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.
{"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}
Merijke Coenraad, David Weintrop, Donna Eatinger, Jen Palmer, Diana Franklin
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.
{"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}
The aim of this study is to investigate children’s out-of-school learning in digital gaming communities. This was achieved by exploring girls’ participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children’s mediated actions. The components of Wenger’s Social Theory of Learning were used as a basis when exploring learning in children’s out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children’s out-of-school learning experiences with their learning in school.
{"title":"Children’s Out-of-School Learning in Digital Gaming Communities","authors":"Marina Wernholm","doi":"10.16993/DFL.164","DOIUrl":"https://doi.org/10.16993/DFL.164","url":null,"abstract":"The aim of this study is to investigate children’s out-of-school learning in digital gaming communities. This was achieved by exploring girls’ participation in Minecraft communities. Data were generated through interviews, video-recorded play sessions and video-stimulated recall. Multimodal interactional analysis was applied in order to analyze children’s mediated actions. The components of Wenger’s Social Theory of Learning were used as a basis when exploring learning in children’s out-of-school digital gaming communities. Five significant themes of what characterizes learning in digital gaming communities were identified: learning through experiencing, learning through belonging, learning through performing, learning through struggling and learning through enacting participatory identities. The main findings are presented in a tentative conceptual framework that can support teachers, school leaders and policymakers who are interested in connecting children’s out-of-school learning experiences with their learning in school.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"13 1","pages":"8"},"PeriodicalIF":0.0,"publicationDate":"2021-05-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48906363","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}
The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts.
{"title":"A Model for Analysing Digital Mathematics Teaching Material from a Social Semiotic Perspective","authors":"Ida Bergvall, Anneli Dyrvold","doi":"10.16993/DFL.167","DOIUrl":"https://doi.org/10.16993/DFL.167","url":null,"abstract":"The use of digital teaching materials is increasing in mathematics teaching. The dynamic resources of these materials have great potential, for example to adapt the content to different teaching methods and different students. These materials also provide new opportunities for the increasing distance learning. However, in order to take advantage of this potential and to avoid possible disadvantages, a deepened understanding of the function of these materials is needed. In this article, we describe a social semiotic model for multimodal analysis of digital teaching materials in mathematics. The suggested model is intended as a tool for researchers as well as for teachers, to analyse how affordances by digital technology are utilized to offer mathematical meaning in different teaching materials, by an analysis of networks of information offered regarding central aspects of mathematical concepts.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"13 1","pages":"1-7"},"PeriodicalIF":0.0,"publicationDate":"2021-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48068007","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":"Assessment of Information and Communication Technology Competencies in Design-Based Learning Environments","authors":"Hasan Çakır, H. Bahadır, Aslıhan Tüfekci","doi":"10.16993/dfl.160","DOIUrl":"https://doi.org/10.16993/dfl.160","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453517","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":"“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming","authors":"Maria Sparf","doi":"10.16993/dfl.168","DOIUrl":"https://doi.org/10.16993/dfl.168","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453613","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":"Conditions for the Active Involvement of Teachers in a Design-Based Research Project","authors":"Berit Bungum, Anders Sanne","doi":"10.16993/dfl.169","DOIUrl":"https://doi.org/10.16993/dfl.169","url":null,"abstract":"","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67453214","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}
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.
{"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}
Young children’s play is highly multimodal, with gesture, gaze, movement and speech often combined simultaneously in collaborative meaning-making. This article argues for a multimodal social semiotic perspective on play, recognising that this requires representation of data that brings multimodal elements into careful consideration. In this article, multimodal transcription is used to examine a video recording of three and four-year-old children playing a chasing game in an English nursery school. Map-like transcripts, including an animated transcript, are used to document an instance of their play, drawing particular attention to placement in space over time. Whilst such moments of play may at first appear fleeting and chaotic, multimodal transcription reveals the communicative, creative and agentive capacities of young children in a multitude of forms. The transcripts highlight and make evident the ways in which roles and rules of play are carefully negotiated moment-by-moment in multiple modes. In this way, map-like multimodal transcripts are presented as devices to highlight meaning-making where it may not normally be looked for, seen or recognised.
{"title":"Tracing the Ephemeral: Mapping Young Children’s Running Games","authors":"K. Cowan","doi":"10.16993/dfl.90","DOIUrl":"https://doi.org/10.16993/dfl.90","url":null,"abstract":"Young children’s play is highly multimodal, with gesture, gaze, movement and speech often combined simultaneously in collaborative meaning-making. This article argues for a multimodal social semiotic perspective on play, recognising that this requires representation of data that brings multimodal elements into careful consideration. In this article, multimodal transcription is used to examine a video recording of three and four-year-old children playing a chasing game in an English nursery school. Map-like transcripts, including an animated transcript, are used to document an instance of their play, drawing particular attention to placement in space over time. Whilst such moments of play may at first appear fleeting and chaotic, multimodal transcription reveals the communicative, creative and agentive capacities of young children in a multitude of forms. The transcripts highlight and make evident the ways in which roles and rules of play are carefully negotiated moment-by-moment in multiple modes. In this way, map-like multimodal transcripts are presented as devices to highlight meaning-making where it may not normally be looked for, seen or recognised.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"12 1","pages":"81-93"},"PeriodicalIF":0.0,"publicationDate":"2020-11-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46264301","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}
Anders Grov Nilsen, Aslaug Grov Almås, Helene Gram
The purpose of this article is to describe the development and design process of an educational app for teacher training. Online teaching and learning resources are used more than ever in teacher training. However, the utilization of digital technology in higher education shows unambiguously that very little has been transformed or improved so far (Selwyn, 2014: 109). Regarding teacher education specifically; the slow uptake of ICT is also documented (Tomte, 2015: 151). Using a design-based research methodology, the researchers were involved in planning, designing and developing new resources for new practices in flexible teacher-training studies. Through three iterative cycles, the main aim in this article is to describe aspects in the process of designing DLR for the hybridization of teacher training. The findings suggest several aspects of the design process that we believe can enhance teacher trainers and development of digital learning content in higher education.
{"title":"Producing Digital Learning Resources (DLR) for Teacher Training","authors":"Anders Grov Nilsen, Aslaug Grov Almås, Helene Gram","doi":"10.16993/dfl.153","DOIUrl":"https://doi.org/10.16993/dfl.153","url":null,"abstract":"The purpose of this article is to describe the development and design process of an educational app for teacher training. Online teaching and learning resources are used more than ever in teacher training. However, the utilization of digital technology in higher education shows unambiguously that very little has been transformed or improved so far (Selwyn, 2014: 109). Regarding teacher education specifically; the slow uptake of ICT is also documented (Tomte, 2015: 151). Using a design-based research methodology, the researchers were involved in planning, designing and developing new resources for new practices in flexible teacher-training studies. Through three iterative cycles, the main aim in this article is to describe aspects in the process of designing DLR for the hybridization of teacher training. The findings suggest several aspects of the design process that we believe can enhance teacher trainers and development of digital learning content in higher education.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44709723","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：