1,720,972 research outputs found
Utmanande forskningsbaserad antologi om kollegaveiledning. Recension. Wittek, Anne Line, Lange Thomas de (red.). (2021). Kollegaveiledning i høyere utdanning. Universitetsforlaget AS
No full textRecension. Wittek, Anne Line, Lange Thomas de (red.). (2021). Kollegaveiledning i høyere utdanning. Universitetsforlaget AS
Connecting everyday and academic learning practices, a teacher challenge?
No full textThis article-based thesis presents the findings of a qualitative case study that provide a theoretically informed and empirically grounded description of regular classroom practices and how teachers anticipate and draw on the everyday and informal experiences of students as resources for academic learning.
In terms of practical policy, education in the digital age should foster the development of in-depth learning, information management, critical thinking, and the ability to apply everyday and informal experience and knowledge to solve complex and interdisciplinary problems. Making use of students’ everyday and informal experiences and tools as resources for academic learning is considered a key tool in educational reforms that might enable pedagogy capable of bringing the everyday world into the classroom and contributing to an academically relevant educational practice for the 21st century. However, the review of existing international research literature in this study illustrates that teachers’ attempts to incorporate students’ outside experiences and knowledge into more academic learning practices typically fail to exploit students’ own expertise, knowledge, and tools. When students’ experiences from informal learning activities are invited into educational purposes, the discrepancies in the views of learning (i.e., what is considered relevant or accountable) and the goals of the different disciplinary practices implicitly lead to tensions and practical challenges. This contradiction between different views and objectives of approaches to learning reflected in the organization of informal and formal learning practices calls for a closer look at how connecting everyday and academic learning practices are played out in regular classroom interactions. While contradictory practices in education are not unusual, in this case, it seems important to gain better knowledge of how these practices of connecting everyday and academic learning are played out over time and, in particular, how teachers’ frame and anticipate learning activities when drawing on everyday and informal experiences of students in classroom interactions. The findings of the case study are reported in three research articles.
Study 1 explored how teachers’ framing of learning activities opens and closes opportunities for students to position themselves to co-construct meaning. The findings illuminated that whole-class introductions are characterized by teacher-led talk that invites students’ to be active contributors to a limited extent when engaging with their own everyday and informal experience. At an overall level, the findings addressed how teachers framed opportunities (in an expansive or bounded manner) to make use of everyday and informal experiences of students as (1) tools to make use of student’s authentic experiences, positioning students as active contributors; (2) resources for disciplinary recitations of authoritative knowledge, offering students opportunities to build on someone else’s knowledge; and (3) “surrogate resources,” making it difficult for students to recognize “the imagined everyday experience” as a learning resource. The study illustrates the complexities of connecting everyday and academic learning practices.
Study 2 documents the teacher’s dilemma of framing students’ digital engagement in their leisure time as a resource for academic learning, which expands student practices and creates tensions within and across the institutional framing of schooling. At an overall level, the findings displayed that when the students’ experiences and knowledge of engaging with playful digital practices in informal learning activities are invited into highly regulated educational purposes, the discrepancies in the views of learning and the goals of the disciplinary practice lead to tensions and practical challenges. The study also displays that when the teacher frames task and digital tools as part of disciplinary science teaching but contextualizes them in everyday and informal contexts, both the teacher and students struggle to negotiate accountable ways of engaging in the new practice. The study suggests the teacher’s vital role in framing ways of engaging with new tools and tasks within the layers of accountable practices.
Study 3 explores how a teacher made use of a concrete material from her kitchen cupboard as a contextual resource for a problem-based learning activity. The study illustrates how a teacher invited students to articulate and recontextualize similarities and differences in everyday and academic learning practices. It also illustrates how the material tool opened for sophisticated thinking, which was not possible without the material available. It displayed a tension between context-bound resources, such as the sense of taste and sight, which allowed for exploration and student engagement, and more context-dense resources, such as a scientific result table written at the blackboard, which seemed to privilege academic forms of interactions. The study suggests the potential of making use of the meaning of materiality to promote academically productive classroom talk.
The study methodologically contributes to the field by providing a longitudinal research design that enables me to generate knowledge of how connecting everyday and academic processes are played out over time and how teachers and students engage in these particular learning activities in classroom interactions. It theoretically contributes to the field by presenting a theory-based analytical framework that advances into empirically grounded categories of classroom interactions over the course of the study and by showing, in particular, how teachers frame and constitute learning activities by drawing on the everyday and informal experiences of students in regular classroom practices.
The study is relevant in the way it offers theoretically informed and empirically grounded descriptions of the complexity of inviting the everyday experiences of students as resources for academic learning. This enables the study to contribute with new knowledge on how the layers of accountable practices within and across regular classroom practices seem to play an important role when challenges emerge as teachers encourage the use of experiences, tools, and media practices that are contextualized and framed differently
Connecting everyday and academic learning practices, a teacher challenge?
No full textThis article-based thesis presents the findings of a qualitative case study that provide a theoretically informed and empirically grounded description of regular classroom practices and how teachers anticipate and draw on the everyday and informal experiences of students as resources for academic learning.
In terms of practical policy, education in the digital age should foster the development of in-depth learning, information management, critical thinking, and the ability to apply everyday and informal experience and knowledge to solve complex and interdisciplinary problems. Making use of students’ everyday and informal experiences and tools as resources for academic learning is considered a key tool in educational reforms that might enable pedagogy capable of bringing the everyday world into the classroom and contributing to an academically relevant educational practice for the 21st century. However, the review of existing international research literature in this study illustrates that teachers’ attempts to incorporate students’ outside experiences and knowledge into more academic learning practices typically fail to exploit students’ own expertise, knowledge, and tools. When students’ experiences from informal learning activities are invited into educational purposes, the discrepancies in the views of learning (i.e., what is considered relevant or accountable) and the goals of the different disciplinary practices implicitly lead to tensions and practical challenges. This contradiction between different views and objectives of approaches to learning reflected in the organization of informal and formal learning practices calls for a closer look at how connecting everyday and academic learning practices are played out in regular classroom interactions. While contradictory practices in education are not unusual, in this case, it seems important to gain better knowledge of how these practices of connecting everyday and academic learning are played out over time and, in particular, how teachers’ frame and anticipate learning activities when drawing on everyday and informal experiences of students in classroom interactions. The findings of the case study are reported in three research articles.
Study 1 explored how teachers’ framing of learning activities opens and closes opportunities for students to position themselves to co-construct meaning. The findings illuminated that whole-class introductions are characterized by teacher-led talk that invites students’ to be active contributors to a limited extent when engaging with their own everyday and informal experience. At an overall level, the findings addressed how teachers framed opportunities (in an expansive or bounded manner) to make use of everyday and informal experiences of students as (1) tools to make use of student’s authentic experiences, positioning students as active contributors; (2) resources for disciplinary recitations of authoritative knowledge, offering students opportunities to build on someone else’s knowledge; and (3) “surrogate resources,” making it difficult for students to recognize “the imagined everyday experience” as a learning resource. The study illustrates the complexities of connecting everyday and academic learning practices.
Study 2 documents the teacher’s dilemma of framing students’ digital engagement in their leisure time as a resource for academic learning, which expands student practices and creates tensions within and across the institutional framing of schooling. At an overall level, the findings displayed that when the students’ experiences and knowledge of engaging with playful digital practices in informal learning activities are invited into highly regulated educational purposes, the discrepancies in the views of learning and the goals of the disciplinary practice lead to tensions and practical challenges. The study also displays that when the teacher frames task and digital tools as part of disciplinary science teaching but contextualizes them in everyday and informal contexts, both the teacher and students struggle to negotiate accountable ways of engaging in the new practice. The study suggests the teacher’s vital role in framing ways of engaging with new tools and tasks within the layers of accountable practices.
Study 3 explores how a teacher made use of a concrete material from her kitchen cupboard as a contextual resource for a problem-based learning activity. The study illustrates how a teacher invited students to articulate and recontextualize similarities and differences in everyday and academic learning practices. It also illustrates how the material tool opened for sophisticated thinking, which was not possible without the material available. It displayed a tension between context-bound resources, such as the sense of taste and sight, which allowed for exploration and student engagement, and more context-dense resources, such as a scientific result table written at the blackboard, which seemed to privilege academic forms of interactions. The study suggests the potential of making use of the meaning of materiality to promote academically productive classroom talk.
The study methodologically contributes to the field by providing a longitudinal research design that enables me to generate knowledge of how connecting everyday and academic processes are played out over time and how teachers and students engage in these particular learning activities in classroom interactions. It theoretically contributes to the field by presenting a theory-based analytical framework that advances into empirically grounded categories of classroom interactions over the course of the study and by showing, in particular, how teachers frame and constitute learning activities by drawing on the everyday and informal experiences of students in regular classroom practices.
The study is relevant in the way it offers theoretically informed and empirically grounded descriptions of the complexity of inviting the everyday experiences of students as resources for academic learning. This enables the study to contribute with new knowledge on how the layers of accountable practices within and across regular classroom practices seem to play an important role when challenges emerge as teachers encourage the use of experiences, tools, and media practices that are contextualized and framed differently
The activity of Writing for Learning in a nursing program – trajectories of meaning making
Get PDFA whole range of resources are introduced to students in higher education. These are picked up and developed by them individually and in collaboration with other actors. This text investigates these complex and multifaceted processes, and focuses in particular on possible functions of “writing for learning” in these processes. The questions at stake are: How can the relationship between writing and meaning making in an educational context be conceptualized from a dialogical perspective and what methodological entrances can be used for the purpose of investigating it? A dialogical perspective frames the text theoretically. Processes of writing in educational programs involve transformation and re-contextualisation of resources or tools. A range of signs, symbols and words are brought into play both at a collective and an individual level in and through student writing. I will suggest ways of conceptualizing the practices that students engage in to produce texts as well as ways in which writing practices gain their meanings and function as dynamic elements of specific cultural settings. I argue that these analytical entrances can contribute to bringing about important nuances to research on writing. Empirically, the article reports on a study investigating how portfolio writing worked as a tool for learning in a nursing program. Two student groups were followed during one academic year. The empirical study identified how activities of writing sat a whole range of different tools like theories, concepts, cultural, as well as professional norms and guidelines into play. The data set consists of audiotaped observations, field notes, submitted portfolios and other relevant documents. A total of 44 episodes relevant for the research question were selected for analysis, and the following categories where applied; themes discussed, tools set into play and patterns of interactions. The article concludes that writing can form a most important tool in student trajectories of meaning making. However, to make it work for academic and professional purposes, there is a need for students to gain in-depth knowledge of how to deal with the acquired genre and the conventional characteristics of their field.publishedVersio
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Quality teaching and learning as practice within different disciplinary discourses
No full textThis article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape each other. To do so, we propose to use the notion of mediating actants, a combination of Vygotsky’s notion of mediation with the concept of “actant” that is at the core of Actor-Network Theory (ANT). We suggest that such a notion can be useful in understanding the processes of construction of teaching and learning within disciplinary discourses and practices. This article is based on an empirical study of three Master programs at a Scandinavian institution of Higher Education. Data was gathered using ethnography-inspired methods such as interviews, observations and document analysis. In our analysis we identifies six elements as central in how quality teaching and learning are constituted within master programs: 1) the master thesis, 2) writing as a mode of thinking 3) the students’ learning environment, 4) the teaching process and teaching style, 5) the students’ conceptions of learning and their engagement, and, finally, 6) the processes of transformation from spontaneous to scientific concepts that the students undergo
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Quality teaching and learning as practice within different disciplinary discourses
Get PDFThis article focuses on describing the interplay between teaching and learning practices in Higher Education and the disciplinary context of such practices. In particular, it aims to address the question of how course design, teaching, and learning activities take place within a particular academic culture and how those activities mutually shape each other. To do so, we propose to use the notion of mediating actants, a combination of Vygotsky’s notion of mediation with the concept of “actant” that is at the core of Actor-Network Theory (ANT). We suggest that such a notion can be useful in understanding the processes of construction of teaching and learning within disciplinary discourses and practices. This article is based on an empirical study of three Master programs at a Scandinavian institution of Higher Education. Data was gathered using ethnography-inspired methods such as interviews, observations and document analysis. In our analysis we identifies six elements as central in how quality teaching and learning are constituted within master programs: 1) the master thesis, 2) writing as a mode of thinking 3) the students’ learning environment, 4) the teaching process and teaching style, 5) the students’ conceptions of learning and their engagement, and, finally, 6) the processes of transformation from spontaneous to scientific concepts that the students undergo.All papers in IJTLHE are published under a Creative Commons Attribution-NoDerivs 3.0 Unported License
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
- …
