ethanporcaro/eric-fulltext-meta huggingface dataset:
Charles Dickens&apos;s Audience in the Twenty-First Century: Service Learning and &quot;Hunted Down&quot;
Author: Witzleben, Megan
Date: 2019-00-00
Type: Journal Articles
Subjects: Service Learning,Teaching Methods,Fiction,Cultural Awareness,Advocacy,Reading Aloud to Others,Class Activities,Story Telling,Victorian Literature,College Students

During Charles Dickens's lifetime, education publications such as &quot;The Union Sixth Reader&quot; already shared methods for teaching his works. &quot;The Union Sixth Reader&quot; gives evidence to educational concerns surrounding the best uses of language, as though Dickens's turns of phrase could empower students. Today, educators may not teach Dickensian prose as superior. However, they do seek to empower students through verbal and cultural literacy to connect them with influential stories of the past and present. This paper demonstrates how teaching a little-known Dickens detective story, &quot;Hunted Down,&quot; in its original serialized context, and then performing a dramatic reading of theirs. Students recognize his simultaneous urge to secure his own cultural status in America while advocating for the marginalized. By earning course credit and service learning credit as readers, editors, and marketers, class members better understood Dickens's logic that they can lift themselves by lifting others.
There and Back Again. . . Safely: Examining Students&apos; Reports of Substance Use and Sexual Assault Prevention Program Receipt Prior to Departure Abroad
Author: Smucker, Sierra
Date: 2019-11-00
Type: Journal Articles
Subjects: Prevention,College Students,Drug Abuse,Alcohol Abuse,Sexual Abuse,Crime,Drug Education,Alcohol Education,Health Behavior,Information Dissemination,Recall (Psychology),Study Abroad,Student Behavior,Student Characteristics,Foreign Countries

Many universities have pre-departure programs that aim to prevent alcohol misuse and sexual assault among college students abroad, yet little is known about students' uptake of this preventative information. In this study, 2,245 study abroad students from 63 different institutions were asked about receiving pre-departure alcohol/drug and sexual assault prevention information. Only 38% of students reported receiving pre-departure information specific to alcohol/drug misuse abroad and only 22% reported receiving sexual assault prevention information prior to departure. Notably, students who were heavier drinkers prior to departure and those who intended to drink the most while abroad reported lower rates of information receipt. Overall, these findings suggest that either students are not receiving the preventative information that universities intend them to receive or the programming is not impactful enough to be recalled. Thus, there may be missed opportunities to better prepare students for risks specific to study abroad programs.
Plunging into a World? A Novel Approach to Undergraduates&apos; Metaphors of Reading
Author: Scharlau, Ingrid
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Reading Processes,Reading Comprehension,Figurative Language,Lexicology,Grammar,Semantics,Reading Attitudes

Although there is considerable research on and knowledge about students' conceptualizations of learning or academic practices and skills, the variability of these conceptualizations has been consistently neglected. In the present study, we address this variability in the field of academic reading with the help of a novel approach. Drawing on qualitative metaphor analysis, we report a detailed system of students' conceptual metaphors of reading. Our specific methodological approach to identify the structure of these conceptual metaphors allows to analyze subjective agency on a lexical as well as grammatical level. The conceptual metaphors we identified by this method are markedly variable, although they create an overall impression of medium to low agency, that is a reader who is only weakly active or potent. Interrater reliability of the coding system was very good. We also report and analyze the frequency of the conceptual metaphors in a sample of 143 texts written by bachelor students
Thermal Cameras as a Semiotic Resource for Inquiry in a South African Township School Context
Author: Dolo, Gilbert
Date: 2018-00-00
Type: Journal Articles
Subjects: Photography,Semiotics,Slum Schools,Inquiry,Science Education,Teaching Methods,Thermodynamics,Case Studies,Science Activities,Heat,Scientific Concepts,Concept Formation,Foreign Countries,Secondary School Students,Science Experiments,Prediction,Observation

Inquiry-based approaches to science education are central to recent South African primary and secondary school curricula, but have been found challenging to adopt in disadvantaged township contexts. It is therefore important to find ways of introducing inquiry-based approaches, where pupils are encouraged to investigate phenomena they are interested in and to engage in true dialogue, as opposed to teacher-led triadic dialogue. We typically experience thermal phenomena through the sense of touch, but infrared (IR) cameras provide an additional opportunity to experience heat-related phenomena through the visual sense. Previously, in a Swedish context, we have found that hand-held IR cameras allow for strong pedagogical affordances and inspire pupils to engage in inquiry in the area of thermal science. In the present case study, grade 7 and 8 pupils (13-14 years old) in two South African township schools were introduced to IR cameras during predict-observe-explain (POE) exercises on heat conduction. The results revealed that if pupils had a sufficient conceptual understanding of heat conduction beforehand, they were capable of engaging in true dialogue in relation to the exercises and interpreting the thermal camera visual imagery. However, if pupils did not show such understanding, it was tempting for them and the facilitator to resort to triadic dialogue.
Performing the Pre-Formed: Towards a Conceptual Framework for Understanding Teaching as Curricular Transformation
Author: Kvinge, Øystein
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Education Programs,Practicums,Teaching Skills,Competence,Semiotics,Models,Curriculum,Computer Software,Visual Aids,Public Speaking,Design,Preservice Teachers

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.
Beyond Borders-Digital Tablets as a Resource for Pre-School Children&apos;s Communication in a Minority Language
Author: Petersen, Petra
Date: 2018-00-00
Type: Journal Articles
Subjects: Language Minorities,Handheld Devices,Multilingualism,Preschool Education,Video Technology,Ethnography,Semiotics,Communication Skills,Prior Learning,Technology Uses in Education,Videoconferencing,Peer Relationship,Swedish,Bilingualism,Finno Ugric Languages,Language of Instruction,Foreign Countries,Instructional Design,Computer Software,Dictionaries,Multimedia Materials,Preschool Children

In this video ethnographic study, a social semiotic approach has been used to explore how the use of digital tablets in preschools may enable children's communication in a minority language. The results show how preschool children use the emerging affordances of digital tablets in order to act as producers of minority language activities, where their prior knowledge is acknowledged. Applications such as Skype enable peers to communicate in a mutual language beyond the limitations of geographic preschool boundaries. Limitations, such as the lack of appropriate applications available in minority languages, are also discussed. Furthermore, a proposal is made to broaden the understanding of what could constitute multilingual activities.
Potential for Meaning Making in Mathematics Textbooks: A Multimodal Analysis of Subtraction in Swedish Year 1
Author: Norberg, Malin
Date: 2019-00-00
Type: Journal Articles
Subjects: Textbook Content,Subtraction,Foreign Countries,Printed Materials,Electronic Publishing,Mathematics Materials,Learning Modalities,Elementary School Mathematics,Handheld Devices,Young Children

Textbooks are a common teaching tool widely used in children's mathematical education. Comparative studies of textbooks have focused on different aspects, such as content, mathematical symbols and so on. However, a multimodal approach to textbook research--that is, studying how writing, images, mathematical symbols, etc. interact--is sparse. This study analyses 40 exercises from 17 Swedish Year 1 (children 7-8 years) textbooks using a multimodal approach with a focus on subtraction as an arithmetic operation. The aim was to describe and analyse how subtraction in Swedish Year 1 mathematics textbooks can be understood using a multimodal approach. The results show that it is sometimes possible to solve an exercise without focusing on the mathematical content that the exercise is designed to offer. Writing, images, mathematical symbols, speech and moving images are used differently within the same textbook and between textbooks. The results also show that there are considerable similarities between the exercises in printed and digital textbooks, with some exceptions. The examples in the study indicate that three different approaches are needed when working with these exercises, which implies great complexity in children's meaning making in their work with mathematics textbooks. This could negatively impact children's access to beneficial learning situations. Therefore, this study could contribute to a larger awareness of the complexity in question, which, by extension, may contribute to the development of beneficial learning situations in mathematics education, especially regarding subtraction.
A Review of Graphic Facilitation in Organizational and Educational Contexts
Author: Hautopp, Heidi
Date: 2018-00-00
Type: Journal Articles
Subjects: Socialization,Learning Theories,Problem Based Learning,Outcomes of Education,Design,Graphic Arts,Visualization,Freehand Drawing,Research Reports,Teaching Methods,Computer Software

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.
A Bit More than a Fly on the Wall: Roles and Responsibilities in Design-Based Research
Author: Iversen, Elisabeth
Date: 2018-00-00
Type: Journal Articles
Subjects: Design,Science Teachers,Researchers,Communication Strategies,Role,Responsibility,Educational Research,Secondary School Teachers,Secondary Education,Outdoor Education,Foreign Countries,Interpersonal Communication,Teacher Attitudes

This article highlights roles and responsibilities in design-based research (DBR) by analysing the micro-communication processes between two science teachers and one researcher. Despite DBR being a practice-oriented methodology, we know little about micro-communication processes with regard to how roles and responsibilities are fulfilled and perceived. We draw upon certain concepts from frame analysis when exploring three areas of concern: (1) the participants' framing of their own and each other roles and responsibilities, (2) the flexible researcher role in micro-communication processes, and (3) the teachers' different framing of education and research. Our analyses reveals that the researcher's role is framed as an observer while the teachers are the ones who implement the artefact being tested. Additionally, the flexible researcher appears more equipped to handle micro-communication processes and the teachers' different framing can be useful for development of the study. Finally, we present some final reflections based on our findings.
Transduction and Science Learning: Multimodality in the Physics Laboratory
Author: Volkwyn, Trevor Stanton
Date: 2019-00-00
Type: Journal Articles
Subjects: Secondary School Science,Physics,Science Laboratories,Measurement,Scientific Concepts,Concept Formation,Teaching Methods,Semiotics,Laboratory Equipment,Magnets,Astronomy,Earth Science,Educational Technology,Technology Uses in Education

In this paper we discuss the role of transduction in the teaching and learning of science. We video-filmed pairs of upper-secondary physics students working with a laboratory task designed to encourage transduction (Bezemer &amp; Kress, 2008). The students were simply instructed to use a hand-held electronic measurement device (IOLab) to find the direction of the Earth's magnetic field and mark its direction using a paper arrow. A full multimodal transcription of the student interaction was made. In our analysis of this transcription we identify three separate transductions of meaning. In particular, we observed that student transduction of meaning to the paper arrow allowed it to function as both a persistent placeholder for all the meaning making that had occurred up until that point and as a coordinating hub for further meaning making. Our findings lead us to recommend that teachers interrogate the set of resources necessary for appropriate disciplinary knowledge construction in the tasks they present to students. Here, teachers should think carefully about whether the introduction of a persistent placeholder would be useful and in that case what this placeholder could be. We also suggest that teachers should think about what persistent resource may function as a coordinating hub for the students. Finally, we suggest that teachers should be on the lookout for student transductions to new semiotic resources in their classrooms as a sign that learning is taking place. We claim that the constraining and complementary nature of transduction offers a good opportunity for teachers to check student understanding, since disciplinary meanings need to be coherent across semiotic systems (modes).
Challenges in Designing Personalised Learning Paths in SPOCs
Author: Petersen, Anne Kristine
Date: 2019-00-00
Type: Journal Articles
Subjects: Small Group Instruction,Online Courses,Individualized Instruction,Curriculum Design,Student Needs,Individual Needs,Faculty Development,Elementary School Teachers,Secondary School Teachers,Foreign Countries,Profiles

The paper explores the challenges of designing personalised learning paths in SPOCs (Small Private Online Courses). It opens with a discussion on different approaches to tailoring teaching to individual needs and moves on to introduce a SPOC that was developed for Continuing Professional Development (CPD) for primary and lower-secondary teachers in Denmark. The SPOC, which performs adaptation using a recommendation system, allows for students to create a personalised learning path on the basis of three components: a learner profile, a content model and an adaptation model. Using the three components as a starting point, the SPOC is analysed in order to identify differences between the intended design (what the SPOC set out to do), the implemented design (how the SPOC is used by its users) and the attained design (the outcome of the SPOC). The analysis draws on data from a series of semi-structured interviews with SPOC students and their lecturers. We find that the implemented design deviates from the intended design in several respects, most notably in relation to how the personalised learning paths are created and how decisions as to curriculum contents are made. Moreover, it is suggested that differences between the intended design and the implemented design are rooted in differences in the learning perspectives of the students, the lecturers and the educational designers of the SPOC. Despite the fact that the implemented design deviates from the intended design, the attained design is nevertheless successful in that a high percentage of the students enrolled succeeded in passing their examinations and thus obtained the formal qualifications in the subjects they teach. It is concluded that further research in adaptive learning designs for online platforms such as MOOCs (Massive Open Online Course) and SPOCs is needed to minimise the gap between intended designs and implemented designs in order to create a more personalised learning experience for the students involved.
Teachers&apos; Collaborative Pattern Language Design
Author: Knutsson, Ola
Date: 2018-00-00
Type: Journal Articles
Subjects: Teacher Collaboration,Teaching Experience,Decision Making,Instructional Design,Language Usage,Communication (Thought Transfer),Correlation,Problem Solving,Teacher Student Relationship,Technology Uses in Education,Language Patterns,Elementary School Students,Student Diversity,Foreign Countries,Teacher Workshops,Teaching Methods,Technological Literacy,Technology Integration

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.
Emerging Visual Literacy through Enactments by Visual Analytics and Students
Author: Bodén, Ulrika
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Visual Literacy,Learning Analytics,Social Sciences,Semiotics,Motion,Color,Visual Acuity,Attention,Eye Movements,Visual Aids

This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a designbased research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students' attention and how students' visual literacy emerges in that relationship.
Hot Vision: Affordances of Infrared Cameras in Investigating Thermal Phenomena
Author: Samuelsson, Christopher Robin
Date: 2019-00-00
Type: Journal Articles
Subjects: Heat,Thermodynamics,Affordances,Photography,Undergraduate Students,Chemistry,Introductory Courses,Laboratory Experiments,Science Equipment,Verbal Communication,Nonverbal Communication,Educational Technology,Foreign Countries,Science Education,Researchers

Lab activities typically involve phenomena that are invisible to the naked eye. For example, in thermodynamics transfer of heat and temperature changes are perceived by the sense of touch or indirectly observed by the use of thermometers. New tools can be introduced to increase the opportunities for talking science. In this paper, we explore affordances and semiotic resources related to infrared (IR) cameras, including color imaging, numerical values and the form of the tool itself, as used by undergraduate students and instructors in chemistry, representing a scientific community at two different levels of expertise, in investigation of a thermal phenomenon. The participants come to attend to thermal aspects of what happens when a salt (sodium hydroxide) is exposed to air, with and without the use of IR cameras. Video data were gathered and transcribed multimodally. Results show that the IR cameras afford a focus on the disciplinarily relevant thermal aspects of the phenomenon in both groups of participants, but that the students' discussion, coordinated by their embodied engagement with the IR cameras, was limited to cumulative talk, where they do not challenge each other, and static use of the technology. This is contrasted with the instructors who shared their knowledge with each other and explored the phenomenon both spatially with the IR cameras, and verbally through exploratory talk. We suggest that this difference in the use of novel technology may be due to differences in experience of lab work and understanding of the studied phenomena, and that a shift between cumulative and exploratory talk may be an indicator of learning.