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Publications (10 of 14) Show all publications
Stenliden, L., Bodén, U. & Nissen, J. (2019). Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard. Journal of Research on Technology in Education, 51(2), 101-117
Open this publication in new window or tab >>Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard
2019 (English)In: Journal of Research on Technology in Education, ISSN 1539-1523, E-ISSN 1945-0818, Vol. 51, no 2, p. 101-117Article in journal (Refereed) Published
Abstract [en]

The study explores students production of interactive visualized stories with visual analytics (VA). The aim is to understand emerging interactions in classrooms of grades 7-9 students when visual storytelling methods are playing a part in producing social science content. The dual aspects of visual literacy, information retrievement paired with the creation of interactive visualized stories, are crucial. Video captures of students working in groups and of what happens on their screens are conducted. The results show that students can handle the technical aspects of a VA application, but interpretation of visualized statistics is challenging. The study suggests that VA has potential to strengthen students ability to handle huge amounts of data and increase the possibilities for young people to take part in society.

Place, publisher, year, edition, pages
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 2019
Keywords
digital technology; digital skills; democracy; civic knowledge; social science education; visual analytics; visual storytelling; visual literacy; digital literacy
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-159077 (URN)10.1080/15391523.2018.1564636 (DOI)000474212300001 ()
Funder
Vinnova, 2015-04591
Available from: 2019-07-22 Created: 2019-07-22 Last updated: 2020-03-18Bibliographically approved
Stenliden, L. & Nissen, J. (2017). How to outline didactic designs that combine visual analytics, knowledge visualization, assignments and assessments for K 12 students. In: 11th International Technology, Education and Development Conference: Valencia, Spain 6-8 March, 2017. Paper presented at 11th International Technology, Education and Development Conference, Valencia, Spain 6-8 March, 2017 (pp. 3793-3802). Valencia: IATED
Open this publication in new window or tab >>How to outline didactic designs that combine visual analytics, knowledge visualization, assignments and assessments for K 12 students
2017 (English)In: 11th International Technology, Education and Development Conference: Valencia, Spain 6-8 March, 2017, Valencia: IATED , 2017, p. 3793-3802Conference paper, Published paper (Refereed)
Abstract [en]

We study how a specific Visual Analytics (VA), the Statistics eXplorer, and tools for Knowledge Visualization (KV) in school settings can be combined in a learning process. The goals are to explain how VA together with KV shape learning in social science classes in K 12 schools and to develop guidelines for didactic designs as well as a visual analytics framework for educational purposes.There is a huge divergence between the large amount of information that is produced and the capacity of humans to make sense of it. VA deals with designing and applying tools that support insights in unexplored data sets, where interactions with screens are directed through eye attention. KV on the other hand deals with expression and organisation of such insights and utilizing the knowledge thus created. Together, these could support learning. Recent research, however, point out that current methods for learning processes often only supports basic visual analysis but not the entire process of the analysis. This means that methods that include the process of making visual discoveries (VA) combined with methods that support the process to express them (KV) are lacking. We know it is easy for both students and teachers to use a VA. It is easy for teachers to learn how to maneuver a VA to produce visualizations for educational use. Despite this, the full potential of the VA has been found difficult to reach.In this world of massively mediated information and communication, current educational models therefore might fail. It looks as teachers’ lack of experience of how to arrange a didactic design of the classroom, when it comes to combining suitable tools that can facilitate analytical reasoning (VA) with a process that support students to construct meaning from visual information (KV), hampers the development of a suitable learning processes. Hence, the aim of this paper is to explore a “set up” of a cooperation in between teachers and researchers in order to support the creation of such combinations of VA and KV in educational settings where didactic designs can be tried out.In order to explore this a teacher-researcher team has been formed by four researchers together with 15 social science teachers. The researchers have provided theory and earlier research findings in relation to the topic. The teachers have provided their classroom experiences, their well-tried methods and didactic skills. The team members have together shared their views and knowledge through in depth discussions in order to develop lesson plans that take into consideration not only to modify a VA to be used in the lessons but also to develop task for the students that make them benefit from the strengths of the visualization.In this paper, the didactic designs that the teachers intend to implement are presented as well as preliminary findings from an analyses of these lessons plans. The analyses show that teachers are aware of the importance of not only concentrate on how to use the powerful VA, but also carefully think through how students can demonstrate their growing knowledge. However this is a more challenging task than to introduce the VA for students and teachers.In the next phase of the project the implementation of the lesson plans will be followed in case-studies. The field of VA and KV can be supported by findings reported in this paper in efforts to construct useful tools for these kinds of analyze processes and different ways of knowledge formation.

Place, publisher, year, edition, pages
Valencia: IATED, 2017
Series
INTED Proceedings, E-ISSN 2340-1079
Keywords
information visualization, visual analytics, knowledge visualization, k 12 schools, social science classes.
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-165135 (URN)10.21125/inted.2017 (DOI)000413668603120 ()978-84-617-8491-2 (ISBN)
Conference
11th International Technology, Education and Development Conference, Valencia, Spain 6-8 March, 2017
Funder
Swedish Research Council
Note

Funding agencies:The research is supported by funding from Marcus and Amalia Wallenberg foundation, MAW 20140120 and Norrkopings municipality research foundation. The authors thank in particular the teachers, ass. project leader Ulrika Boden and Cecilia Sunnerberg. Special thanks to Professor Mikael Jern, at the National Centre for Visual Analytics (NCVA), for valuable collaboration.

Available from: 2020-04-16 Created: 2020-04-16 Last updated: 2020-04-23Bibliographically approved
Stenliden, L., Bodén, U. & Nissen, J. (2017). Innovative Didactic Designs: visual analytics and visual literacy in school. Journal of Visual Literacy, 37(3-4), 184-201
Open this publication in new window or tab >>Innovative Didactic Designs: visual analytics and visual literacy in school
2017 (English)In: Journal of Visual Literacy, ISSN 1051-144X, Vol. 37, no 3-4, p. 184-201Article in journal (Refereed) Published
Abstract [en]

In a world of massively mediated information and communication, students must learn to handle rapidly growing information volumes inside and outside school. Pedagogy attuned to processing this growing production and communication of information is needed. However, ordinary educational models often fail to support students, trialing neither efficient tools such as visual analytics (VA) nor educational improvements via, for example, knowledge visualization (KV). This paper accordingly explores the facilitation and realization of teachers’ development of innovative didactic designs, that is, thoroughly conceived lesson plans in which VA and KV are combined in learning activities in school settings. The aim is to clarify vital components emerging in innovative didactic designs intended to support students’ visual literacy, knowledge construction and visualize knowledge. These components are central to better understanding future outcomes in classrooms where visual learning tools are applied. This design-based research emerged from a ‘teacher researcher team’ comprising 15 teachers and four researchers, VA, theory, etc. Actor network theory, applied in analyzing significant issues and developments, revealed that teachers were aware not only to concentrate learning how to use VA but also considering how students can demonstrate growing knowledge – a more challenging tasks than simply introducing VA for students and teachers.

Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Information visualization, visual analytics, visual literacy, knowledge visualization, design-based research, innovative pedagogy, social science education
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-164350 (URN)10.1080/1051144X.2017.1404800 (DOI)
Funder
Swedish Research Council, 2015-01280Wallenberg Foundations, 2014.0120
Available from: 2020-03-19 Created: 2020-03-19 Last updated: 2020-03-24Bibliographically approved
Stenliden, L., Johansson, J. & Nissen, J. (2015). Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization. In: L. Gómez Chova, A. López Martínez and I. Candel Torres (Ed.), ICERI2015 Proceedings: 8th International Conference of Education, Research and Innovation. Paper presented at 8th International Conference of Education, Research and Innovation, Seville, Spain, 18-20 November, 2015 (pp. 5189-5198). International Academy of Technology, Education and Development (IATED)
Open this publication in new window or tab >>Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization
2015 (English)In: ICERI2015 Proceedings: 8th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, International Academy of Technology, Education and Development (IATED) , 2015, p. 5189-5198Conference paper, Published paper (Other academic)
Abstract [en]

In a world of massively mediated information and communication, ordinary educational models might fail in both using those tools to improve education and to prepare the students for their future. Therefore this on-going research project investigates how a Visual Analytics (VA) and tools for Knowledge Visualization (KV) in school settings (within social science as school subject) could be combined to generate synergies in a learning process which not only aims at unveiling hidden facts but also to develop knowledge that includes all its accompanying facets such as experiences, attitudes, perspectives and opinions. The aim is to explain how VA together with KV interfere and can shape learning in social science classes in K 12 schools (from visualization on the screens to a growing body of personal knowledge). Another aim is to develop guidelines for didactic design and develop a web-based information visualization and visual analytics framework for educational purposes. The study is conducted in K 12 schools and empirical data is gathered through three case studies. The results will contribute to knowledge about visual literacy and its relations to different didactic designs. Researchers in the field of VA and KV can as well be supported in their questions to construct useful tools for these kind of analyse processes and different ways of knowledge formation.

Place, publisher, year, edition, pages
International Academy of Technology, Education and Development (IATED), 2015
Series
ICERI Proceedings, ISSN 2340-1095 ; V-2722-2015
Keywords
visual analytics, knowledge visualization, visual literacy, silent reading, reading as design.
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-123674 (URN)000377304005041 ()978-84-608-2657-6 (ISBN)
Conference
8th International Conference of Education, Research and Innovation, Seville, Spain, 18-20 November, 2015
Available from: 2016-01-07 Created: 2016-01-07 Last updated: 2017-02-23Bibliographically approved
Forstorp, P.-A. & Nissen, J. (2011). The Contents and Organization fo Cross Boundary Learning: Main Findings. Linköping: Linköping University Electronic Press
Open this publication in new window or tab >>The Contents and Organization fo Cross Boundary Learning: Main Findings
2011 (English)Book (Other academic)
Abstract [en]

Boundary crossing in undergraduate and graduate learning environments is still a relatively unstudied phenomenon, at least in comparison with the attention given to studies of interdisciplinary research. The research reported here focuses on learning environments in the context of Swedish higher education and is based on interviews and fieldwork at two interdisciplinary programs at two universities. The main findings are summarized in twelve themes which represent different ways of understanding the complexity of boundary crossing in pedagogical practice. We identify the shifting conjunctures of higher education in which key notions such as boundary crossing can demonstrate a strong attraction as well as its opposites in the form of strong rejection.

Place, publisher, year, edition, pages
Linköping: Linköping University Electronic Press, 2011. p. 38
Keywords
higher education, boundary work, boundary crossing, interdisciplinarity, Sweden
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-67054 (URN)9789173931861 (ISBN)
Available from: 2011-03-25 Created: 2011-03-25 Last updated: 2017-06-30Bibliographically approved
Forstorp, P.-A. & Nissen, J. (2006). Gränsdragningar och gränsöverskridanden i högskolevärlden. Utbildning och Demokrati, 15(2)
Open this publication in new window or tab >>Gränsdragningar och gränsöverskridanden i högskolevärlden
2006 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2Article in journal (Refereed) Published
Keywords
boundary crossing_higher education_cultural and economic globalization_boundary work
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-34571 (URN)21909 (Local ID)21909 (Archive number)21909 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13
Nissen, J. (2006). Tvärvetenskap och/eller gränsöverskridanden?. Utbildning och Demokrati, 15(2), 81-95
Open this publication in new window or tab >>Tvärvetenskap och/eller gränsöverskridanden?
2006 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2, p. 81-95Article in journal (Refereed) Published
Keywords
higher education_interdisciplinarity_boundary crossing_training for professions
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-34572 (URN)21910 (Local ID)21910 (Archive number)21910 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2017-12-13
Nissen, J. & Forstorp, P.-A. (2005). Mötet mellan tradition och förnyelse - ett val mellan bredd och djup?. In: Utvecklingskonferens för högre utbildning,2005 (pp. 152-158). Lund: MediaTryck Lunds universitet
Open this publication in new window or tab >>Mötet mellan tradition och förnyelse - ett val mellan bredd och djup?
2005 (Swedish)In: Utvecklingskonferens för högre utbildning,2005, Lund: MediaTryck Lunds universitet , 2005, p. 152-158Conference paper, Published paper (Other academic)
Place, publisher, year, edition, pages
Lund: MediaTryck Lunds universitet, 2005
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-34566 (URN)21889 (Local ID)21889 (Archive number)21889 (OAI)
Available from: 2009-10-10 Created: 2009-10-10
Nissen, J. & Jedeskog, G. (2002). "Säg IT - det räcker".: att utveckla skolan med några lysande IT-projekt : utvärdering av KK-stiftelsens satsning på större skolutvecklingsprojekt. Stockholm: KKstiftelsen
Open this publication in new window or tab >>"Säg IT - det räcker".: att utveckla skolan med några lysande IT-projekt : utvärdering av KK-stiftelsens satsning på större skolutvecklingsprojekt
2002 (Swedish)Book (Other academic)
Place, publisher, year, edition, pages
Stockholm: KKstiftelsen, 2002. p. 231
National Category
Social Sciences
Identifiers
urn:nbn:se:liu:diva-33709 (URN)19749 (Local ID)19749 (Archive number)19749 (OAI)
Note

Utvärdering av KK-stiftelsens satsning på större skolutvecklingsprojekt

Available from: 2009-10-09 Created: 2009-10-09 Last updated: 2013-11-29Bibliographically approved
Johansson, M. & Nissen, J. (2001). IT i framtidens samhälle och i dagens skola. Utbildning och Demokrati, 10(1), 103-132
Open this publication in new window or tab >>IT i framtidens samhälle och i dagens skola
2001 (Swedish)In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 103-132Article in journal (Refereed) Published
Abstract [sv]

  

National Category
Social Sciences Interdisciplinary
Identifiers
urn:nbn:se:liu:diva-34285 (URN)21259 (Local ID)21259 (Archive number)21259 (OAI)
Available from: 2009-10-10 Created: 2009-10-10 Last updated: 2018-01-13
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3979-1343

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