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Designs for Research, Teaching and Learning
A Framework for Future Education



  • Available for pre-order. Item will ship after December 14, 2021
ISBN 9780367561246
December 14, 2021 Forthcoming by Routledge
200 Pages 26 B/W Illustrations

 
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Book Description

This book offers a coherent theoretical and multimodal perspective on research, teaching and learning in different non-formal, semi-formal, and formal learning environments.

Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for how to think about contemporary learning, a guideline for how to do research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts.

The book supports innovative thinking on how we understand learning, and will appeal to academics, scholars and post graduate students in the field of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts and professionals working in education.

Table of Contents

Foreword

Richard Halverson

Illustrations

Contributors

Prologue

Staffan Selander and Lisa Björklund 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 Åkerfeldt and Lisa Björklund 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 Björklund Boistrup & Matilda Hällback

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 Kjällander

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 Öhman

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 Svärdemo Åberg

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 Björklund 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

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Editor(s)

Biography

Lisa Björklund Boistrup is Professor in Mathematics Education at the Department of Science, Mathematics and Society, Malmö University, Sweden.

Staffan Selander is Senior Professor in Didactic Science at the Department of Computer and Systems Sciences, Stockholm University, Sweden.