Designs for Research, Teaching and Learning : A Framework for Future Education (Hardcover)

Foreword Richard Halverson Illustrations Contributors Prologue Staffan Selander and Lisa Bjorklund Boistrup Chapter 1. Designs in and for learning ? a theoretical framework Staffan Selander Introduction A detour on "basic knowledge" Design as a dynamic perspective Designs for learning ? Designs in learning Framing Setting Re-design ? the transforming and forming processes Knowledge representations Signs of learning Learning Design Sequences Concluding remarks on Designs for Learning References Chapter 2. Designs in learning and rhizomatic webs * Fredrik Lindstrand & Staffan Selander Introduction Rhizomatic webs as a metaphor for learning Multimodal knowledge representations Epistemological commitments Re-design by way of transformation and transduction Making film in schools ? a case study Searching for a shared interest Writing a synopsis Storyboard Conclusion References Chapter 3. A semiotic and design-oriented approach to affordance Fredrik Lindstrand Drawing a dinosaur A focus on resources Affordance What the environment offers Affordance as a relational notion Agency and acts of distinction Semiotic potential and meaning potential Beyond things: semiotic and modal affordances The social affordances of discourses Another level ? institutions and their rituals Conclusion References Chapter 4. Design and research: Ethical considerations Anna Akerfeldt and Lisa Bjorklund Boistrup Introduction The setting Formal ethical protocols ? an obstacle or a necessity? * Ethical protocols and participants in the research Capturing the institutional setting of the participants’ context * Transformation units Professionals’ and researchers’ roles Principles for roles in research where participants are taken as partners Collaboration with professionals * Discussion References Chapter 5. Designing and researching vocational mathematics education Lisa Bjorklund Boistrup & Matilda Hallback Introduction Other frameworks in the literature The context of the chapter Designing teaching Theoretical and practical aspects of knowledge: Praxeology A framework for the analysis of collaborative teaching A revised version of the Learning Design Sequence. Four examples from the makeup lesson One example from the hair styling lesson. Conclusions References Chapter 6. Design workshops to develop a digital educator’s tool Susanne Kjallander Introduction Aim and research question Digital tools to support children’s learning and teacher’s profession Workshop as a research method Designs for learning and the Learning Design Sequences Methodological and ethical considerations Design of the workshop series Design of the workshops ? analysis and results WS1 ? empirical example WS2 ? empirical example WS3 ? empirical example WS4 ? empirical example WS5 ? empirical example Concluding discussion * Final remarks on the methodology References Chapter 7. Sites for learning and knowledge representations ? the Middle Ages Eva Insulander, Fredrik Lindstrand & Staffan Selander The Middle Ages in our (European) society The ubiquity of the Middle Ages in our late-modern society Gaming the Middle Ages ? examples of Designs for Learning in non-formal settings Learning about the Middle Ages The Middle Ages in museums ? examples of Designs for Learning in a semi-formal setting The Middle Ages in schools ? examples of Designs for Learning in a formal setting * Concluding remarks References * Chapter 8. The Touring Science Centre ? An example of collaboration between a museum and schools Eva Insulander & Elisabeth Ohman Museum and school partnerships A partnership focussing on digital resources * Context of the study and research design Analytical approach Findings Programming as Edutainment vs. Education? Power relations and institutional clashes Importance of materiality and place Empowerment vs. competence Conclusion and discussion References Chapter 9. Exhibition development through cross-institutional collaborative design Eva Insulander & Eva Svardemo Aberg Introduction The collaborative design project Cultures of recognition and esoteric and exoteric ideas Some central activities within the collaborative design process Initial orientation Designing a series of workshops Evaluation and critical reflection on practice and on moving theory forward * Conclusions References Epilogue: Design beyond the classroom and for the future of learning Lisa Bjorklund Boistrup & Staffan Selander Learning in different, and intersecting, contexts Educational research taking new steps Stability and change Learning, teaching, and research in a digitized era Dynamic and innovative designs References