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Lindstrand, F., Insulander, E. & Selander, S. (2019). Design för lärande Historia: Medeltiden som exempel (1ed.). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Design för lärande Historia: Medeltiden som exempel
2019 (Swedish)Book (Other academic)
Abstract [sv]

Medeltiden är en epok som har avsatt många olika avtryck också i vår tid, inte minst som en mytomspunnen inspirationskälla. Detta gestaltas på många vis, bland annat i romaner, filmer, tv-serier, spel, lajv och arrangemang som "Medeltidsveckan" eller Nordisk festival för medeltida musik. Bruket av medeltiden säger därför också något väsentligt om vår egen tid, och blir ett intressant "nyckelhål" för att förstå både vilken bild vi skapar av oss själva och vilken bild vi skapar om en historisk epok.I den här boken söker vi svar på frågor som: Hur gestaltas och används medeltiden i olika sammanhang? Vilka aspekter lyfts fram som centrala, och vilka tonas ner? Dessa frågor rör historiebruk och historiemedvetande, som ju också är centralt för skolans undervisning. Därför vill vi också se närmare på hur medeltiden representeras (multimodalt) och bearbetas i förskolans och skolans värld jämfört med hur medeltiden tar gestalt i andra sammanhang.Boken - med fokus på design för och design i lärande - vänder sig till lärarutbildning och lärarfortbildning, men också till studerande i pedagogik och didaktik såväl som studerande inom andra discipliner som intresserar sig för hur kunskap gestaltas och används i olika sammanhang.

Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2019. p. 200 Edition: 1
Keywords
Design för lärande, Utbildning, bedömning, didaktik, lärande, socialsemiotik, multimodalitet, historia, medeltiden
National Category
Didactics Learning
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6971 (URN)9789144117089 (ISBN)
Projects
REMAKE. Representation, resurser och meningsskapande. Medeltiden som kunskapsområde i olika lärmiljöer.
Funder
Swedish Research Council, 2011-05550
Available from: 2019-08-29 Created: 2019-08-29 Last updated: 2020-03-30Bibliographically approved
Lindstrand, F. (2018). Grasping action in multimodal transformative processes. In: Boeriis et al (Ed.), 9ICOM: Book of abstracts. Paper presented at 9ICOM - 9th International Conference on Multimodality: Moving theory forwards, August 15-17, 2018, University of Southern Denmark (pp. 23-23). Odense, Danmark: Syddansk Universitet
Open this publication in new window or tab >>Grasping action in multimodal transformative processes
2018 (English)In: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, p. 23-23Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Grasping action in multimodal transformative processes

Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm

 

A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).

However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).

Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story.

 

References

Dicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.

Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.

Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.

Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.

Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.

Kress G. (2003) Literacy in the New Media Age. London: Routledge.

Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.

Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.

Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.

Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.

Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.

Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.

van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge.

 

 

Place, publisher, year, edition, pages
Odense, Danmark: Syddansk Universitet, 2018
Keywords
Multimodality, social semiotics, ethnography, social action, transformative processes, filmmaking, learning
National Category
Educational Sciences Didactics Learning Pedagogy Media and Communications
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6519 (URN)
Conference
9ICOM - 9th International Conference on Multimodality: Moving theory forwards, August 15-17, 2018, University of Southern Denmark
Note

Presented as part of the symposium "Multimodal ethnography – understanding meaning making in practices and across contexts"  

Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2020-03-30Bibliographically approved
Lindstrand, F. (2018). Mike the Knight: Divergence of Politics in the Remediation of Education. In: Staffan Selander, Theo van Leeuwen (Ed.), : . Paper presented at The Remediation of Education (REED) Stockholm, March 19–20, 2018.
Open this publication in new window or tab >>Mike the Knight: Divergence of Politics in the Remediation of Education
2018 (English)In: / [ed] Staffan Selander, Theo van Leeuwen, 2018Conference paper, Oral presentation only (Other academic)
Keywords
remediation of education, multimodality, social semiotics, communication, discourse, popular culture, children
National Category
Didactics Media and Communications
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6605 (URN)
Conference
The Remediation of Education (REED) Stockholm, March 19–20, 2018
Projects
REMAKE
Available from: 2018-11-26 Created: 2018-11-26 Last updated: 2020-03-30Bibliographically approved
Lindstrand, F., Insulander, E. & Gilje, Ø. (2018). Multimodal ethnography: understanding meaning making in practices and across contexts. In: Boeriis et al (Ed.), 9ICOM: Book of abstracts. Paper presented at 9ICOM - 9th International Conference on Multimodality. Moving the theory forwards, August 15-17, 2018, University of Southern Denmark (pp. 20-20). Odense, Danmark: Syddansk Universitet
Open this publication in new window or tab >>Multimodal ethnography: understanding meaning making in practices and across contexts
2018 (English)In: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, p. 20-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Multimodal ethnography – understanding meaning making in practices and across contexts

Multimodal ethnography brings together social semiotics and ethnography. In this perspective, researchers are in particular concerned with: ‘accounts of cultural and social practices through prolonged fieldwork in a particular setting’ (Jewitt, Bezemer, & O'Halloran, 2016, p. 118).

Consequently, two things characterize this approach. First, the research emphasis on everyday practices and contexts, and second, the ethnographer documents these practices by collecting artefacts, writing field notes.

The question about the relationship between multimodality and ethnography has been raised a number of times during the last two decades (Dicks, Flewitt, Lancaster, Pahl, & Kress, 2011; Flewitt, 2011). Gunther Kress claimed that ethnography and social semiotics should be brought together to ‘mutual advantage’ in the article: ‘partnership in research’: multimodality and ethnography (2011). Here, he argued that social semiotics emphasizes ‘the ceaseless social (re) making of a set of cultural resources (Kress, 2011, p. 242 italics in original text). Kress argues that ethnography has the task to provide us with information about the setting that surrounds the social interaction. Also from a multimodal ethnographic perspective, other researchers have paid attention to materiality and multimodality (Pahl & Rowsell, 2010), as well as literacy practices in diverse contexts (Pahl & Rowsell, 2005).

This symposium brings together three papers that discuss and develop multimodal ethnography. Eva Insulander presents and discusses examples of how methods from the field of ethnography were used within the frames of a research project on learning and designs for learning. Øystein Gilje's paper focuses on values of ethnographic fieldwork in relation to analyses of meaning-making practices across sites and contexts by following the individual learner or/and a semiotic artefact. Fredrik Lindstrand uses examples from two projects to suggest how ethnographical approaches can be used to encompass a focus on both functional/social and systemic aspects of semiosis in multimodal research.

Discussant: Professor Anders Björkvall, Örebro Universitet. Anders.Bjorkvall@oru.se

References

Anderson, K. T. (2013). Contrasting Systemic Functional Linguistic and Situated Literacies Approaches to Multimodality in Literacy and Writing Studies. Written Communication, 30(3), 276-299. doi: 10.1177/0741088313488073

Bateman, J., & Schmidt, K.-F. (2012). Multimodal film analysis: how films mean. New York: Routledge.

Boeriis, M. (2009). Multimodal Socialsemiotik & Levende Billeder. (PhD thesis Ph D), Faculty of Humanities, SDU, Syddansk Universitet.

Flewitt, R. (2011) Bringing ethnography to a multimodal investigation of early literacy in a digital age. Qualitative research 11(3), 293-310)

Gilje, Ø. (2010a). Mode, mediation and moving images: an inquiry of digital editing practices in media education. (Ph D collection of articles), University of Oslo, Oslo.

Gilje, Ø. (2010b). Multimodal Redesign in Filmmaking Practices: An Inquiry of Young Filmmakers’ Deployment of Semiotic Tools in Their Filmmaking Practice. Written Communication, 27(4), 494.

Jewitt, C., Bezemer, J., & O'Halloran, K. (2016). Introducing multimodality: Routledge.

Kress, G. (2011). ‘Partnerships in research’: multimodality and ethnography. Qualitative Research, 11(3), 239-260. doi: 10.1177/1468794111399836

Lindstrand, F. (2006). Att göra skillnad: Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film] (PhD), Stockholm: HLS Förlag.

Pahl, K., & Rowsell, J. (2005). Literacy and education: understanding the new literacy studies in the classroom. London: Paul Chapman.

Pahl, K., & Rowsell, J. (2010). Artefactual literacies: Every object tells a story: Teachers College Press. 

Place, publisher, year, edition, pages
Odense, Danmark: Syddansk Universitet, 2018
Keywords
Multimodality, ethnography, social semiotics, research, learning
National Category
Media and Communications Educational Sciences
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6575 (URN)
Conference
9ICOM - 9th International Conference on Multimodality. Moving the theory forwards, August 15-17, 2018, University of Southern Denmark
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2020-03-30Bibliographically approved
Lindgren, M., Lindstrand, F., Thorgersen, K. & Wikberg, S. (2018). Potential för estetikfältets legitimering och utveckling: samtal kring forskning inom det estetiskt-pedagogiska fältet. In: Carina Borgström-Källén (Ed.), NEÄL 2018 Abstracts: . Paper presented at NEÄL 2018 (Nätverket för Estetiska Ämnen i Lärarutbildningen), 28 november - 29 november, Göteborg. Göteborg: Göteborgs universitet
Open this publication in new window or tab >>Potential för estetikfältets legitimering och utveckling: samtal kring forskning inom det estetiskt-pedagogiska fältet
2018 (Swedish)In: NEÄL 2018 Abstracts / [ed] Carina Borgström-Källén, Göteborg: Göteborgs universitet, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Potential för estetikfältets legitimering och utveckling - 

samtal kring forskning inom det estetiskt-pedagogiska fältet

Abstract till rundabordssamtal NEÄL 2018

 

Under 1990-talet och början av 2000-talet var intresset för estetisk verksamhet, estetiska lärprocesser och estetiska ämnen i skola och lärarutbildning stort. Forskningsinstitut finansierade studier inom området, läromedel publicerades, nya kurser i lärarutbildningen skapades och olika typer av strategiska satsningar i skola och lärarutbildning gjordes. Under det senaste decenniet har frågor om estetiska perspektiv och estetiska ämnen i skola och lärarutbildning alltmer tonats ned i takt med ett ökat intresse för individualisering, tydliga kunskapskrav och ökad måluppfyllelse. Det kan också tolkas som en ökad tonvikt på de enskilda konstarternas särart och betydelse för samhällsekonomi, på bekostnad av det estetiska som personlig utveckling och bildning. Utvecklingen betraktas av många som förödande för det estetiskt-pedagogiska fältet och det är lätt att nedslås och skylla på det som kallas New Public Management. Men samtidigt måste vi vara självkritiska. Forskning och utvärderingar visar att vi som företräder skolans och lärarutbildningens estetiska verksamhet inte lyckats med att legitimera och definiera det estetiska området, vare sig som ämnen eller som kunskapsområde. Inte heller har vi förmått utveckla detsamma. Såväl Lgr 11 som lärarutbildningsreformen samma år satte ramar som försvårade för modernisering av ämnesinnehållet i de estetiska ämnena i skolan. Här har vi forskare och lärarutbildare ett väsentligt ansvar. Hur kan vi främja kunskapsutveckling inom området? Vilken typ av forskning behövs för denna utveckling? Ska vi möta politikers krav på mer fakta och söka oss mot en annan kunskapsfilosofisk grund, i riktning mot, hjärnforskning, essentialism och falsifierbara resultat? Ska vi samarbeta med andra ämnen och söka vetenskapliga belägg för transfereffekter? Eller ska vi gå på tvärs och fortsätta söka kunskap kring estetiska ämnen i ljuset av begrepp som demokrati och bildning, i syfte att söka hållbara argument för alla barns och ungdomars rättighet att få tillgång till estetiska uttryck. Eller kanske slå in på en helt ny väg? I detta samtal kommer fyra forskare att presentera sina perspektiv och bjuda in till samtal utifrån följande fråga: Vad krävs av forskningen för att fältet ska utvecklas och ges en starkare legitimitet?

 

 

Monica Lindgren, Fredrik Lindstrand, Ketil Thorgersen, Stina Wikberg

Place, publisher, year, edition, pages
Göteborg: Göteborgs universitet, 2018
Keywords
Estetiska lärprocesser, skola, forskning, legitimering
National Category
Educational Sciences
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6619 (URN)
Conference
NEÄL 2018 (Nätverket för Estetiska Ämnen i Lärarutbildningen), 28 november - 29 november, Göteborg
Available from: 2018-11-29 Created: 2018-11-29 Last updated: 2020-03-30Bibliographically approved
Lindstrand, F. (2018). Relevanta utsvävningar på digitala arenor: om YouTube, literacy och genremedvetenhet. In: Karin Forsgren Anderung & Elin Folkesson (Ed.), Trampolinmodellen: Ett lekfullt sätt att stärka barns och ungas läs- och språkutveckling. Sandviken: Sandvikens kommun
Open this publication in new window or tab >>Relevanta utsvävningar på digitala arenor: om YouTube, literacy och genremedvetenhet
2018 (Swedish)In: Trampolinmodellen: Ett lekfullt sätt att stärka barns och ungas läs- och språkutveckling / [ed] Karin Forsgren Anderung & Elin Folkesson, Sandviken: Sandvikens kommun , 2018Chapter in book (Other (popular science, discussion, etc.))
Abstract [sv]

En kort text om hur även uttryck som framträder som enkla och slumpmässiga kan förstås som meningsfulla uttryck för kunnande och engagemang.

Place, publisher, year, edition, pages
Sandviken: Sandvikens kommun, 2018
Keywords
genrer, genremedvetenhet, multimodalitet, YouTube, lärande
National Category
Media and Communications Educational Sciences
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6583 (URN)9789163980039 (ISBN)
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2020-03-30Bibliographically approved
Lindstrand, F. (2018). Signs of multimodal genre awareness in young YouTubers' online engagements. In: Boeriis et al (Ed.), 9ICOM: Book of abstracts. Paper presented at 9ICOM - 9th International Conference on Multimodality: Moving theory forwards, August 15-17, 2018, University of Southern Denmark (pp. 103-103). Odense, Danmark: Syddansk Universitet
Open this publication in new window or tab >>Signs of multimodal genre awareness in young YouTubers' online engagements
2018 (English)In: 9ICOM: Book of abstracts / [ed] Boeriis et al, Odense, Danmark: Syddansk Universitet, 2018, p. 103-103Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

In Sweden, big efforts are currently being made in what is referred to as the "digitization of school" (cf. Government of Sweden, 2017) and in the work to support media and information literacy (MIL) at a more general level. Since many young people today are deeply engaged in various forms of digital media on the one hand (Swedish Media Council, 2017) while lacking commitment to their education on the other, a focus on digitization and media literacy could perhaps bridge these motivational gaps – at least to some extent, for some pupils. However, instead of listening to and acknowledging children's knowledge and experience within this field there seems to be a tendency to frown upon their engagements in digital media and to describe their activities on digital platforms as potentially harmful.

This paper presents results from of an on-going pilot project, Learning in Digital Wastelands (Lindstrand, 2018), on children's learning and designs for learning (cf. Selander & Kress, 2010; Bezemer & Kress, 2008) in digital arenas outside school. The aim of the project is to investigate meaning-making and designs for learning in digital contexts outside school where children and young people are engaged in multimodal sign-making practices (Kress, 2003; 2010). An incentive is, perhaps naïvely, that this may offer new perspectives on resources and designs for learning suitable for children today.

More specifically, the paper presents a multimodal analysis of the opening sequence of a video posted on YouTube by a nine-year old. By contextualising the video and its modal configuration and orchestration through comparisons with other YouTube videos referred to by this young producer, the paper claims that the video indicates a high level of multimodal genre awareness. As a conclusion it is suggested that a curiosity in what children do outside school could give great leads in terms of how to take pedagogy further and work within genres, modes and media that are relevant to children today. Who knows what genres will be dominant tomorrow (cf. Hyon, 1996; Johns, 2002)?

References

Bezemer, J. & Kress ,G. (2008) Writing in Multimodal Texts. A Social Semiotic Account of Designs for Learning, Written Communication 25(2).

Government of Sweden (2017) "Action on digital transformation", retrieved 20180110 from http://www.government.se/pressreleases/2017/06/action-on-digital-transformation/

Hyon, S. 1996. Genre in three traditions: Implications for ESL. TESOL Quarterly 30(4):693-722.

Johns, A.M. (Ed.). (2002). Introduction. Genre in the classroom. Multiple perspectives. London: Lawrence Erlbaum, pp. 3-13.

Kress, G. (2003) Literacy in the new media age. London: Routledge.

Kress, G. (2010) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.

Lindstrand, F. (2018, in press) "Relevanta utsvävningar på digitala arenor - om YouTube, literacy och genremedvetenhet" [Relevant dissipations on digital arenas - on YouTube, literacy and genre awareness] in Forsgren Anderung, K. & Folkesson, E. (eds.) Trampolinmodellen [The Trampoline model]. Sandvikens kommun: Kulturcentrum.

Selander, S. and Kress, G. (2010) Design för lärande. Ett multimodalt perspektiv. [Designs for learning. A multimodal perspective]. Stockholm: Norstedts.

Swedish Media Council [Statens Medieråd] (2017) Ungar och medier 2017 [Kids and media 2017]. Retrieved 20180111 from https://statensmedierad.se/publikationer

Place, publisher, year, edition, pages
Odense, Danmark: Syddansk Universitet, 2018
Keywords
Multimodality, social semiotics, learning, genre awareness, YouTube
National Category
Didactics Learning Communication Studies Media Studies
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6518 (URN)
Conference
9ICOM - 9th International Conference on Multimodality: Moving theory forwards, August 15-17, 2018, University of Southern Denmark
Available from: 2018-11-05 Created: 2018-11-05 Last updated: 2020-03-30Bibliographically approved
Insulander, E., Lindstrand, F. & Selander, S. (2017). Designing Multimodal Texts about the Middle Ages. Journal of Educational Media, Memory and Society, 9(2)
Open this publication in new window or tab >>Designing Multimodal Texts about the Middle Ages
2017 (English)In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 9, no 2Article in journal (Refereed) In press
Place, publisher, year, edition, pages
New York, Oxford: Berghahn Books, 2017
Keywords
multimodality, learning, representations, history, designs for learning
National Category
Didactics
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6018 (URN)
Projects
REMAKE
Funder
Swedish Research Council
Available from: 2017-12-01 Created: 2017-12-01 Last updated: 2020-03-30Bibliographically approved
Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (Eds.). (2017). Didaktik i omvandlingens tid: Text, representation, design (1ed.). Stockholm: Liber
Open this publication in new window or tab >>Didaktik i omvandlingens tid: Text, representation, design
2017 (Swedish)Collection (editor) (Other academic)
Abstract [sv]

I Didaktik i omvandlingens tid ger författarna en bred syn på didaktik och på hur miljöer och resurser utformas för att understödja lärande. Boken tar avstamp i en tid då kommunikation blir alltmer utvecklad genom ny teknologi. Hur lärare använder teknologin får då avgörande betydelse för undervisningen. Författarna sätter fokus på design för lärande och multimodalitet och betonar särskilt de kreativa och mångfasetterade aspekterna av lärande, undervisning och bedömning.

Place, publisher, year, edition, pages
Stockholm: Liber, 2017. p. 189 Edition: 1
Keywords
didaktik, lärande, multimodalitet, design
National Category
Didactics Learning Communication Studies
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6015 (URN)9789147122523 (ISBN)
Available from: 2017-11-27 Created: 2017-11-27 Last updated: 2020-03-30Bibliographically approved
Insulander, E., Lindstrand, F. & Selander, S. (2016). Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom. Historical Encounters: A journal of historical consciousness, historical cultures and history education, 3(1), 31-42
Open this publication in new window or tab >>Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom
2016 (English)In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, no 1, p. 31-42Article in journal (Refereed) Published
Abstract [en]

Contemporary teaching and learning implies that pupils encounter curricular content in the form of multimodal representations such as film, museum visits, PowerPoint presentations, roleplay and digital games. Spoken language is no longer the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

Place, publisher, year, edition, pages
Newcastle, Australia: Faculty of Education and Arts, University of Newcasle, 2016
Keywords
multimodality, framing, salience, learning, resources, representation, design
National Category
Didactics
Research subject
Forskningsområden, Visuella kulturer och lärande
Identifiers
urn:nbn:se:konstfack:diva-6019 (URN)
Projects
REMAKE
Funder
Swedish Research Council
Available from: 2017-12-01 Created: 2017-12-01 Last updated: 2020-03-30Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0001-6537-6824

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