Designs for Learning最新文献_第9页

Interview with Diana Laurillard, London 采访戴安娜·劳里拉德，伦敦

Designs for Learning Pub Date : 2013-12-01 DOI: 10.2478/DFL-2014-0019

S. Selander

引用次数: 0

Students’ use of learning resources for writing in physics and Norwegian 学生对物理和挪威语写作学习资源的使用

Designs for Learning Pub Date : 2013-12-01 DOI: 10.2478/DFL-2014-0014

Norunn Askeland, Bente Aamotsbakken

{"title":"Students’ use of learning resources for writing in physics and Norwegian","authors":"Norunn Askeland, Bente Aamotsbakken","doi":"10.2478/DFL-2014-0014","DOIUrl":"https://doi.org/10.2478/DFL-2014-0014","url":null,"abstract":"In this article we discuss dilemmas and paradoxes in the use of learning resources and the need to list sources when writing, issues that are relevant for students as well as for teachers and authors of textbooks. We draw on experience from a Norwegian research project investigating students’ writing in two subjects: physics and Norwegian in senior high and university. We study the genres used when students write in order to get knowledge and skills, and we have a special interest in the use of learning resources. It is evident that the two subjects represent different text cultures, but we have seen that there are also similarities in the use of learning resources in writing. Methodologically, we have used interviews in focus groups in addition to personal letters from the students. In this article we are especially interested in students who are considered to be successful writers and even risk- writers, i.e. writers who are so self-confident that they have the courage to break with established norms and conventions. The risk-writers are aware of borders between intertextuality and plagiarism and know how to work with sources in order to be creative and innovative writers even though they do it in different ways in the two textual cultures. In conclusion we suggest possibilities for bridging the two cultures by changing the learning resources and textbooks and the way of writing.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"6 1","pages":"9-29"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69198167","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

Between Sudoku rules and labyrinthine paths- A study on design for creative Sudoku learning 在数独规则和迷宫路径之间——数独创造性学习的设计研究

Designs for Learning Pub Date : 2013-12-01 DOI: 10.2478/DFL-2014-0016

G. Liao, Y. Shih

{"title":"Between Sudoku rules and labyrinthine paths- A study on design for creative Sudoku learning","authors":"G. Liao, Y. Shih","doi":"10.2478/DFL-2014-0016","DOIUrl":"https://doi.org/10.2478/DFL-2014-0016","url":null,"abstract":"Sudoku is an intelligence game that has fascinated many people. In addition to offering entertainment, it also attracts players to solve more challenging Sudoku questions. Sudoku novices tend to fail to focus on understanding the operation rules because the grid, words, and numbers of Sudoku are too complicated. The main purpose of this study is to integrate the concept of illustrations of labyrinthine multipath into the interface design of rules teaching of Sudoku to complete the learning design of Sudoku games. The research subjects were a total of 73 elementary school third graders in Miaoli County in Taiwan. The study used a single group pre-test and formal test design to investigate the difference in students’ learning effectiveness of Sudoku rules before and after they played Sudoku games. This study used a self-developed ARCS learning motivation scale to analyze the effect of Sudoku game on students’ learning motivation, and conducted in-depth interviews with three students with low learning achievement to observe their learning process and how their learning interest was aroused. The results showed that the Sudoku learning design with illustrations of labyrinthine multipath could help students understand Sudoku rules and enhance their learning interest in Sudoku.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"6 1","pages":"58-79"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69198227","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

Designing Learning Opportunities in Interaction Design: Interactionaries as a means to study and teach student design processes 在交互设计中设计学习机会:交互作为学习和教授学生设计过程的一种手段

Designs for Learning Pub Date : 2013-12-01 DOI: 10.2478/DFL-2014-0015

R. Ramberg, H. Artman, K. Karlgren

引用次数: 10

Towards programmatic design research 走向程序化设计研究

Designs for Learning Pub Date : 2013-12-01 DOI: 10.2478/DFL-2014-0017

J. Löwgren, Henrik Svarrer Larsen, Mads Hobye

引用次数: 20

In Search of Learning Opportunities for All - Exploring Learning Environments in Upper Secondary Schools 寻找全民学习的机会——探索高中的学习环境

Designs for Learning Pub Date : 2013-12-01 DOI: 10.2478/DFL-2014-0018

A. Louw, U. Jensen

{"title":"In Search of Learning Opportunities for All - Exploring Learning Environments in Upper Secondary Schools","authors":"A. Louw, U. Jensen","doi":"10.2478/DFL-2014-0018","DOIUrl":"https://doi.org/10.2478/DFL-2014-0018","url":null,"abstract":"In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learning outcome.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"6 1","pages":"102-124"},"PeriodicalIF":0.0,"publicationDate":"2013-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69197789","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

How design-based research and action research contribute to the development of a new design for learning 基于设计的研究和行动研究如何促进新的学习设计的发展

Designs for Learning Pub Date : 2011-12-01 DOI: 10.16993/DFL.38

G. Majgaard, Morten Misfeldt, Jacob Nielsen

引用次数: 15

Interview with Jonas Löwgren 采访乔纳斯Löwgren

Designs for Learning Pub Date : 2011-12-01 DOI: 10.16993/DFL.41

R. Ørngreen, S. Selander

引用次数: 0

Presenting as a matter of design - exploring designs for learning 呈现为设计的问题-探索设计的学习

Designs for Learning Pub Date : 2011-12-01 DOI: 10.16993/DFL.40

Marie Leijon