Designs for Learning最新文献

Assessing Students’ Multimodal Texts in the Subject of English: Synthesising Peers’ and Teachers’ Recognition of Semiotic Work 评价英语学科学生的多模态语篇:综合同伴和教师对符号学作品的认识

Designs for Learning Pub Date : 2023-06-30 DOI: 10.16993/dfl.216

Sigrid Ørevik

{"title":"Assessing Students’ Multimodal Texts in the Subject of English: Synthesising Peers’ and Teachers’ Recognition of Semiotic Work","authors":"Sigrid Ørevik","doi":"10.16993/dfl.216","DOIUrl":"https://doi.org/10.16993/dfl.216","url":null,"abstract":"While learning activities and text production in language subjects typically include multiple forms of multimodal expression, assessment in the subjects continues to a great extent to depend on students’ written texts. As a contribution to an increasing call for alignment of curricular activities and assessment, this article explores an approach to assessment of upper secondary students’ production of multimodal persuasive texts in the subject of English as an additional language (EAL). The article reports from a design-based study comprising two classroom interventions where assessment of students’ multimodal texts was conducted separately by peer groups and the teacher and researcher in collaboration, applying assessment criteria informed by multimodal social semiotic theory and operationalisations of communicative competence. Comparing the results of peer and teacher assessment of students’ multimodal persuasive texts, agreement was found relating to representational, interactional, and compositional aspects of the texts, whereas differences in views mostly concerned nuances in interpersonal aspects. Unpacking these nuances, the article concludes that peers’ and teachers’ assessments of multimodal texts complement each other in ways that can prompt fruitful discussions on meaning making in the light of context and social factors and thus contribute to heightened semiotic awareness and a broader recognition of the students’ communicative competence in the subject.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44335000","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

App-Genres for Children’s Agency – Affordances in Applications Used in Preschool 儿童机构的应用程序类型-在学龄前使用的应用程序的可视性

Designs for Learning Pub Date : 2023-01-01 DOI: 10.16993/dfl.182

引用次数: 1

Design Sprint Workshops – Exploring a Data-Based Method in Mathematics Education 设计冲刺工作坊-探索基于数据的数学教育方法

Designs for Learning Pub Date : 2023-01-01 DOI: 10.16993/dfl.190

Jonas Dreyøe Herfort, A. Tamborg

引用次数: 0

Editorial for the Special Collection: Remediation of Learning 专集社论:学习的补救

Designs for Learning Pub Date : 2023-01-01 DOI: 10.16993/dfl.221

Anna Åkerfeldt, Eva Insulander, Ola Knutsson

引用次数: 0

Motivational Factors for Empowering People with Diabetes and the Influence of Perceived Self-Efficacy 糖尿病患者赋权的动机因素及自我效能感的影响

Designs for Learning Pub Date : 2023-01-01 DOI: 10.16993/dfl.201

M. Lyngbye, A. K. Møller

引用次数: 0

Assessing Psychology Student Applied Knowledge of Statistics via Open-book Multiple Choice Online Exams 通过开卷选择在线考试评估心理学学生的统计学应用知识

Designs for Learning Pub Date : 2023-01-01 DOI: 10.16993/dfl.211

S. McLinton, Sharon Elizabeth Wells

引用次数: 0

The “Multimodal Literacy in the EFL Classroom” Workshop as a Design for Learning “英语课堂中的多模式识字”工作坊作为一种学习设计

Designs for Learning Pub Date : 2022-09-07 DOI: 10.16993/dfl.188

Styliani Karatza

引用次数: 0

Playful and Meaningful Learning of Programming. What does it Take to Integrate an App-Based Game Promoting Digital Mathematics into Early Childhood Education? 有趣而有意义的编程学习。如何将推广数字数学的app游戏融入幼儿教育?

Designs for Learning Pub Date : 2022-01-01 DOI: 10.16993/dfl.203

Linda Barman, Susanne Kjällander

引用次数: 0

A Cultural-Historical Perspective on How Double Stimulation Triggers Expansive Learning 双重刺激如何引发扩张性学习的文化历史视角

Designs for Learning Pub Date : 2022-01-01 DOI: 10.16993/dfl.206

C. Kaup, E. Brooks

引用次数: 0

The Problem-identification Process Prior to the Initiation of a Networked Improvement Community 网络改进社区启动前的问题识别过程

Designs for Learning Pub Date : 2022-01-01 DOI: 10.16993/dfl.186

Julie M. Kallio

{"title":"The Problem-identification Process Prior to the Initiation of a Networked Improvement Community","authors":"Julie M. Kallio","doi":"10.16993/dfl.186","DOIUrl":"https://doi.org/10.16993/dfl.186","url":null,"abstract":"In this paper, I present a design case of the problem-identification process prior to the initiation of a Networked Improvement Community (NIC). A NIC is a type of research-practice partnership (RPP) that brings together researchers and practitioners to tackle complex problems of practice, and in doing so, proposes a social reorganization of the traditional education change processes. Central to initiating a NIC, and RPPs more broadly, is the identification of a common problem of practice, but this step often takes place before research on a partnership begins. To investigate how a problem of practice is identified, I use the case of PiPNIC, the Personalization in Practice – Networked Improvement Community, in which a team of university-based researchers used participatory design methods to identify a common problem of practice that would ultimately bring together educators from five schools to participate in the NIC. In the case, I show how the research team constructed a rich problem-solution space and identified a different problem of practice than the research team initially conceived. The problem-identification process, I therefore argue, should be included as a critical component of the NIC initiation framework, and I suggest the “problem-solution space” as a conceptual tool for the joint negotiation of problem identification. The case illuminates how NICs operationalize a social reorganization of research and development in education.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67454101","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2