Designs for Learning最新文献_第3页

Adaptive Professional Development during the Pandemic 大流行期间的适应性专业发展

Designs for Learning Pub Date : 2022-01-01 DOI: 10.16993/dfl.172

Nina Bergdahl

{"title":"Adaptive Professional Development during the Pandemic","authors":"Nina Bergdahl","doi":"10.16993/dfl.172","DOIUrl":"https://doi.org/10.16993/dfl.172","url":null,"abstract":"In Sweden, upper secondary school teachers made a swift transition into emergency remote teaching in 2020 due to the outbreak of COVID-19. This paper reports on a Design-Based Research intervention in which professional development was designed using the Blended Learning Adoption framework, to support teachers to develop their teaching practices online. Twenty-six teachers participated in the intervention which spanned six months. Data was analysed using thematic analysis. Key results revealed that the pandemic had become an impetus for change, for many teachers, but far from all. Emerging teaching practices in synchronous online learning included: inviting special needs pedagogues in parallel breakout rooms, and grouping and re-grouping students when facilitating varied collaboration. Apart from realising new potentials of online teaching and learning, teachers identified emerging challenges such as: new ways of cheating, ethical aspects of accessing students' private homes via cameras and a lack of guidelines on managing disengagement. Conclusively, teacher's professional development and new experiences elicit new practices that could benefit teachers after the pandemic. Professional development during uncertain times and design principles supporting intervention ownership transfer are discussed.","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":"67453821","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: 8

Identifying Youths’ Spheres of Influence through Participatory Design 通过参与式设计确定青年的影响范围

Designs for Learning Pub Date : 2021-06-17 DOI: 10.16993/DFL.163

Merijke Coenraad, David Weintrop, Donna Eatinger, Jen Palmer, Diana Franklin

{"title":"Identifying Youths’ Spheres of Influence through Participatory Design","authors":"Merijke Coenraad, David Weintrop, Donna Eatinger, Jen Palmer, Diana Franklin","doi":"10.16993/DFL.163","DOIUrl":"https://doi.org/10.16993/DFL.163","url":null,"abstract":"When designing learning environments and curricula for diverse populations, it is beneficial to connect with learners’ cultural knowledge, and the related interests, they bring to the learning context. To aid in the design and development of a computing curriculum and identify these areas of personal and cultural connection, we conducted a series of participatory design sessions. The goal of these sessions was to collect ideas around ways to make the instructional materials reflect the interests and voices of the learners. In this paper, we examine how the use of participatory design techniques can advance our understanding of the domains influencing today’s youth. Specifically, we examine the ideas generated by youth during these sessions as a means to understand what influences them and their ideas of cultural relevancy. In this work, we identify the resources children draw on across design activities and organize them to extend the Spheres of Influence framework (L. Archer et al., 2014). We identify seven spheres to attend to when designing for learning: Home and Family, School and Work, Hobbies and Leisure, Media, Interests, Peers, and Identity.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47891303","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: 4

Children’s Out-of-School Learning in Digital Gaming Communities 数字游戏社区中儿童的校外学习

Designs for Learning Pub Date : 2021-05-28 DOI: 10.16993/DFL.164

Marina Wernholm

引用次数: 4

A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective 社会符号学视角下的数字数学教材分析模型

Designs for Learning Pub Date : 2021-04-06 DOI: 10.16993/DFL.167

Ida Bergvall, Anneli Dyrvold

引用次数: 3

Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments 基于设计的学习环境中的信息和通信技术能力评估

Designs for Learning Pub Date : 2021-01-01 DOI: 10.16993/dfl.160

Hasan Çakır, H. Bahadır, Aslıhan Tüfekci

引用次数: 1

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming “我是魔法!”:学生在学习程式设计时的参与

Designs for Learning Pub Date : 2021-01-01 DOI: 10.16993/dfl.168

Maria Sparf

引用次数: 1

Conditions for the Active Involvement of Teachers in a Design-Based Research Project 教师积极参与基于设计的研究项目的条件

Designs for Learning Pub Date : 2021-01-01 DOI: 10.16993/dfl.169

Berit Bungum, Anders Sanne

引用次数: 1

Student Response System in Dental Students’ Education. Using a Student Response System and Peer Discussion to Raise the Awareness of the Importance of Good Professional Communication Skills in Practice Periods 牙科学生教育中的学生回应系统。运用学生回应系统及同侪讨论，提高学生对良好专业沟通技巧重要性的认识

Designs for Learning Pub Date : 2020-12-14 DOI: 10.16993/dfl.124

R. Krumsvik, L. Jones, K. Klock

{"title":"Student Response System in Dental Students’ Education. Using a Student Response System and Peer Discussion to Raise the Awareness of the Importance of Good Professional Communication Skills in Practice Periods","authors":"R. Krumsvik, L. Jones, K. Klock","doi":"10.16993/dfl.124","DOIUrl":"https://doi.org/10.16993/dfl.124","url":null,"abstract":"In large lectures in education of dentists there is often less dialogue and communication between students and the instructors, and several studies have found that traditional lecturing in such lectures is ineffective in promoting student learning. This Design Based Research (DBR) and case presentation focus on how the use of Student Response Technology (SRS) and feedback can improve communication in large lectures in dentist education. The case presentation is based on lecturer’s experiences and student responses from ten annual large lectures from the period 2010-2019 in the course “Practice Study” (3 ECTS) at University of Bergen where dentist students and their supervisors were gathered for an annual one-day seminar. The case presentation shows the importance of recognizing the factors that affect dentist students’ nervousness and tension for the practice periods and where the use of SRS seems to contribute to raise the awareness among supervisors and students about such issues. This, and a focus on good communications skills among dentist students and their supervisors seems to be crucial to focus on before their practice period in The Public Dental Health Care. There are also a number of limitations in this case presentation, which will be handled in the further development of this DBR-project.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"12 1","pages":"94-98"},"PeriodicalIF":0.0,"publicationDate":"2020-12-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44966145","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: 1

Tracing the Ephemeral: Mapping Young Children’s Running Games 追踪短暂:绘制幼儿跑步游戏

Designs for Learning Pub Date : 2020-11-20 DOI: 10.16993/dfl.90

K. Cowan

引用次数: 5

Producing Digital Learning Resources (DLR) for Teacher Training 为教师培训制作数字学习资源(DLR)

Designs for Learning Pub Date : 2020-08-20 DOI: 10.16993/dfl.153

Anders Grov Nilsen, Aslaug Grov Almås, Helene Gram

引用次数: 9