| 1. |
- Mårdsjö Olsson, Ann-Charlotte, et al.
(author)
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Profession i brytningstid
- 2013
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In: Learning study i förskolan. - Lund : Studentlitteratur. - 9789144092980 ; , s. 49-60
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Book chapter (other academic/artistic)
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| 2. |
- Mårdsjö Olsson, Ann-Charlotte, et al.
(author)
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Profession i brytningstid
- 2013
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In: Learning study i förskolan. - Lund : Studentlitteratur. ; , s. 49-60
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Book chapter (other academic/artistic)
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| 3. |
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| 4. |
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| 5. |
- Arenhill Beckman, Madeleine, 1958-, et al.
(author)
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To discern a learning object teacher's development during a Learning Study in Swedish school age educare settings
- 2012
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In: Abstracts book. ; , s. 47-48
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Conference paper (other academic/artistic)abstract
- This study focuses upon teacher’s development during a Learning Study among children in Swedish school age educare. The aim is to explore and describe in what way Learning Study could affect teachers approach to the learning object and thereby develop their teaching. The study is performed in school age educare settings which is an after-school activity for students in need of childcare during the afternoon. School age educare is a part of the Swedish educational system, regulated by the government, and led by school age educare teachers specially trained for teaching in this setting. A learning study among children in the age group of nine to eleven years, and what influences as learning object was carried out. Two teachers participated in the Learning Study and their conceptions of influences were documented. Data consist of audio recorded interviews and dialogues between researcher and teachers. The study is based on variation theory and the concepts of discernment, simultaneity and variation (Marton & Booth, 1997; Marton & Pang, 2006). While learning it is important for the learners to discern critical aspects of the learning object, discern different aspects simultaneously and variation and contrast in representation forms. Within variations theory learning is defined as gaining knowledge about the world and an assumption is that different people experience things in different ways (Marton & Booth, 1997). That means that an aspect could be critical for one individual but not for another who has already experienced this aspect. A critical aspect is thus critical just as long it is not discerned by the learner. Once the learner has understood the aspect it is no longer critical and a new critical aspect could occur. The result shows that the teachers’ participation in a learning study enabled them to discern the learning object in a different and more complex way. Some critical aspects were illuminated and teachers’ awareness increased and changed to a different way of discerning the terms. The result also shows a new awareness among the teachers when describing their work to their children.
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| 6. |
- Arenhill Beckman, Madeleine, et al.
(author)
-
To discern a learning object teacher's development during a Learning Study in Swedish school age educare settings
- 2012
-
Conference paper (other academic/artistic)abstract
- This study focuses upon teacher’s development during a Learning Study among children in Swedish school age educare. The aim is to explore and describe in what way Learning Study could affect teachers approach to the learning object and thereby develop their teaching. The study is performed in school age educare settings which is an after-school activity for students in need of childcare during the afternoon. School age educare is a part of the Swedish educational system, regulated by the government, and led by school age educare teachers specially trained for teaching in this setting. A learning study among children in the age group of nine to eleven years, and what influences as learning object was carried out. Two teachers participated in the Learning Study and their conceptions of influences were documented. Data consist of audio recorded interviews and dialogues between researcher and teachers. The study is based on variation theory and the concepts of discernment, simultaneity and variation (Marton & Booth, 1997; Marton & Pang, 2006). While learning it is important for the learners to discern critical aspects of the learning object, discern different aspects simultaneously and variation and contrast in representation forms. Within variations theory learning is defined as gaining knowledge about the world and an assumption is that different people experience things in different ways (Marton & Booth, 1997). That means that an aspect could be critical for one individual but not for another who has already experienced this aspect. A critical aspect is thus critical just as long it is not discerned by the learner. Once the learner has understood the aspect it is no longer critical and a new critical aspect could occur. The result shows that the teachers’ participation in a learning study enabled them to discern the learning object in a different and more complex way. Some critical aspects were illuminated and teachers’ awareness increased and changed to a different way of discerning the terms. The result also shows a new awareness among the teachers when describing their work to their children.
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| 7. |
- Holmqvist, Mona, 1961-, et al.
(author)
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Defining an object of learning and the forms it appears in : the intended, enacted and lived object of learning in a learning situation
- 2010
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In: The 4<sup>th</sup> International Multi-Conference on Society, Cybernetics and Informatics. Proceedings Volume I. - Winter Garden, FL, USA : International Institute of Informatics and Systematics. - 9781936338054 ; , s. 2-7
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Conference paper (peer-reviewed)abstract
- The aim of this study is to describe in what ways the object of learning changes shape during its way from the intended (planned), enacted (offered) and lived (discerned) object of learning. The study is based on variation theory, and learning study is used as a model. A total of three preschool teachers, 39 children aged 4-5 years and three researchers participated in the study. Three interventions were carried out in three different groups of children (A, B and C) by three preschool teachers. The data consist of video-dcumented meetings with the preschool teachers and researchers, interviews with the children in the form of pre-, post- and delayed post-tests and video-documented interventions (3). The results show (a) how the teachers' focus on aspects concerning the object of learning and aspects not concerning the object of learning affects learning possibilities. The results also show (b) a discrepancy between the children's possibilities to learn adn what the preschool teachers intend to offer them to learn. Finally, the results show (c) how the preschool teachers' understanding of childrens learning sometimes makes them use other words than the appropriate ones to make the intervention funnier or more interesting.
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| 8. |
- Holmqvist, Mona, et al.
(author)
-
Defining an object of learning and the forms it appears in : the intended, enacted and lived object of learning in a learning situation
- 2010
-
Conference paper (other academic/artistic)abstract
- The aim of this study is to describe in what ways the object of learning changes shape during its way from the intended (planned), enacted (offered) and lived (discerned) object of learning. The study is based on variation theory, and learning study is used as a model. A total of three preschool teachers, 39 children aged 4-5 years and three researchers participated in the study. Three interventions were carried out in three different groups of children (A, B and C) by three preschool teachers. The data consist of video-dcumented meetings with the preschool teachers and researchers, interviews with the children in the form of pre-, post- and delayed post-tests and video-documented interventions (3). The results show (a) how the teachers' focus on aspects concerning the object of learning and aspects not concerning the object of learning affects learning possibilities. The results also show (b) a discrepancy between the children's possibilities to learn adn what the preschool teachers intend to offer them to learn. Finally, the results show (c) how the preschool teachers' understanding of childrens learning sometimes makes them use other words than the appropriate ones to make the intervention funnier or more interesting.
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| 9. |
- Holmqvist, Mona, et al.
(author)
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Improving teachers’ teaching and learners’ learning
- 2013
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Conference paper (other academic/artistic)abstract
- Morris & Hiebert (2011) point out a number of important considerations for improvingteaching; their main focus is on "creating shared instructional products". The collaborative work among teachers, in combination with small assessments of the children’s learning, has been shown to be an excellent means of improving quality in teaching situations. The teachers’ assumptions are closely linked to Hattie’s (2012) arguments for getting teachers to plan lessons or learning activities collaboratively. However, it is not about finding the best activities or lessons, it is about studying what it takes to learn at different ages and in different subject areas. In the same way as researchers are supposed to build their knowledge on the shoulders of other researchers, the development of teaching should build on knowledge of previous praxis and its outcomes. Such iterative processes have been used in other cultures for decades. See e.g. lesson study in Japan (Lewis, Perri and Friedkin, 2009), for example, and learning study in Hong Kong (Lo, 2012). Both Hattie (2011) and the theoretical framework applied in learning study, i.e. variation theory, have been influenced by Bransford’s (2000) suggestions that classrooms must be learner-centered, knowledge-centered, assessment-rich and community-centered. Learning Study implies a way to arrange teaching which means that a specific and well-defined learning object is focused and emphasis is put on how the content is presented to the learners. This enables teachers to take the learners perspective and understand the critical aspects of a learning object. In this paper we argue for how learning study could be used to study and improve teaching and thereby put focus on quality in teaching. Our short examples from previous learning studies demonstrate how teachers’ awareness of children’s thinking and learning can create a learning environment of high quality.
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| 10. |
- Holmqvist, Mona, et al.
(author)
-
Improving teachers’ teaching and learners’ learning
- 2013
-
Conference paper (peer-reviewed)abstract
- Morris & Hiebert (2011) point out a number of important considerations for improvingteaching; their main focus is on "creating shared instructional products". The collaborative work among teachers, in combination with small assessments of the children’s learning, has been shown to be an excellent means of improving quality in teaching situations. The teachers’ assumptions are closely linked to Hattie’s (2012) arguments for getting teachers to plan lessons or learning activities collaboratively. However, it is not about finding the best activities or lessons, it is about studying what it takes to learn at different ages and in different subject areas. In the same way as researchers are supposed to build their knowledge on the shoulders of other researchers, the development of teaching should build on knowledge of previous praxis and its outcomes. Such iterative processes have been used in other cultures for decades. See e.g. lesson study in Japan (Lewis, Perri and Friedkin, 2009), for example, and learning study in Hong Kong (Lo, 2012). Both Hattie (2011) and the theoretical framework applied in learning study, i.e. variation theory, have been influenced by Bransford’s (2000) suggestions that classrooms must be learner-centered, knowledge-centered, assessment-rich and community-centered. Learning Study implies a way to arrange teaching which means that a specific and well-defined learning object is focused and emphasis is put on how the content is presented to the learners. This enables teachers to take the learners perspective and understand the critical aspects of a learning object. In this paper we argue for how learning study could be used to study and improve teaching and thereby put focus on quality in teaching. Our short examples from previous learning studies demonstrate how teachers’ awareness of children’s thinking and learning can create a learning environment of high quality.
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