Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola

In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally...

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Main Author: Åkerfeldt, Anna
Format: Doctoral Thesis
Language:Swedish
Published: Stockholms universitet, Institutionen för pedagogik och didaktik 2014
Subjects:
Online Access:http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106851
http://nbn-resolving.de/urn:isbn:978-91-7447-971-3
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spelling ndltd-UPSALLA1-oai-DiVA.org-su-1068512014-09-10T04:50:45ZDidaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skolasweDidactic design with digital resources : A study of representations of knowledge in a digitalised schoolÅkerfeldt, AnnaStockholms universitet, Institutionen för pedagogik och didaktikStockholm : Institutionen för pedagogik och didaktik, Stockholms universitet2014didactic designdesigns for learningknowledgerepresentationsdigital resourcescultures of recognitionmultimodalitydidaktiks designdesign för lärandekunskaprepresentationerdigitala resursererkännandekulturermultimodalitetIn digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc. In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis. My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication. <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 4: Manuscript.</p>Doctoral thesis, comprehensive summaryinfo:eu-repo/semantics/doctoralThesistexthttp://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106851urn:isbn:978-91-7447-971-3Doktorsavhandlingar från Institutionen för pedagogik och didaktik ; 32application/pdfinfo:eu-repo/semantics/openAccess
collection NDLTD
language Swedish
format Doctoral Thesis
sources NDLTD
topic didactic design
designs for learning
knowledge
representations
digital resources
cultures of recognition
multimodality
didaktiks design
design för lärande
kunskap
representationer
digitala resurser
erkännandekulturer
multimodalitet
spellingShingle didactic design
designs for learning
knowledge
representations
digital resources
cultures of recognition
multimodality
didaktiks design
design för lärande
kunskap
representationer
digitala resurser
erkännandekulturer
multimodalitet
Åkerfeldt, Anna
Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
description In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc. In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis. My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication. === <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 4: Manuscript.</p>
author Åkerfeldt, Anna
author_facet Åkerfeldt, Anna
author_sort Åkerfeldt, Anna
title Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
title_short Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
title_full Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
title_fullStr Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
title_full_unstemmed Didaktisk design med digitala resurser : En studie av kunskapsrepresentationer i en digitaliserad skola
title_sort didaktisk design med digitala resurser : en studie av kunskapsrepresentationer i en digitaliserad skola
publisher Stockholms universitet, Institutionen för pedagogik och didaktik
publishDate 2014
url http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-106851
http://nbn-resolving.de/urn:isbn:978-91-7447-971-3
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AT akerfeldtanna didacticdesignwithdigitalresourcesastudyofrepresentationsofknowledgeinadigitalisedschool
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