Designs for Learning最新文献

{"title":"Designing for Engagement in TEL – a Teacher-Researcher Collaboration","authors":"Nina Bergdahl, Ola Knutsson, U. Fors","doi":"10.16993/DFL.113","DOIUrl":"https://doi.org/10.16993/DFL.113","url":null,"abstract":"Student engagement is significantly related to both retention and learning outcomes. Hence, teachers need to consider how their practices affect student engagement. Applying design-based research (DBR), the purpose of this study was to approach influencers of student engagement and explore how teachers and researchers collaboratively could develop learning activities with learning technologies (LTs) to facilitate this. The intervention included an online assessment application, a virtual learning environment (VLE) and an additional tablet for the teacher. The teacher constantly carried the tablet around and used it to access the students’ shared workspace. The intervention was implemented in two classes in an upper secondary school. The study focuses on teachers’ experience and instruction. Three observations of the implementation of learning design and intervention evaluations were analysed. The results indicate that the teachers and researchers could design learning activities that facilitate student engagement. Engagement was facilitated as hindrances to engagement were identified and approached. The suggested solutions shaped the design of the learning activity and included LTs which provided insights into the students’ learning processes and thereby increased the teacher’s ability to scaffold learning and provide timely feedback. The LTs used opened up for additional ways for students to engage with the content, peers and contributions which motivated students to direct their energy toward task. When conditions for learning changed as a result of implementing LTs, both student interaction and teacher practices were affected. However, it was not observed that the teacher would sustain the design without support. This emphasises the need for educational goals and visions to be consistent and communicated to practitioners; otherwise, teachers will not have the guidance needed to advance or evaluate their professional development.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43596348","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}

{"title":"Beyond Borders-Digital Tablets as a Resource for Pre-School Children's Communication in a Minority Language.","authors":"Petra Petersen","doi":"10.16993/DFL.87","DOIUrl":"https://doi.org/10.16993/DFL.87","url":null,"abstract":"Beyond borders : Digital tablets as a resource for preschool children's communication in a minority language.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"88-99"},"PeriodicalIF":0.0,"publicationDate":"2018-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47999269","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}

{"title":"Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics","authors":"Z. Simpson, R. Prince","doi":"10.16993/DFL.95","DOIUrl":"https://doi.org/10.16993/DFL.95","url":null,"abstract":"Quantitative literacy is the ability to solve problems using mathematical and statistical information that is represented in various forms, including visual, written and mathematical forms. It is central to many of the disciplines within higher education. In this paper, we examine a particular quantitative literacy event within an undergraduate applied mechanics module and, in so doing, argue that teaching and learning are cultural performances of individuals’ relations to, in this case, quantitative literacy. Furthermore, we apply a framework for analysing the quantitative literacy demands present within higher education. By applying this framework in a critically reflexive manner, we demonstrate how the researcher similarly engages in a cultural performance in relation to quantitative literacy. We use this anecdotal example to argue that the application of analytical frameworks is inherently performative in nature, and propose the need for a meta-frame for understanding teaching, learning, and the frameworks through which they are viewed, as performance. This has implications for higher education more broadly in that, we argue, the frameworks used promote particular relations to lived teaching and learning experiences, and position teachers, learners, researchers and curriculum developers in particular ways.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"76-87"},"PeriodicalIF":0.0,"publicationDate":"2018-11-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44450870","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}

{"title":"Enabling ‘Ba’ by using the photovoice technique to realize expansive learning: An ICT4D research case","authors":"Farzana Akther, L. Dirckinck-Holmfeld","doi":"10.16993/DFL.110","DOIUrl":"https://doi.org/10.16993/DFL.110","url":null,"abstract":"The introduction and implementation of ICT depends not only on technological issues but also on social and institutional factors. To respond to these challenges, in this article we describe our engagement with an ICT4D research case conducted in collaboration with the Community Empowerment Programme (CEP) of the non-governmental organization (NGO) Bangladesh Rural Advancement Committee (BRAC). The project applies the expansive learning approach in a developing country context, with the aim of achieving ICT skills building in the broadest sense. In this article, we look more closely at one intervention within this research: digital literacy workshops for a sample of CEP field facilitators using ‘photovoice’ techniques. We apply Engestrom’s expansive learning framework for ICT intervention on the ground level, showing how intermediary actions and tools can be used in order to create active learning spaces for the community development program’s field facilitators, and we explain how the photovoice technique can be an effective intermediary tool for expansive learning. To reach this conclusion, Nonaka and Takeuchi’s knowledge-creation framework serves as a lens through which to examine the dynamic nature of the knowledge conversion context and its influence on the progression of knowledge.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"63-75"},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45326290","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}

{"title":"A Review of Graphic Facilitation in Organizational and Educational Contexts","authors":"Heidi Hautopp, R. Ørngreen","doi":"10.16993/DFL.97","DOIUrl":"https://doi.org/10.16993/DFL.97","url":null,"abstract":"Graphic facilitation is a growing practice in organizational contexts and is slowly emerging in educational contexts. However, as the review in this paper shall demonstrate, there is a shortage of research in the field. The purpose of this paper is to illustrate the practical application of graphic facilitation with the aim of outlining a suggestion for future research in relation to educational and organisational settings. Based on our review, we turn to related research areas, in particular design sketching, but also social learning theories and problem-based learning. We describe and exemplify how these related research areas can expand research perspectives on graphic facilitation, its use, processes, and outcomes and the roles of the participants involved.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"53-62"},"PeriodicalIF":0.0,"publicationDate":"2018-11-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44257588","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}

{"title":"A Design-Oriented Analysis of Multimodality in English as a Foreign Language","authors":"I. Jakobsen, Elise Seip Tønnessen","doi":"10.16993/DFL.89","DOIUrl":"https://doi.org/10.16993/DFL.89","url":null,"abstract":"This empirical article investigates multimodality in English as a foreign language, both as seen in the use of multimodal texts as artefacts and pedagogical texts for learning, and through an analysis of the multimodal learning designs. We present observations from a year 10 classroom in Norway that worked with the novel The Absolutely True Diary of a Part-Time Indian (Alexie, 2007). We explore a four-week teaching sequence, asking how different modes were involved when the educator designed literacy events around the novel, and how multimodality is present in the students’ meaning making. Our aim is to make explicit and discuss some of the silent literacy practices in English teaching at lower secondary level in Norwegian schools.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"40-52"},"PeriodicalIF":0.0,"publicationDate":"2018-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44629622","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}

{"title":"Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation","authors":"Øystein Kvinge, Magne Espeland, Kari Smith","doi":"10.16993/DFL.83","DOIUrl":"https://doi.org/10.16993/DFL.83","url":null,"abstract":"Presentation is the default mode of communication in higher education. Teacher education is no exception, and student teachers learn the practice of presenting by observing their subject teachers and by performing their own presentations. This study proposes an analytical framework based on the Learning Design Sequence (LDS) (Selander, 2008), which captures the design and processual aspects of presentation in the context of teacher education. Subject to observations are the student teachers’ performances of reports from their practicum placement. The study departs from Shulman’s (1987) ideas regarding what constitute essential teaching skills. He identified the transformation and representation of subject content as two key aspects of teaching. Transformation entails didactic reasoning regarding how to make a subject matter comprehensible, whereas representation entails giving ideas a material shape. By approaching presentation as a semiotic practice (Zhao, 2014), transformation and representation take on additional meaning; it is akin to a sign-making activity motivated by pedagogical ends. By using the LDS as an analytical tool, the students’ agentive process of sign making is modelled as two transformation cycles. The first cycle captures the students’ pre-forming activity of giving shape to knowledge by designing a semiotic artefact: a PowerPoint slide show. The second cycle captures the performance of the slides for an audience. The model reflects the dynamic multimodal interplay that occurs between the presenter and the semiotic artefact during performance. The amended LDS supports the analysis of presentation at three levels: the semiotic, interpretative and curricular levels.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"29-39"},"PeriodicalIF":0.0,"publicationDate":"2018-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45202973","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}

{"title":"A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research","authors":"Elisabeth Iversen, Guðrún Jónsdóttir","doi":"10.16993/DFL.79","DOIUrl":"https://doi.org/10.16993/DFL.79","url":null,"abstract":"The above quotation originates from one science teacher, Arya, who raises questions concerning the roles and responsibilities in the present design-based research (DBR) study. Arya seems to perceive the researcher’s role as that of an observer who process what is happening much like a fly on the wall. By analysing the micro-communication processes between two science teachers and the first author (henceforth called the researcher), we explore the roles and responsibilities in a study concerning outdoor education in science at the upper-secondary level. The present study is guided by Wang and Hannafin’s (2005) definition of DBR as ‘a systematic but flexible methodology aimed to improve educational practices through iterative analysis, design, development, and implementation, based on collaboration among researchers and practitioners in real-world settings, and leading to contextually-sensitive design principles and theories’ (pp. 6–7). With regard to DBR, this definition includes the aim (improve educational practices) and the approach (iterative cycles in collaboration). It also indicates among whom (researchers and practitioners) and where (realworld settings) the DBR is conducted, as well as its outcome (context-sensitive design principles and theories). Collaboration among researchers and teachers are important for inclusion and participation, however, reflections concerning how roles and responsibilities are negotiated appear to be under-researched. Although educational researchers and teachers may share a number of similarities, they work in separate cultural communities (Caplan, 1979). On one side, teachers work within organisational structures with all of their practical implications and complexities (Doyle, 1986; Penuel et al., 2015). Teachers frequently seek practical approaches and want to gain knowledge that can improve their teaching (Kolmos, 2015). On the other side, DBR researchers work within an academic culture and ‘research often proceeds slowly, as researchers prioritize generating evidence through cycles of inquiry and analysis before they are ready to recommend action.’ (Penuel et al., 2015, p. 188). There is a broad consensus that teachers’ professional knowledge concerning educational practice is a key factor in DBR (Christensen, Gynther and Petersen, 2012; Juuti and Lavonen, 2006; Wang and Hannafin, 2005). Teachers should be encouraged to participate in DBR, especially to identify problems and articulate solutions (Christensen, Gynther and Petersen, 2012). The DBR discourse appears to be concerned about the lack of teacher involvement in RESEARCH","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"18-28"},"PeriodicalIF":0.0,"publicationDate":"2018-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47210979","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}

{"title":"Teachers’ Collaborative Pattern Language Design","authors":"Ola Knutsson, R. Ramberg","doi":"10.16993/DFL.76","DOIUrl":"https://doi.org/10.16993/DFL.76","url":null,"abstract":"Teachers in their practice make choices grounded in their teaching experience resulting in what could be labelled design solutions. An identified problem is that these design solutions stay at the level of individual solutions and do not reach the teaching community. The aim of this article is to study how teachers´ design solutions can be systematically captured, organized, and communicated through design patterns and a pattern language. Building on participatory design we have together with teachers used and adapted the concept of design patterns and pattern languages as a way of capturing, documenting and communicating design problems and solutions to these. This structured approach led to the teachers seeing connections and interrelations between problems, and that a solution to one of these also helped in alleviating other problems. The formulation of design patterns and proposed pattern languages thus gave the teachers an overview of their practice that would otherwise be difficult to obtain. The content of the design patterns show what problems that are dealt with by the teachers through their design solutions. The structure of the final pattern language shows how problems and solutions are connected to larger goals for the teachers, such as improving the communication with students, as well as the importance of sharing good examples between colleagues.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"10 1","pages":"1-17"},"PeriodicalIF":0.0,"publicationDate":"2018-01-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48927803","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}

{"title":"Students’ Redesign of Mandatory Assignments in Teacher Education","authors":"Elisabeth Drange, Gro-Renée Rambø, Nils Birkeland","doi":"10.16993/DFL.69","DOIUrl":"https://doi.org/10.16993/DFL.69","url":null,"abstract":"This article explores specific aspects of literacy practices in teacher education in Norway, building upon data collected within the research project Digital literacy and use of learning resources in teacher education in Norway (DigiGLU). Our main aim is to explore how teachers in different subject courses in teacher education (TE) design mandatory assignments, and how students respond to these designs. After the extensive TE-reform in 2010, in revised plans and documents guiding professional training, mandatory assignments (both form and content) were considered more important for the students’ learning process. In our investigation, the concepts of design for learning and design in learning, as described by Selander and Kress (2010), are considered fruitful as theoretical perspectives. The analysis focuses on oral presentations and traditional academic texts in four different TE-subjects. Our main finding, across subjects, is that there seem to be mismatches between the intentions behind the designs on the part of the assignment designers and the actual interpretation: hence the redesigned result by the receiver of the design. The article concludes with some reflections on why these mismatches occur, and what the implications might be for the students’ academic development and the possible transfer of certain literacy practices to their occupational lives.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"9 1","pages":"1-9"},"PeriodicalIF":0.0,"publicationDate":"2017-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44875125","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}