liu.seSearch for publications in DiVA
Change search
Link to record
Permanent link

Direct link
BETA
Publications (10 of 22) Show all publications
Martín Bylund, A. & Stenliden, L. (2020). Closer to far away: transcending the spatial in transnational families’ online video calling. Journal of Multilingual and Multicultural Development, 1-14
Open this publication in new window or tab >>Closer to far away: transcending the spatial in transnational families’ online video calling
2020 (English)In: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, p. 1-14Article in journal (Refereed) Epub ahead of print
Abstract [en]

This paper studies how transnational children and their distantly locatedbut emotionally close family members recreate their relationship usingapplications for online video calling. The focus is on the interaction ofbodies and language, and if/how proximity of any kind is enabled. Acritical posthumanist applied linguistics is embraced and communicationis viewed as a bodily coordination ocurring in real time. This includes amaterial and dynamic view of language in constant transformation.Video captures are produced with three transnational, multilingualfamilies in China and their adult relatives residing abroad (Europe).Moment analysis informs the processing of data. The analysis includesmultipart semiotic assemblages of critical/creative moments and appliesthe Deleuzian concept of sense. The results suggest, the multi-localanalogue/digital situation in online calling transcends conventionallyimagined spatial ‘boundaries’. Furthermore, a bodily, multisensoryproximity emerge as simultaneously critical to and created by thistranscending spatiality. Multi-local communicative practices shed lighton the multiple, material and semiotic components of the humansenses, and how a rational understanding of proximity might be twisted.Proximity constantly emerges ‘in new copies’ transcending the far awayand close.

Place, publisher, year, edition, pages
Routledge, 2020
Keywords
Transnational families; online video calling; posthumanist applied linguistics; semiotic assemblages; multisensory interaction; proximity; sense
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-165075 (URN)10.1080/01434632.2020.1749643 (DOI)
Available from: 2020-04-14 Created: 2020-04-14 Last updated: 2020-05-05Bibliographically approved
Stenliden, L. (2019). Att designa undervisning för digital literacyundervisning och multimodal bedömning. In: Anna Nordenstam, Suzanne Parmenius Swärd (Ed.), Digitalt: (pp. 84-99). Stockholm: Natur och kultur
Open this publication in new window or tab >>Att designa undervisning för digital literacyundervisning och multimodal bedömning
2019 (Swedish)In: Digitalt / [ed] Anna Nordenstam, Suzanne Parmenius Swärd, Stockholm: Natur och kultur, 2019, p. 84-99Chapter in book (Other academic)
Abstract [sv]

Denna text redogör för de klassrumspraktiker som uppstår mellan elever och verktyg för digital informationshantering och textproduktion samt diskuterar undervisningsinterventioner utvecklade av lärare och forskare i syfte att finna nya former för literacyundervisning- och multimodal bedömning. I en tid av stora informationsmängder, alternativa fakta och fake news blir det särskilt angeläget att utveckla elevers förmågor att hantera digitala gränssnitt, läsa digitala texter, träna på att analysera och skapa mening ur stora mängder information. Det handlar om att; via effektiva verktyg utveckla kompetenser för att säkert och kritiskt kunna hantera, interagera och kommunicera information. Verktyg utvecklade för att bidra med tekniska lösningar i detta sammanhang kallas Visual Analytics (VA) och anses utgöra en så kallad ”key technology”. Denna teknik erbjuder möjligheter för visualiseringar av stora datamängder. Dessa analysverktyg gör det möjligt att på ett annat sätt än tidigare hantera, läsa och analysera information. Det som numer i media ofta kallas för ”big data”. Verktygen erbjuder också möjligheter att producera egna budskap eller berättelser, med andra ord det finns potential att kommunicera via verktygens multimodala resurser. Det går att likna denna process, informationshanteringen, med de visualiseringar och berättelser som Hans Rosling presenterade. Att kunna interagera som han gjorde via interaktiva datavisualiseringar, och därigenom vara kapabel att både kunna läsa och uttrycka sig multimodalt, är och kommer att vara en alltmer angelägen färdighet för elever att utveckla i skolan.

Place, publisher, year, edition, pages
Stockholm: Natur och kultur, 2019
Series
Svensklärarserien, 0349-3563
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-164353 (URN)9789127457386 (ISBN)
Funder
Wallenberg Foundations, 2014.0120
Available from: 2020-03-19 Created: 2020-03-19 Last updated: 2020-05-19Bibliographically approved
Bodén, U. & Stenliden, L. (2019). Emerging Visual Literacy through Enactments by Visual Analytics and Students. Designs for Learning, 11(1), 40-51
Open this publication in new window or tab >>Emerging Visual Literacy through Enactments by Visual Analytics and Students
2019 (English)In: Designs for Learning, ISSN 1654-7608, Vol. 11, no 1, p. 40-51Article in journal (Refereed) Published
Abstract [en]

This paper investigates the potential aspects of visual literacy that might appear when visual analytics and students interact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities where reading imposes order and relevance on what is displayed. However, only a few studies have evaluated how these visual processes emerge. Applying a socio-material semiotic approach, this paper examines the interactions between teachers, students and a visual analytics application, clarifying what strengthens or weakens the socio-material relations at work in emerging visual literacy. Methodologically, a design-based research approach is chosen. Notably, it is the early stages of the designed-based research cycle that are applied. Interventions were designed and conducted in five classes in three secondary schools in Sweden (97 students). The visual analytics application introduced was Statistics eXplorer. For each class, two to three lessons were video recorded to capture how the students interacted with the application. The socio-material analyses show that the interactions between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties such as movement, highlighting, and color, properties that often resulted in quick vision or locked vision. This paper argues that there needs to be a close didactic alignment and deeper knowledge of how visual interfaces attract students’ attention and how students’ visual literacy emerges in that relationship.

Place, publisher, year, edition, pages
Stockholm University Press, 2019
Keywords
Visual literacy, visual analytics, K12 students, socio-material relations, social science education, didactic design
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164293 (URN)10.16993/dfl.108 (DOI)
Funder
Swedish Research Council, 2015-01280
Available from: 2020-03-15 Created: 2020-03-15 Last updated: 2020-04-02Bibliographically approved
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
Bodén, U. & Stenliden, L. (2018). Emerging Visual Literacy through Enactments by Visual Analytics and Students. In: Guribye, F., Åkerfeldt, A., Bergdal, N., Cerratto-Pargam, T., Selander, S. & Wasson, B. (Ed.), 6th international Designs for Learning conference: Design & Learning-Centric Analysis (23–25th May 2018), Bergen, Norway. Paper presented at 6th international Designs for Learning conference: Design & Learning-Centric Analysis, Bergen, Norway, 23–25th May, 2018 (pp. 23). Bergen, 1
Open this publication in new window or tab >>Emerging Visual Literacy through Enactments by Visual Analytics and Students
2018 (English)In: 6th international Designs for Learning conference: Design & Learning-Centric Analysis (23–25th May 2018), Bergen, Norway / [ed] Guribye, F., Åkerfeldt, A., Bergdal, N., Cerratto-Pargam, T., Selander, S. & Wasson, B., Bergen, 2018, Vol. 1, p. 23-Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper aims to explore how visual literacy emerges when visual analytics and students enact in social science secondary classrooms. Interacting with visual technology likely demands new forms of literacy as various dimensions of complexity emerge in such learning activities, where reading become a way to impose order and relevance on what is displayed. However, there is a lack of research how these visual processes emerge. By applying a socio-material semiotic approach, the interactions between teachers, students and a visual analytics application are followed. The paper clarifies what might strengthen or weaken the socio-material relations at work in emerging visual literacy. This design-based study was conducted in five classes in three secondary schools in Sweden, with 97 students. The visual analytics application introduced was Statistics eXplorer. Each class were followed two to three lessons by a video recording program that captured both the students and the actions at the computer screen. The socio-material analyses show that the enactments between the visual analytics and the students were both strengthened and weakened by different social as well as material forces. The actions were directed by visual properties as movement, highlighting and color. Connecting to the students these often produced a quick vision or a "locked" vision. The paper argues for close didactic alignment and deeper knowledge of how the visual interface attracts human (students’) attention and how students’ visual literacy ablilites may emerge in that relation.

Place, publisher, year, edition, pages
Bergen: , 2018
Series
SLATE Report 2018-1
Keywords
visual literacy, visual analytics, K12 students, socio-material relations, social science education, didactic design
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-165220 (URN)9788280884169 (ISBN)
Conference
6th international Designs for Learning conference: Design & Learning-Centric Analysis, Bergen, Norway, 23–25th May, 2018
Funder
Swedish Research Council, 2015-01280
Available from: 2020-04-20 Created: 2020-04-20 Last updated: 2020-04-24Bibliographically approved
Stenliden, L. (2018). Geovisual Analytics in School: Challenges for the Didactic Design of the Classroom. International Journal of Information and Education Technology (3), 178-185
Open this publication in new window or tab >>Geovisual Analytics in School: Challenges for the Didactic Design of the Classroom
2018 (English)In: International Journal of Information and Education Technology, ISSN 2010-3689, no 3, p. 178-185Article in journal (Refereed) Published
Abstract [en]

This paper aims to determine the distribution of problem spaces in learning activities, when geovisual analytics is introduced into social science education. We know that various dimensions of complexity emerge in learning activities including this kind of technology. This paper clarifies the features of the problem spaces in such activities. The study was conducted in three middle schools in Sweden, in four social science classes with students aged 10 to 13 years. The specific geovisual analytics platform used was Statistics eXplorer. The learning activities were followed for two to four weeks at each school using video observations. Drawing on actor–network theory, we conducted material discursive analyses of the learning activities. The geovisual analytics generally support student understandings, but the didactic design of the classroom was not completely supportive. Six central aspects were found in the distribution of problem spaces within the learning activities. Novel approaches to pedagogy and teaching employing geovisual analytics could benefit students’ knowledge building as they work with visualized data.

Place, publisher, year, edition, pages
International Association of Computer Science and Information Technology Press, 2018
Keywords
Geovisual analytics, visual data, statistics, visual storytelling, problem spaces, pedagogy, instruction, analytical reasoning
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-164294 (URN)10.18178/ijiet.2018.8.3.1030 (DOI)
Funder
Wallenberg Foundations, 2014.0120
Available from: 2020-03-15 Created: 2020-03-15 Last updated: 2020-03-19Bibliographically approved
Stenliden, L., Bylund, A. & Reimers, E. (2018). Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.. Reconceptualizing Educational Research Methodology (RERM), 9(2), 22-37
Open this publication in new window or tab >>Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.
2018 (English)In: Reconceptualizing Educational Research Methodology (RERM), ISSN 1892-042X, E-ISSN 1892-042X, Vol. 9, no 2, p. 22-37Article in journal (Refereed) Published
Abstract [en]

This paper describes a methodological inquiry that explores ways of performing classroom studies, where posthuman theory and data production are plugged in to each other from the very outset of this effort. Posthuman theory insists on research practices that demand attention to materialities, research practices that seek to detach the investigations from human concerns and positionality, research practices that consider how data and researcher(s) are entangled producing each other and by that try to operationalize the ‘unself’ of the researcher(s). Hence, a research machine was constructed and put to work in one Physics classroom in an upper secondary school. Five researchers focused on various multiparty interactions, whilst attempting to background the interpersonal interactions. Subsequently, the research machine was plugged into different concepts and turned into workshops where changes in configurations became significant for emergences in the classroom. In this process the concept affraction emerged as an effort to map how material-semiotic processes become observable in classrooms. The work of the research machine points to possible ways of avoiding commonly privileged perspectives in classroom observations. This attempt to deconstruct boundaries between human and non-human and the human as a bounded non-porous subject may affect possibilities to produce research that aids what otherwise might be shadowed actions in classrooms.

Place, publisher, year, edition, pages
Oslo, Norway: Oslo Metropolitan University - Storbyuniversitetet, 2018
Keywords
posthumanism, Deleuze & Guattari, qualitative data production, research machine, configuration, classroom studies
National Category
Educational Sciences
Identifiers
urn:nbn:se:liu:diva-164283 (URN)
Available from: 2020-03-13 Created: 2020-03-13 Last updated: 2020-04-02Bibliographically 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. (2016). Att läsa multimodala digitala texter – förhållningssätt och strategier. Skolverket, Läslyftet för gymnasiet Modul: Att läsa, analysera och kritiskt granska. Del 4: Kritisk granskning och analys av multimodala texter, Modul: Analysera och kritiskt granska(Del 7: Att läsa digitala texter – förhållningssätt och strategier), 1-14
Open this publication in new window or tab >>Att läsa multimodala digitala texter – förhållningssätt och strategier
2016 (Swedish)In: Skolverket, Läslyftet för gymnasiet Modul: Att läsa, analysera och kritiskt granska. Del 4: Kritisk granskning och analys av multimodala texter, Vol. Modul: Analysera och kritiskt granska, no Del 7: Att läsa digitala texter – förhållningssätt och strategier, p. 1-14Article in journal (Other academic) Published
Abstract [sv]

Denna artikel ger en orientering om skillnader mellan läsning av traditionella texter och digitala texter. Den problematiserar också elevers läsförståelse kopplat till webbtexters uppbyggnad och struktur. Syftet med artikeln är att läraren ska få förståelse för de specifika förmågor och färdigheter som krävs av eleverna för att skapa mening vid digitalt läsande. Artikeln har också digital informationshantering som fokus, det vill säga hur digitaliserad information söks, hur den kan förstås och hur informationen kritiskt kan granskas. Tanken är att lärare, med hjälp av denna text, ska kunna utveckla redskap som bidrar till förståelse, organisation och hantering av lärsituationer där de digitala redskapen ofta oförutsett påverkar vad som händer i klassrummet. Det handlar därför om att skapa en medvetenhet om det digitala läsandet där det samtidigt finns ett kritiskt granskande förhållningssätt till de digitala redskapen och källorna

Place, publisher, year, edition, pages
Stockholm: , 2016
National Category
Pedagogical Work
Identifiers
urn:nbn:se:liu:diva-164417 (URN)
Available from: 2020-03-19 Created: 2020-03-19 Last updated: 2020-03-25Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-3115-9060

Search in DiVA

Show all publications