The aim of this study is to contribute to a better understanding of the nuances of multimodal communication through which educational designers construct shared meanings and ideas. Educational design is a broad and multi-faceted area. Meaning-making in face-to-face educational design meetings is a complex process but is yet to gain attention as a topic of research. Most educational design projects involve various stakeholders, including professional designers and people who offer distinct expertise according to the needs of the project. Effective communication is imperative in such environments. We need a thorough understanding of how educational designers work together before we theorise their practice and attempt to create prescriptive tools and process models. The analysis of the meaning-making process reported in this paper shows that educational design is accomplished through intricate verbal and non-verbal interaction with various tools, resources, and representations. In particular, the results show how educational designers reconstructed pre-created visual design artefacts through drawing inscriptions over them – blending digital and non-digital artefacts. In addition, this study shows that gestures are indispensable to the meaning-making process in educational design team meetings. It is important to build a body of knowledge in this area that supports the practice and research in educational design. This paper would be of primary interest to researchers who study the way in which educational design is accomplished. Beyond this, those who work as educational designers or those who work with educational designers, might benefit from an awareness of the different interactional tools at their disposal.
{"title":"The Multimodal Meaning-Making Process in Educational Design Team Meetings","authors":"D. Wardak","doi":"10.16993/dfl.117","DOIUrl":"https://doi.org/10.16993/dfl.117","url":null,"abstract":"The aim of this study is to contribute to a better understanding of the nuances of multimodal communication through which educational designers construct shared meanings and ideas. Educational design is a broad and multi-faceted area. Meaning-making in face-to-face educational design meetings is a complex process but is yet to gain attention as a topic of research. Most educational design projects involve various stakeholders, including professional designers and people who offer distinct expertise according to the needs of the project. Effective communication is imperative in such environments. We need a thorough understanding of how educational designers work together before we theorise their practice and attempt to create prescriptive tools and process models. The analysis of the meaning-making process reported in this paper shows that educational design is accomplished through intricate verbal and non-verbal interaction with various tools, resources, and representations. In particular, the results show how educational designers reconstructed pre-created visual design artefacts through drawing inscriptions over them – blending digital and non-digital artefacts. In addition, this study shows that gestures are indispensable to the meaning-making process in educational design team meetings. It is important to build a body of knowledge in this area that supports the practice and research in educational design. This paper would be of primary interest to researchers who study the way in which educational design is accomplished. Beyond this, those who work as educational designers or those who work with educational designers, might benefit from an awareness of the different interactional tools at their disposal.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"12 1","pages":"56-70"},"PeriodicalIF":0.0,"publicationDate":"2020-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48063496","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 young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students’ texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students’ multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study’s multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students’ popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world.
{"title":"Meanings Made in Students’ Multimodal Digital Stories: Resources, Popular Culture, and Values","authors":"Helene Dahlström, Ulla Damber","doi":"10.16993/dfl.145","DOIUrl":"https://doi.org/10.16993/dfl.145","url":null,"abstract":"The young generation are both consumers and producers of digital multimodal texts and can thus be seen as cocreators of the culture and the contexts that they are part of. Learning more about how students create multimodal texts and what students’ texts are about can extend the understanding of contemporary meaning making. This study examines 23 Swedish fifth-grade students’ multimodal digital stories in a school context. The aim of this research was to understand the meaning that the students made in their digital narratives and to describe how they made that meaning. This study’s multimodal textual analysis is based on the multiliteracies perspective. The results indicate that all of the students, to varying degrees, took advantage of the available digital and modal resources. Some students chose writing as their sole mode, but others used all of the available resources. Furthermore, the results revealed that students’ popular culture experiences influenced many of their texts, which can indicate that popular culture texts are used as resources for making meaning about the world.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"12 1","pages":"45-55"},"PeriodicalIF":0.0,"publicationDate":"2020-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47683975","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}
Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and develop a didactic tool for education in personal finance to be used within the formal education system. The object studied is an artefact for teaching about personal finance among Swedish middle school pupils in the subject area Home and Consumer Studies (HCS). We define personal finance as economizing with (limited) private resources. In this article, we (a) describe the process of developing a prototype for teaching about personal finance and (b) discuss qualities of platform and content in relation to such an artefact. The design process is based on three assumptions (Hernwall & Soderberg, 2019): in contrast to many statistical/assessment studies, children this age have at least an initial understanding of basic principles of personal finances and of economizing; HCS teacher education in Sweden has little (to no) focus on personal finance; and Swedish HCS teachers are confronted with an almost complete lack of teaching material in the domain. Conceptualized as a design-based research methodology, the focus is therefore a didactic interest in supporting teachers’ possibilities to teach personal finances to their pupils in a way that supports learning based on the pupils’ own understanding of the basic principles of economization. Framed by design-based research, the artefact developed within the project is a prototype of a digital tool to be used as a teacher support in teaching about personal finance. One acknowledged aspect of the use of digital tools is that they allow multimodal literacy. The development of a prototype with the purpose of creating a tool for teaching about personal finance followed an iterative cycle of three stages and four interpretative revisions. The parallel process of developing and testing a technological artefact has resulted in seven proto-theories on essential qualities for a didactic tool that supports learning about personal finance. This entails not only the appropriation of economy as “economization with (limited) resources”, but also guides the transition from understanding to a useful repertoire of teaching activities.
{"title":"Teaching about Personal Finance in HCS – Suggestions from a Design-Based Research Approach","authors":"P. Hernwall, Inga-Lill Söderberg","doi":"10.16993/dfl.142","DOIUrl":"https://doi.org/10.16993/dfl.142","url":null,"abstract":"Supported by the notion of concept-driven design and design-based research, as well as the tradition of critical pedagogy and the idea of sociomaterialism, the aim of this article is to explore and develop a didactic tool for education in personal finance to be used within the formal education system. The object studied is an artefact for teaching about personal finance among Swedish middle school pupils in the subject area Home and Consumer Studies (HCS). We define personal finance as economizing with (limited) private resources. In this article, we (a) describe the process of developing a prototype for teaching about personal finance and (b) discuss qualities of platform and content in relation to such an artefact. The design process is based on three assumptions (Hernwall & Soderberg, 2019): in contrast to many statistical/assessment studies, children this age have at least an initial understanding of basic principles of personal finances and of economizing; HCS teacher education in Sweden has little (to no) focus on personal finance; and Swedish HCS teachers are confronted with an almost complete lack of teaching material in the domain. Conceptualized as a design-based research methodology, the focus is therefore a didactic interest in supporting teachers’ possibilities to teach personal finances to their pupils in a way that supports learning based on the pupils’ own understanding of the basic principles of economization. Framed by design-based research, the artefact developed within the project is a prototype of a digital tool to be used as a teacher support in teaching about personal finance. One acknowledged aspect of the use of digital tools is that they allow multimodal literacy. The development of a prototype with the purpose of creating a tool for teaching about personal finance followed an iterative cycle of three stages and four interpretative revisions. The parallel process of developing and testing a technological artefact has resulted in seven proto-theories on essential qualities for a didactic tool that supports learning about personal finance. This entails not only the appropriation of economy as “economization with (limited) resources”, but also guides the transition from understanding to a useful repertoire of teaching activities.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"12 1","pages":"29-44"},"PeriodicalIF":0.0,"publicationDate":"2020-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44937874","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}
Adaptive Learning Technologies (ALT) and Learning Analytics (LA) are expected to contribute to the customisation and personalisation of pupil learning by continually calibrating and adjusting pupils’ learning activities towards their skill and competence levels. The overall aim of the study presented in this paper was to obtain a comprehensive understanding of how a systematic implementation of ALT influenced the learning outcomes, learning environment and motivation of 10- to 12-year-old pupils (grades 5–7 in Norwegian education) in mathematics, and the paper explores the following research question: How do systematic use of adaptive learning technology influence pupils’ learning and motivation? In this small-scale, Mixed Methods Research (MMR) study, a real-life introduction of adaptive technology was initiated and explored. Fifteen minutes of ALT homework each day or a total amount of 60 minutes a week, was applied to streamline individual volume training and root learning and thus free up time for practical mathematics and deep learning at school. The pupils’ level of competence, learning, motivation and basic psychological needs were measured quantitatively before and after the four-week intervention, and the intervention was observed qualitatively. The findings of the study indicate that use of ALT can help streamline volume training and root learning, and thus free up time for practical mathematics and deep learning at the upper primary level (ES = 0.39, P = 0.001). However, the study also indicates a interwoven relationship between learning, motivation and volume training that teachers should be aware of when using ALT. Particular attention should be paid when pupils learn new mathematical concepts.
{"title":"Glimpses Into Real-Life Introduction of Adaptive Learning Technology: A Mixed Methods Research Approach to Personalised Pupil Learning","authors":"Synnøve Moltudal, K. Høydal, R. Krumsvik","doi":"10.16993/dfl.138","DOIUrl":"https://doi.org/10.16993/dfl.138","url":null,"abstract":"Adaptive Learning Technologies (ALT) and Learning Analytics (LA) are expected to contribute to the customisation and personalisation of pupil learning by continually calibrating and adjusting pupils’ learning activities towards their skill and competence levels. The overall aim of the study presented in this paper was to obtain a comprehensive understanding of how a systematic implementation of ALT influenced the learning outcomes, learning environment and motivation of 10- to 12-year-old pupils (grades 5–7 in Norwegian education) in mathematics, and the paper explores the following research question: How do systematic use of adaptive learning technology influence pupils’ learning and motivation? In this small-scale, Mixed Methods Research (MMR) study, a real-life introduction of adaptive technology was initiated and explored. Fifteen minutes of ALT homework each day or a total amount of 60 minutes a week, was applied to streamline individual volume training and root learning and thus free up time for practical mathematics and deep learning at school. The pupils’ level of competence, learning, motivation and basic psychological needs were measured quantitatively before and after the four-week intervention, and the intervention was observed qualitatively. The findings of the study indicate that use of ALT can help streamline volume training and root learning, and thus free up time for practical mathematics and deep learning at the upper primary level (ES = 0.39, P = 0.001). However, the study also indicates a interwoven relationship between learning, motivation and volume training that teachers should be aware of when using ALT. Particular attention should be paid when pupils learn new mathematical concepts.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-03-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49609328","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 article is to examine the significance of teachers’ conceptions of quality when assessing digital multimodal student productions. The authors have undertaken a design-based research study to examine how to support teachers’ use of explicit quality criteria for multimodal production in 5th to 8th grade Danish and History classes (year 11–15). Through the development of a tool to support teachers’ drawing up and use of assessment criteria for digital multimodal products, teachers’ conceptions of quality of multimodal products were examined based on interviews and classroom observations. The authors propose four reasons for teachers not regarding qualities of digital multimodal genres as legitimate in school. Firstly, the relevance of product quality is not acknowledged. Second, opposing and confusing communication purposes for multimodal products in school leave no room for clear quality criteria and assessment of the products. Third, the learning potential of other modes than language is not accepted. And finally, the new digital multimodal genres are understood and assessed in the light of traditional school genres.
{"title":"Supporting the Legitimacy of Quality Criteria for Multimodal Production in School","authors":"M. Hoffmeyer, J. Jensen, M. Olsen","doi":"10.16993/dfl.119","DOIUrl":"https://doi.org/10.16993/dfl.119","url":null,"abstract":"The aim of this article is to examine the significance of teachers’ conceptions of quality when assessing digital multimodal student productions. The authors have undertaken a design-based research study to examine how to support teachers’ use of explicit quality criteria for multimodal production in 5th to 8th grade Danish and History classes (year 11–15). Through the development of a tool to support teachers’ drawing up and use of assessment criteria for digital multimodal products, teachers’ conceptions of quality of multimodal products were examined based on interviews and classroom observations. The authors propose four reasons for teachers not regarding qualities of digital multimodal genres as legitimate in school. Firstly, the relevance of product quality is not acknowledged. Second, opposing and confusing communication purposes for multimodal products in school leave no room for clear quality criteria and assessment of the products. Third, the learning potential of other modes than language is not accepted. And finally, the new digital multimodal genres are understood and assessed in the light of traditional school genres.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"12 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2020-01-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47579307","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}
Ubiquitous Computing, Mobile Computing and the Internet of Things (collectively referred to as UMI herein) involve recent advances in technology areas such as low-cost and miniaturized processing and sensing technologies, high-bandwidth wireless networking and so on. UMI technologies can also support the recent attempts to reform computing education. Yet, to accomplish this potential, relevant UMI learning scenarios are needed. Creating such scenarios can be challenging, since this particular field of computing education is still in its infancy. This paper discusses learning design knowledge which can orientate the future design of UMI learning scenarios. Content analysis was applied on ten quality UMI-oriented learning scenarios. The scenarios were freely accessible in online platforms, and they were designed for middle school education and for the UMI domain. Two different methodological approaches were employed: the first one involved mapping the scenarios to existing predefined learning design elements (i.e. design concepts, design principles, and design patterns). The learning design elements were previously defined in an online database and they involved ubiquitous tools. The second method involved mapping the scenarios to the parameters of a UMI learning ecology. The performed analysis revealed design concepts, principles, patterns and key characteristics underpinning the selected UMI scenarios: they cater for students’ active learning and engage them in interdisciplinary projects in which students are learning across contexts in groups and solve meaningful problems that exploit the functionalities of the UMI technologies. Several recommendations concerning the creation of quality UMI learning scenarios are suggested, such as: striking a balance between conceptual understanding and 21st century lifelong learning skills, highlighting how students’ collaboration is expected to happen in a UMI scenario, providing many opportunities for instructional scaffolding and explicitly mentioning spatiotemporal aspects of the UMI scenarios. These findings could be of interest to computing education researchers, tutors, and curriculum designers who wish to design UMI oriented educational scenarios.
{"title":"Design Concepts, Principles and Patterns in the Curriculum of the New Computing Education Era","authors":"A. Mavroudi, Olga Fragou, C. Goumopoulos","doi":"10.16993/dfl.140","DOIUrl":"https://doi.org/10.16993/dfl.140","url":null,"abstract":"Ubiquitous Computing, Mobile Computing and the Internet of Things (collectively referred to as UMI herein) involve recent advances in technology areas such as low-cost and miniaturized processing and sensing technologies, high-bandwidth wireless networking and so on. UMI technologies can also support the recent attempts to reform computing education. Yet, to accomplish this potential, relevant UMI learning scenarios are needed. Creating such scenarios can be challenging, since this particular field of computing education is still in its infancy. This paper discusses learning design knowledge which can orientate the future design of UMI learning scenarios. Content analysis was applied on ten quality UMI-oriented learning scenarios. The scenarios were freely accessible in online platforms, and they were designed for middle school education and for the UMI domain. Two different methodological approaches were employed: the first one involved mapping the scenarios to existing predefined learning design elements (i.e. design concepts, design principles, and design patterns). The learning design elements were previously defined in an online database and they involved ubiquitous tools. The second method involved mapping the scenarios to the parameters of a UMI learning ecology. The performed analysis revealed design concepts, principles, patterns and key characteristics underpinning the selected UMI scenarios: they cater for students’ active learning and engage them in interdisciplinary projects in which students are learning across contexts in groups and solve meaningful problems that exploit the functionalities of the UMI technologies. Several recommendations concerning the creation of quality UMI learning scenarios are suggested, such as: striking a balance between conceptual understanding and 21st century lifelong learning skills, highlighting how students’ collaboration is expected to happen in a UMI scenario, providing many opportunities for instructional scaffolding and explicitly mentioning spatiotemporal aspects of the UMI scenarios. These findings could be of interest to computing education researchers, tutors, and curriculum designers who wish to design UMI oriented educational scenarios.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"11 1","pages":"141-153"},"PeriodicalIF":0.0,"publicationDate":"2019-11-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43644411","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 article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a socio-semiotic, multimodal approach. Based on an example from a poetry assignment and students’ solutions in a Swedish as a first language framework, we want to discuss the possibilities and challenges for meaning-making and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education.
{"title":"Multimodality in Language Education – Implications for Teaching","authors":"Petra Magnusson, Anna Godhe","doi":"10.16993/dfl.127","DOIUrl":"https://doi.org/10.16993/dfl.127","url":null,"abstract":"The aim of this article is to discuss how a multimodal approach to meaning-making can contribute to language education and how multimodal meaning-making is supported in the Swedish curricula. Considering the rapid digitalization of contemporary communication, the aim and content of language education has been challenged. The article describes contemporary communication and meaning-making from a socio-semiotic, multimodal approach. Based on an example from a poetry assignment and students’ solutions in a Swedish as a first language framework, we want to discuss the possibilities and challenges for meaning-making and teaching, while opening up the subject of Swedish for multimodality. Two poems are viewed from a multimodal perspective showing the usage of different modes and media. Based on this the article investigates the support in the curricula for multimodal meaning-making. The article concludes by stressing the importance of recognizing multimodal meaning-making as learning in language education.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49635766","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 idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engineering and introduce the papers in the special issue.
{"title":"Increasing Access to Science and Engineering—the Role of Multimodality","authors":"J. Airey, Z. Simpson","doi":"10.16993/dfl.144","DOIUrl":"https://doi.org/10.16993/dfl.144","url":null,"abstract":"The idea for this special issue of Designs for Learning emerged during the 8th International Conference on Multimodality (8ICOM), held in Cape Town in December 2016. During that conference, a special stream of papers was organised, all of which addressed the question of science and/or engineering teaching from a multimodal perspective. In this editorial we discuss the issue of multimodal access to science and engineering and introduce the papers in the special issue.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45702770","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}
Malene Erkmann, Anne Kristine Petersen, Pernille Lomholt Christensen
- a model for designing assignments for online courses in Continuing Professional Development The paper explores the challenges of designing assignments for online learning environments and looks into the use of models as analytic thinking tools for course designers. The paper opens with a discussion on challenges central to designing assignments for online learning environments in higher education. Subsequently, two widely used models for course design, Salmon’s five-stage-model (2002, 2003) and Ryan & Ryan’s TARL model (2013), are explored with the aim of evaluating their usefulness in Continuing Professional Development (CPD) for teachers and pre-school teachers, a context which has received relatively little attention in terms of research on course design. A number of assignments that have been used in online CPD courses for (pre-)school teachers are analysed with the aim of identifying design patterns, i.e. examples of how recurring pedagogical problems can be solved and, on the basis of this, a new model that can support CPD course designers in designing assignments, the Three Spaces Model For Online CPD, is presented and discussed.
{"title":"The Three Spaces Model for Online CPD","authors":"Malene Erkmann, Anne Kristine Petersen, Pernille Lomholt Christensen","doi":"10.16993/DFL.107","DOIUrl":"https://doi.org/10.16993/DFL.107","url":null,"abstract":"- a model for designing assignments for online courses in Continuing Professional Development The paper explores the challenges of designing assignments for online learning environments and looks into the use of models as analytic thinking tools for course designers. The paper opens with a discussion on challenges central to designing assignments for online learning environments in higher education. Subsequently, two widely used models for course design, Salmon’s five-stage-model (2002, 2003) and Ryan & Ryan’s TARL model (2013), are explored with the aim of evaluating their usefulness in Continuing Professional Development (CPD) for teachers and pre-school teachers, a context which has received relatively little attention in terms of research on course design. A number of assignments that have been used in online CPD courses for (pre-)school teachers are analysed with the aim of identifying design patterns, i.e. examples of how recurring pedagogical problems can be solved and, on the basis of this, a new model that can support CPD course designers in designing assignments, the Three Spaces Model For Online CPD, is presented and discussed.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43617100","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}
Designs for Digitalised Literacy Education in a Swedish Lower Primary School The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development. The theoretical and methodological framework is grounded in design-oriented theories, with emphasis on how design and orchestration make affordances for learning and meaning-making. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study. The results show that the teachers’ intentions with their designs for learning focused on children in need of special support. From a special education perspective, this is a relational and democratic approach – an intention to close gaps. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’ compensatory perspective. Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’ home circumstances and the preschool-class.
{"title":"Designs for Learning: Focus on Special Needs","authors":"K. Forsling","doi":"10.16993/DFL.106","DOIUrl":"https://doi.org/10.16993/DFL.106","url":null,"abstract":"Designs for Digitalised Literacy Education in a Swedish Lower Primary School The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on pupils in need of special support. The paper is based on a section of my doctoral thesis (Forsling, 2017), centring on how digital learning environments and situations were designed and orchestrated in a Swedish lower primary school with the aim to provide all pupils, including children in need of special support, with optimal opportunities for literacy development. The theoretical and methodological framework is grounded in design-oriented theories, with emphasis on how design and orchestration make affordances for learning and meaning-making. The ethnographically inspired study is based on observations and interviews at one school in Sweden. Six teachers, one special needs teacher and one literacy-developer participated in the study. The results show that the teachers’ intentions with their designs for learning focused on children in need of special support. From a special education perspective, this is a relational and democratic approach – an intention to close gaps. Nevertheless, the results manifest a parallelism where two special education perspectives appeared side by side. On one hand, the teachers’ relational perspective, and on the other hand, the special need teachers’ compensatory perspective. Another result indicates that the unequal allocation of digital tools displayed the school’s inadequate fulfilment of its mandate to provide equal education: there were differences between the preschool-class and the lower primary classes, and differences between pupils’ home circumstances and the preschool-class.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-08-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48524839","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：