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Designing for Engagement in TEL – a Teacher-Researcher Collaboration 参与TEL的设计——教师与研究人员的合作
Pub Date : 2018-12-06 DOI: 10.16993/DFL.113
Nina Bergdahl, Ola Knutsson, U. Fors
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.
学生参与度与保留率和学习成果都有显著关系。因此,教师需要考虑他们的实践如何影响学生的参与度。应用基于设计的研究(DBR),本研究的目的是接近学生参与的影响者,并探索教师和研究人员如何合作开发具有学习技术(LT)的学习活动,以促进这一点。干预措施包括一个在线评估应用程序、一个虚拟学习环境(VLE)和一个额外的教师平板电脑。老师经常随身携带平板电脑,并用它访问学生的共享工作空间。干预措施在一所高中的两个班级实施。本研究的重点是教师的经验和教学。分析了对学习设计和干预评估实施情况的三项意见。结果表明,教师和研究人员可以设计有助于学生参与的学习活动。随着确定和处理参与的障碍,参与得到了便利。建议的解决方案塑造了学习活动的设计,并包括LT,它可以深入了解学生的学习过程,从而提高教师构建学习框架和提供及时反馈的能力。LT为学生提供了更多的方式来参与内容、同伴和贡献,激励学生将精力投入到任务中。当学习条件因实施LTs而发生变化时,学生互动和教师实践都会受到影响。然而,没有观察到教师会在没有支持的情况下维持设计。这强调了教育目标和愿景的一致性,并传达给从业者;否则,教师将得不到推进或评估其专业发展所需的指导。
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引用次数: 7
Beyond Borders-Digital Tablets as a Resource for Pre-School Children's Communication in a Minority Language. 超越国界——数字平板电脑作为学龄前儿童用少数民族语言交流的资源。
Pub Date : 2018-11-30 DOI: 10.16993/DFL.87
Petra Petersen
Beyond borders : Digital tablets as a resource for preschool children's communication in a minority language.
超越国界:数字平板电脑作为学龄前儿童用少数民族语言交流的资源。
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引用次数: 4
Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics 教学、学习和运用分析框架作为表现:应用力学中定量读写事件的分析
Pub Date : 2018-11-28 DOI: 10.16993/DFL.95
Z. Simpson, R. Prince
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.
定量识字是指使用以各种形式表示的数学和统计信息解决问题的能力,包括视觉、书面和数学形式。它是高等教育中许多学科的核心。在本文中,我们在本科生应用力学模块中研究了一个特定的定量识字事件,并在这样做的过程中认为,教学是个人与定量识字关系的文化表现。此外,我们应用了一个框架来分析高等教育中存在的定量识字需求。通过以批判性反思的方式应用这一框架,我们展示了研究人员如何类似地参与与定量识字相关的文化表现。我们用这个轶事例子来论证分析框架的应用本质上是表演性的,并提出需要一个元框架来理解教学、学习以及将其视为表演的框架。这对更广泛的高等教育产生了影响,因为我们认为,所使用的框架促进了与生活教学和学习体验的特定关系,并以特定的方式定位教师、学习者、研究人员和课程开发人员。
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引用次数: 1
Enabling ‘Ba’ by using the photovoice technique to realize expansive learning: An ICT4D research case 利用光语音技术实现“Ba”的拓展性学习——ICT4D研究案例
Pub Date : 2018-11-27 DOI: 10.16993/DFL.110
Farzana Akther, L. Dirckinck-Holmfeld
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.
信息和通信技术的引进和实施不仅取决于技术问题,还取决于社会和体制因素。为了应对这些挑战,在本文中,我们描述了我们与非政府组织孟加拉国农村促进委员会(BRAC)的社区赋权计划(CEP)合作进行的ICT4D研究案例。该项目在发展中国家背景下采用广泛的学习方法,目的是实现最广泛意义上的信息和通信技术技能建设。在这篇文章中,我们更仔细地观察了这项研究中的一项干预措施:使用“照片语音”技术为CEP现场辅导员样本举办数字扫盲研讨会。我们将Engestrom的扩展学习框架应用于基层的ICT干预,展示了如何使用中介行动和工具为社区发展计划的现场辅导员创造积极的学习空间,并解释了光声技术如何成为扩展学习的有效中介工具。为了得出这一结论,野中和竹内的知识创造框架是一个镜头,通过它来审视知识转换语境的动态性质及其对知识发展的影响。
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引用次数: 2
A Review of Graphic Facilitation in Organizational and Educational Contexts 组织和教育背景下的图形便利化研究综述
Pub Date : 2018-11-21 DOI: 10.16993/DFL.97
Heidi Hautopp, R. Ørngreen
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.
图形辅助在组织环境中是一种日益增长的做法,在教育环境中也慢慢出现。然而,正如本文的综述所表明的那样,该领域的研究存在不足。本文的目的是说明图形辅助的实际应用,目的是概述未来与教育和组织环境相关的研究建议。基于我们的综述,我们转向相关的研究领域,特别是设计草图,还有社会学习理论和基于问题的学习。我们描述并举例说明了这些相关研究领域如何扩展对图形便利化、其使用、过程和结果以及参与者角色的研究视角。
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引用次数: 15
A Design-Oriented Analysis of Multimodality in English as a Foreign Language 面向设计的外语英语多情态分析
Pub Date : 2018-09-28 DOI: 10.16993/DFL.89
I. Jakobsen, Elise Seip Tønnessen
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.
这篇实证文章研究了英语作为外语的多模态,包括多模态文本作为人工制品和教学文本的使用,以及对多模态学习设计的分析。我们从挪威的一个10年级教室中观察到,该教室与小说《一个兼职印度人的绝对真实日记》(Alexie, 2007)一起工作。我们探索了一个为期四周的教学序列,询问当教育者围绕小说设计识字活动时,不同的模式是如何参与的,以及多模态是如何出现在学生的意义建构中。我们的目的是明确和讨论挪威学校初中英语教学中的一些无声读写实践。
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引用次数: 5
Performing the pre-formed: Towards a conceptual framework for understanding teaching as curricular transformation 执行预先形成的:建立一个概念框架,将教学理解为课程转换
Pub Date : 2018-06-07 DOI: 10.16993/DFL.83
Øystein Kvinge, Magne Espeland, Kari Smith
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.
陈述是高等教育中默认的交流方式。教师教育也不例外,学生教师通过观察他们的学科老师和表演他们自己的演讲来学习演讲的实践。本研究提出了一个基于学习设计序列(LDS) (Selander, 2008)的分析框架,该框架捕捉了教师教育背景下呈现的设计和过程方面。观察对象是实习教师的表现报告。该研究背离了Shulman(1987)关于什么是基本教学技能的观点。他将学科内容的转换和表征确定为教学的两个关键方面。转换需要关于如何使主题易于理解的说教式推理,而表征则需要赋予思想以物质形式。通过将呈现作为一种符号学实践(Zhao, 2014),转化和表征具有了额外的意义;它类似于一种由教学目的驱动的标志制作活动。通过使用LDS作为分析工具,学生的标识制作代理过程被建模为两个转换周期。第一个周期是通过设计一个符号化的人工制品(一个ppt幻灯片)来捕捉学生形成知识的预形成活动。第二个循环为观众捕捉幻灯片的表现。该模型反映了在表演过程中呈现者和符号学人工制品之间发生的动态多模态相互作用。修订后的LDS支持在三个层次上分析报告:符号学、解释和课程层次。
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引用次数: 1
A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research 比墙上的苍蝇多一点:基于设计的研究中的角色和责任
Pub Date : 2018-03-22 DOI: 10.16993/DFL.79
Elisabeth Iversen, Guðrún Jónsdóttir
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
上述引文来自一位科学教师Arya,她对当前基于设计的研究(DBR)研究中的角色和责任提出了质疑。艾莉亚似乎认为研究者的角色是一个观察者,他处理正在发生的事情,就像一只苍蝇在墙上。通过分析两位科学教师和第一作者(以下简称研究者)之间的微交流过程,我们探讨了在一项关于高中阶段科学户外教育的研究中,教师和第一作者的角色和责任。本研究以Wang和Hannafin(2005)对DBR的定义为指导,DBR是“一种系统但灵活的方法,旨在通过迭代分析、设计、开发和实施来改善教育实践,基于研究人员和实践者在现实世界环境中的合作,并导致情境敏感的设计原则和理论”(第6-7页)。关于DBR,这个定义包括目标(改进教育实践)和方法(协作中的迭代周期)。它还指出了谁(研究人员和实践者)和在哪里(现实世界的设置)进行DBR,以及它的结果(上下文敏感的设计原则和理论)。研究人员和教师之间的合作对于包容和参与很重要,然而,关于角色和责任如何协商的思考似乎研究不足。尽管教育研究者和教师可能有许多相似之处,但他们在不同的文化社区中工作(Caplan, 1979)。一方面,教师在具有所有实际含义和复杂性的组织结构中工作(Doyle, 1986;Penuel et al., 2015)。教师经常寻求实用的方法,并希望获得可以改善教学的知识(Kolmos, 2015)。另一方面,DBR研究人员在学术文化中工作,研究通常进展缓慢,因为研究人员在准备提出行动建议之前,首先要通过调查和分析的循环来获得证据。(Penuel et al., 2015, p. 188)。教师的教育实践专业知识是DBR的关键因素,这是一个广泛的共识(Christensen, Gynther and Petersen, 2012;Juuti and Lavonen, 2006;Wang and Hannafin, 2005)。应该鼓励教师参与DBR,特别是识别问题和明确解决方案(Christensen, gyynther和Petersen, 2012)。DBR话语似乎关注的是缺乏教师参与研究
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引用次数: 1
Teachers’ Collaborative Pattern Language Design 教师协作模式语言设计
Pub Date : 2018-01-05 DOI: 10.16993/DFL.76
Ola Knutsson, R. Ramberg
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.
教师在实践中根据他们的教学经验做出选择,从而产生可以称为设计解决方案的东西。一个确定的问题是,这些设计解决方案停留在个人解决方案的水平,并没有达到教学社区。本文的目的是研究如何通过设计模式和模式语言系统地捕获、组织和交流教师的设计解决方案。在参与式设计的基础上,我们与老师们一起使用并调整了设计模式和模式语言的概念,将其作为捕获、记录和交流设计问题及其解决方案的一种方式。这种结构化的方法使教师看到了问题之间的联系和相互关系,并且其中一个问题的解决也有助于缓解其他问题。因此,设计模式的表述和模式语言的建议给了老师们一个他们的实践的概述,否则很难获得。设计模式的内容显示了教师通过他们的设计解决方案处理了哪些问题。最终模式语言的结构显示了问题和解决方案如何与教师的更大目标联系起来,例如改善与学生的沟通,以及在同事之间分享好例子的重要性。
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引用次数: 5
Students’ Redesign of Mandatory Assignments in Teacher Education 教师教育中学生对义务作业的重新设计
Pub Date : 2017-04-05 DOI: 10.16993/DFL.69
Elisabeth Drange, Gro-Renée Rambø, Nils Birkeland
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.
本文以挪威教师教育中数字扫盲和学习资源使用研究项目(DigiGLU)中收集的数据为基础,探讨了挪威教师教育扫盲实践的具体方面。我们的主要目的是探索教师教育(TE)中不同学科课程的教师如何设计强制性作业,以及学生如何对这些设计做出反应。在2010年大规模的TE改革之后,在指导专业培训的修订计划和文件中,强制性作业(形式和内容)被认为对学生的学习过程更加重要。在我们的研究中,Selander和Kress(2010)所描述的学习中设计和学习中设计的概念被认为是富有成效的理论视角。分析的重点是四个不同TE科目的口头陈述和传统学术文本。我们在各个主题中的主要发现是,任务设计者的设计背后的意图与实际解释之间似乎不匹配:因此,设计接受者重新设计了结果。文章最后对为什么会出现这些不匹配进行了一些思考,以及这可能对学生的学术发展和某些识字实践可能转移到他们的职业生活产生什么影响。
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引用次数: 1
期刊
Designs for Learning
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