ethanporcaro/eric-fulltext-meta huggingface dataset:
Teachers&apos; Designs for Learning Practices When Designing for Students as Learning Designers
Author: Levinsen, Karin Tweddell
Date: 2019-00-00
Type: Journal Articles
Subjects: Problem Based Learning,Elementary School Students,Elementary School Teachers,Foreign Countries,Student Developed Materials,Multimedia Materials,Student Empowerment,21st Century Skills,Competency Based Education,Programming,Design,Student Motivation,Teaching Methods

This paper contributes with elements of an emerging designs for learning-methodology and takes as its starting point the concept of Students as Learning Designers, which was developed by Sørensen and Levinsen and based on more than a decade of research-and-development projects in Danish primary schools (first to 10th grade). The research focussed on the integration of information and communication technology (ICT) in learning situations framed by the Scandinavian tradition of Problem Oriented Project Pedagogy (POPP), Problem Based Learning (PBL) and students' production. In recent years, the research projects that provide the theory's grounding have focussed specifically on designs for learning that constitute students as learning designers of digital subject related productions aimed at peers. These may be both multimodal communication productions and coded/programmed productions such as games and robots. This includes designs for learning that contribute to students' empowerment, involvement and autonomy within the teacher-designed frameworks that simultaneously scaffold students' subject-related inquiry, agency, reflection and learning. Research have documented that this approach constitutes arenas that support students' deep learning and mastery of both transdisciplinary and subject matter, along with acquisition of digital literacy and 21st-century competencies. As this theory and its operationalization in practice have proven useful, it makes sense to move from researching the WHY of students as learning designers to look into HOW, that is the methodology of teachers practicing designs for learning. For this purpose, we use the lens of the concepts metaphor and metonymy and interaction design theory to explore our empirical studies and previous findings and identify aspects of designs for learning practice that teachers can apply as methods when creating designs for learning aimed at students as learning designers.
The Relationship between Teachers&apos; Perceived Classroom Management Abilities and Their Professional Digital Competence: Experiences from Upper Secondary Classrooms. A Qualitative Driven Mixed Method Study
Author: Moltudal, Synnøve
Date: 2019-00-00
Type: Journal Articles
Subjects: Classroom Techniques,Self Efficacy,Teacher Attitudes,Technological Literacy,Teacher Competencies,Secondary School Teachers,Foreign Countries,Correlation,Administrator Attitudes,Student Attitudes,Teacher Student Relationship,Public Schools,Electronic Learning

The aim of this study was to examine teachers' professional digital competence and classroom management experiences with a qualitatively driven Mixed Method Design. The qualitative part of the study is based on interviews, focus groups, observations and quasi statistics. The first part of the study aims to examine these qualitative experiences and associations with a quantitative survey (N = 2579). The quantitative data examines the strength of the associations and the qualitative data show the nature of those associations with regard to upper secondary teachers' professional digital competence and their classroom management abilities in ICT dense classroom environments. The SMIL-study was conducted in seven counties in Norway from 2012 to 2013. The qualitative part with observational data were analyzed in relation to the other qualitative data (interviews and focus groups) and then in relation to the quantitative part of the study. This part shows how teachers, school owners, school leaders and students perceived a relationship between teachers' professional digital competence and their classroom management. The quantitative is related to the qualitative part and presents statistical regression analyses indicating that teachers' individual professional digital competence predicted their classroom management abilities. The conclusion of the paper suggests that teachers' professional digital competence and classroom management abilities are closely attached to each other in technology rich classrooms settings. The SMIL-study contributes to a broader understanding of teachers' professional digital competence in the digitized school.
A Design-Oriented Analysis of Multimodality in English as a Foreign Language
Author: Jakobsen, Ingrid Karoline
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Multimedia Materials,Teaching Methods,Instructional Design,Secondary School Students,Literacy Education,Novels,Foreign Countries

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 &quot;The Absolutely True Diary of a Part-Time Indian&quot; (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.
Didactical Design Principles to Apply When Introducing Student-Generated Digital Multimodal Representations in the Science Classroom
Author: Andersen, Mette Fredslund
Date: 2018-00-00
Type: Journal Articles
Subjects: Foreign Countries,Instructional Design,Educational Principles,Elementary School Science,Secondary School Science,Computer Uses in Education,Visual Aids,Affordances,Educational Technology,Biology,Science Teachers

This project studies designs for learning in the multimodal science classroom in primary and lowersecondary schools in Denmark. The aim of the study is to work with teachers to develop a start-up didactic design that raises student awareness of the affordances provided by different representational modes and thus enhances student production of digital multimodal representations as an expression of learning and science culture. The project takes a design-based research (DBR) approach and uses a socialsemiotic theoretical framework. Research in using representations for teaching and learning in science reveals that students' potential for learning concepts can be strengthened through the transformation of representations and the production of multimodal representations. The first design principle is to organize activities and dialogues among the students that will enhance awareness of the affordances provided by the different modes of representations. The second design principle is that students, through their own thorough practical experiments and dialogues, learn to use representations that show data. The third design principle is that students produce digital multimodal representations as expressions of their learning and reflect on and evaluate these on the basis of known assessment criteria for multimodal representations in science.
Multimodality in Language Education -- Implications for Teaching
Author: Magnusson, Petra
Date: 2019-00-00
Type: Journal Articles
Subjects: Teaching Methods,Multimedia Materials,Semiotics,Swedish,Poetry,Native Language,Curriculum Development,Foreign Countries,Secondary School Students

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 sociosemiotic, 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 meaningmaking 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.
Modes of Teacher Participation in the Digitalization of School
Author: Dirckinck-Holmfeld, Lone
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Participation,Technology Integration,Communities of Practice,Educational Technology,Foreign Countries,Data Use,Workshops,Elementary School Teachers,Teacher Collaboration,Design

Previous research has emphasized the importance and potential of actively involving teachers in the design and implementation of educational technologies in schools. However, only a few studies have explored the development of methodologies for engaging teachers in the appropriation of digital technologies, as the increased digitalization of many education sectors demands. Drawing on experiences from two large-scale participatory research projects, this paper investigates two approaches to involving teachers in the design and implementation of digital learning platforms. Specifically, the paper draws on case examples to examine how participatory data design and future workshops can help to cultivate communities of practice in support of teachers' appropriation of digital technologies.
The Three Spaces Model for Online CPD
Author: Erkmann, Malene
Date: 2019-00-00
Type: Journal Articles
Subjects: Online Courses,Design,Assignments,Professional Continuing Education,Faculty Development,Models

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 &amp; 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.
Unpacking the Hertzsprung-Russell Diagram: A Social Semiotic Analysis of the Disciplinary and Pedagogical Affordances of a Central Resource in Astronomy
Author: Airey, John
Date: 2019-00-00
Type: Journal Articles
Subjects: Astronomy,Visual Aids,Semiotics,Affordances,Science Instruction,Barriers,College Science

In this paper we are interested in the relationship between disciplinary knowledge and its representation. We carry out a social semiotic analysis of a central tool used in astronomy--the Hertzsprung-Russell (H-R) diagram--in order to highlight its disciplinary and pedagogical affordances. The H-R diagram that we know today combines many layers of astronomical knowledge, whilst still retaining some rather quirky traces of its historical roots. Our analysis shows how these 'layers of knowledge' and 'historical anomalies' have resulted in a number of counterintuitive aspects within the diagram that have successively lowered its pedagogical affordance. We claim that these counterintuitive aspects give rise to potential barriers to student disciplinary learning. Using our analysis as a case study, we generalise our findings, suggesting four types of barrier to understanding that are potentially at work when students meet disciplinary-specific semiotic resources for the first time. We finish the paper by making some general suggestions about the wider use of our analysis method and ways of dealing with any barriers to learning identified. In the specific case of the H-R diagram, we suggest that lecturers should explicitly tease out its disciplinary affordances by the use of 'unpacked' resources that have a higher pedagogical affordance.
Teaching, Learning, and Employing Analytical Frameworks as Performance: Analysis of a Quantitative Literacy Event in Applied Mechanics
Author: Simpson, Zach
Date: 2018-00-00
Type: Journal Articles
Subjects: Numeracy,College Science,Mechanics (Physics),Undergraduate Students,Performance,Culture,Learning,Science Instruction,Engineering Education

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.
Design Concepts, Principles and Patterns in the Curriculum of the New Computing Education Era
Author: Mavroudi, Anna
Date: 2019-00-00
Type: Journal Articles
Subjects: Computer Science Education,Telecommunications,Handheld Devices,Internet,Technological Advancement,Educational Change,Instructional Design,Futures (of Society),Content Analysis,Vignettes,Middle School Students,Computer Assisted Instruction,Teaching Methods,Active Learning,Problem Solving,Interdisciplinary Approach,Cooperative Learning,21st Century Skills,Scaffolding (Teaching Technique),Lifelong Learning,Foreign Countries

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.
Designing for Engagement in TEL -- A Teacher-Researcher Collaboration
Author: Bergdahl, Nina
Date: 2018-00-00
Type: Journal Articles
Subjects: Learner Engagement,Influences,Researchers,Teachers,Cooperation,Learning Activities,Intervention,Educational Technology,Technology Uses in Education,Handheld Devices,Telecommunications,Teaching Methods,Secondary School Teachers,Instructional Design,Program Evaluation,Program Effectiveness,Foreign Countries,Teacher Role,Internet

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.
Designs for Learning: Focus on Special Needs--Designs for Digitalised Literacy Education in a Swedish Lower Primary School
Author: Forsling, Karin
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Electronic Learning,Special Education,Students with Disabilities,Resource Allocation,Literacy Education,Educational Technology,Intention,Preschool Teachers,Elementary School Teachers,Technological Literacy,Equal Education,Young Children,Instructional Design

The aim of this article is to contribute knowledge about challenges to literacy development in a digitalised learning environment, with focus on &quot;pupils in need of special support.&quot; 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 &quot;design-oriented theories&quot;, with emphasis on how &quot;design&quot; and &quot;orchestration&quot; make affordances for &quot;learning&quot; and &quot;meaning-making.&quot; 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 &quot;children in need of special support.&quot; From a special education perspective, this is a &quot;relational and democratic approach&quot; -- an intention to &quot;close gaps.&quot; 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.
Enabling &apos;Ba&apos; by Using the Photovoice Technique to Realize Expansive Learning: An ICT4D Research Case
Author: Akther, Farzana
Date: 2019-00-00
Type: Journal Articles
Subjects: Photography,Social Action,Rural Areas,Community Development,Information Technology,Foreign Countries,Developing Nations,Skill Development,Computer Literacy,Computer Science Education,Workshops,Active Learning

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 Engeström'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.