-reviewed)abstract
- Although many studies have investigated teaching in one-to-one computing classrooms, not many have considered the material dimension as equally important to the human dimension. Thus, by using a sociomaterial perspective, we aim to broaden the discussion about emergent teaching practices in Nordic classrooms where students use tablets as personal devices. We therefore provide three vignettes from ethnographic classroom studies in Sweden, Finland and Denmark. These illustrate how tablets were used in specific classrooms. In our qualitative analysis of the vignettes, we draw on the concept of patterns of relations to describe the dynamic entanglements of the emergent teaching and learning practices. These are patterns of 1) interrogation, 2) spacemaking and 3) materialisation. Our findings show that tablets do not enter empty learning spaces but are woven into and participate in forming ways of teaching in one-to-one classrooms. Teachers must therefore learn to engage with and manage complex relationships rather than learn how to use an iPad.
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| 8. |
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| 9. |
- Tykkyläinen, Sonja Johanna, et al.
(author)
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Rehabilitation of COVID-19 patients in hospital settings during the pandemic : a phenomenological study of Finnish physiotherapists' perspective
- 2024
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In: European Journal of Physiotherapy. - : Taylor & Francis. - 2167-9169 .- 2167-9177.
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Journal article (peer-reviewed)abstract
- IntroductionThe subjective experiences of healthcare professionals during the COVID-19 pandemic have been extensively studied; however, little research has focused on the experiences and perspectives of physiotherapists’, especially in the Nordic countries. The aim of this study was to explore the lived experiences and perceptions of physiotherapists regarding the rehabilitation of COVID-19 patients in hospital settings during the COVID-19-pandemic in Finland.MethodsHermeneutic phenomenology was employed as a methodology. Ten physiotherapists were recruited using purposive and snowball sampling. The data were collected through semi-structured interviews and analysed using thematic analysis.ResultsFour themes were identified: (1) pragmatic development of sensitive rehabilitation practices in a new and confusing working environment; (2) becoming a member of a cohesive team; (3) mixed feelings and reactions when facing the brutality of an unknown disease; and (4) being supported by colleagues but lacking support from the healthcare organisation.ConclusionThe results may benefit healthcare organisations in improving organisational processes for ensuring the wellbeing of physiotherapists during future crises. Concrete actions to support employees could be developed by arranging resources for professional counselling and reflection during and after such crises, and by developing appropriate systems for recognising professional conduct in spite of difficult circumstances.
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| 10. |
- Wiklund-Engblom, Annika, Dr, 1970-
(author)
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Approaches and Strategies for Choice of Actions in Self-Paced E-Learning in the Workplace.
- 2009
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In: International Journal of Advanced Corporate Learning. ; 2:1, s. 55-61
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Journal article (peer-reviewed)abstract
- This study is investigating variations of strategic behavior for choosing content and actions in an e-learning course in the workplace. The aim is to provide an increased understanding of differences in how and why learners manage an e-learning environment. Learning needs are related to how we as e-learners develop strategies for navigating and manipulating the content and the environment. Analyses in the present study are guided by the assumption that intentions represent our approaches for choosing content (why we do something), while actions taken represent strategies for choosing content (how we do something). How we manage a learning space has to do with our choices of content, which are based on our intentions for learning.
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