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Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom
Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.ORCID-id: 0000-0002-3115-9060
2014 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)Alternativ titel
Visual storytelling interagerar i skolan : Lärandevillkor i klassrum med samhällsorienterad undervisning (Svenska)
Abstract [en]

The aim of this compilation thesis is to understand how technology for visual storytelling can be shaped and used in relation to social science education in primary school, but also how social dimensions, technical and other matters create emerging learning conditions in such an educational setting. The visual storytelling technology introduced and used in the study is ‘the Statistics eXplorer platform, a geovisual analytics. The choice of theoretical perspectives to inform and guide the study is a socio-cultural view of human action, but also actor network theory is used to take account also of activities of technology and other matters. The study builds on three empirical materials that generate data from 16 social science teachers, and 126 students from five social science classrooms, in three Swedish primary schools. It contains field notes from the introduction of the technology; focusgroup interviews with teachers; think-aloud interviews with students and two kinds of video recordings from the classrooms (with an ordinary video camera and with software that capture activities at the computer screen, students’ activities and the audio as well). The analysis shows that the visual storytelling technology is shaped in relevant ways for social science teachers. The analysis also illustrates that the visual educational material are usable for primary school students in their social science education. They illustrate further how teachers, students, technology, information, tasks, data types, etc. together and in in close relation create highly complex learning conditions. The technology can therefore be seen as appropriate for the educational practice, but the complexity together with students’ apprehension of how to announce knowledge distribute severe problem spaces in the learning activities. The technology can therefore be assumed as a catalyst for educational change, but to achieve its potentials, reflections on didactic design and knowledge formation is requested to support the quality of students’ knowledge in relation to visual analysis.

Abstract [sv]

Syftet i denna avhandling är, att förstå hur teknik för visual storytelling kan vara utformad och användas i relation till samhällsorienterande undervisning i grundskolan (årskurs 4 – 6), men också hur sociala dimensioner, tekniska och andra faktorer skapar villkor för lärande i ett sådant undervisningssammanhang. I studien introduceras datavisualiseringsteknik för visual storytelling: ‘the Statistics eXplorer platform’, ett geovisual analytics. Den teoretiska referensramen har sin grund i ett social konstruktionistiskt synsätt Ett socio-kulturellt perspektiv används för att analysera social aktivitet, men även aktörnätverks teori används för att analysera både sociala och materiella aktörer. Avhandlingen bygger på tre empiriska material som genereras med hjälp av 16 lärare i samhällsorienterande ämnen, och 126 elever tillhörande fem olika klassrum i tre olika svenska grundskolor. Materialet innehåller: fältanteckningar ifrån introduktion av tekniken, fokusgrupps-intervjuer med lärare, ‘tänka högt’-intervjuer med elever och två sorters videoinspelningar ifrån klassrum (dels med vanlig videokamera och dels med mjukvara som spelar in aktiviteter på datorskärmen och elevernas aktiviteter vid datorn, liksom ljudet). Analysen visar hur lärare, elever, teknik, information, uppgifter, data-typer, etc. tillsammans, i nära samarbete i de studerade klassrummen, skapar mycket komplexa villkor för lärande. De läraktiviteter som uppstår i klassrummen där teknik för visuell analys inkluderas, erbjuder elever support att: hantera stora datamängder, bli delaktiga i olika läraktiviteter och uppnå olika utbildningsmål, men även andra sorters elevrelaterade mål. Därför kan tekniken sägas vara relevant för denna sorts undervisning. Vidare visar analysen hur komplexiteten tillsammans med elevernas uppfattningar av hur kunskap skall visas, skapar påtagliga ‘problem spaces’ i läraktiviteterna. Lärandevillkoren kan därför förstås som en klassrumspraktik som inte fullt ut överensstämmer med den introducerade teknikens erbjudanden för visuell analys. Därför efterfrågas en förändrad syn på didaktisk design och elevers kunskapsformering, vilket blir betydelsefullt för kunskapens kvalitet i förhållande till visuell analys.

Ort, förlag, år, upplaga, sidor
Linköping: Linköping University Electronic Press, 2014. , s. 118 + Appendicies A-G
Serie
Linköping Studies in Pedagogic Practices, ISSN 1653-0101 ; 20Linköping studies in education and social sciences ; 6
Nyckelord [en]
Data visualization, geovisual analytics, visual storytelling, interaction, learning activities, learning conditions, social science education
Nyckelord [sv]
Data visualisering, geovisual analytics, visual storytelling, interaktion, läraktivitet, lärandevillkor, samhällsorienterande undervisning
Nationell ämneskategori
Pedagogik
Identifikatorer
URN: urn:nbn:se:liu:diva-106885DOI: 10.3384/diss.diva-106885ISBN: 978-91-7519-338-0 (tryckt)OAI: oai:DiVA.org:liu-106885DiVA, id: diva2:719298
Disputation
2014-06-13, Domteatern, Visualiseringscenter C, Campus Norrköping, Linköpings universitet, Norrköping, 13:15 (Svenska)
Opponent
Handledare
Tillgänglig från: 2014-05-23 Skapad: 2014-05-23 Senast uppdaterad: 2019-11-26Bibliografiskt granskad
Delarbeten
1. Visual Storytelling applied to educational world statistics
Öppna denna publikation i ny flik eller fönster >>Visual Storytelling applied to educational world statistics
2011 (Engelska)Ingår i: EDULEARN11 Proceedings, IATED , 2011, s. 983-992Konferensbidrag, Publicerat paper (Övrigt vetenskapligt)
Abstract [en]

The paper focuses on the most ancient of social rituals: “storytelling” – exemplified through telling a geovisual analytics story about a country’s development over time and shape the measure of economic growth and well-being, applied in an educational setting to 1) customize a geovisual analytics application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. Our tool “World Statistics eXplorer” with a database link to the public World dataBank with more than 400 indicators for 1960-2009 will help to improve the students knowledge and understanding of a variety in national demographics, healthcare, environment and economic structures and their performances over a longer time period. Teachers might be able to, individually and together, develop a dynamic teaching material about the progress in the world through storytelling accessed on the Web. Students will be able to, with help of powerful geographical statistics, explore statistical relations on their own. A better understanding of how educators and their students can elicit deeper user understanding and participation by exploiting dynamic web-enabled statistics visualization is of importance. Together with the associated science of perception and learning in relation to the use of multidimensional spatio-temporal statistical data this will contribute to the research fields of geovisual analytics as well as educational science. 

Ort, förlag, år, upplaga, sidor
IATED, 2011
Nyckelord
geovisual analytics education, web-based learning, statistics visualization, statistics database, world databank
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:liu:diva-92568 (URN)978-84-615-0441-1 (ISBN)
Konferens
3rd International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July, 2011
Tillgänglig från: 2013-05-13 Skapad: 2013-05-13 Senast uppdaterad: 2015-02-02Bibliografiskt granskad
2. Educating official statistics using geovisual analytics storytelling methods
Öppna denna publikation i ny flik eller fönster >>Educating official statistics using geovisual analytics storytelling methods
2010 (Engelska)Ingår i: INTED2010 Proceedings / [ed] L. Gómez Chova, D. Martí Belenguer, I. Candel Torres, IATED, Valencia, Spain: International Association of Technology, Education and Development (IATED) , 2010, s. 2736-2747Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

Official statistics are used as a more or less important background for decisions especially in public planning and policy making. However, in education, official statistics are much less recognized and used than they could be and among the informed public they are even less used. Web-enabled Geovisual Analytics is a technique that can help illustrating spatio-temporal statistical data which for the eye are hard to uncover or even are not possible to perceive or interpret. We introduce novel “storytelling” means for the educator to 1) select any spatio-temporal and multidimensional national or sub-national statistical data, 2) explore and discern trends and patterns, 3) then orchestrate and describe metadata, 4) collaborate with colleagues to confirm and 5) finally publish essential gained insight and knowledge embedded as dynamic visualization “Vislet” in blogs or wikis with associate metadata. The educator can guide the reader in the directions of both context and discovery while at the same time follow the analyst’s way of logical reasoning. This emerging technology could in many ways change the terms and structures for learning, especially for the young generation. A better understanding of how educators and students can exploit visualization and its associated science of perception and learning is the focus of this paper in relation to the use of official statistical data. The results show that the geovisual analytics can be effective for students and it is easy for them to understand and control the interactive tools. It is sufficient for supporting the apprehension of connections between different kinds of statistical data. The user satisfaction and learning possibilities are extensive.

Ort, förlag, år, upplaga, sidor
Valencia, Spain: International Association of Technology, Education and Development (IATED), 2010
Nyckelord
Distributed/network graphics, Interaction Techniques, Applications
Nationell ämneskategori
Data- och informationsvetenskap Pedagogiskt arbete
Identifikatorer
urn:nbn:se:liu:diva-67465 (URN)978-84-613-5538-9 (ISBN)
Konferens
INTEC 2010, International Technology, Education and Development Conference, 2010, March 8-10, Valencia, Spain
Tillgänglig från: 2011-04-14 Skapad: 2011-04-13 Senast uppdaterad: 2018-01-12Bibliografiskt granskad
3. How Can We Study Learning with Geovisual Analytics Applied to Statistics?
Öppna denna publikation i ny flik eller fönster >>How Can We Study Learning with Geovisual Analytics Applied to Statistics?
2012 (Engelska)Ingår i: Future Internet, ISSN 1999-5903, E-ISSN 1999-5903, Vol. 4, nr 1, s. 22-41Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

It is vital to understand what kind of processes for learning that Geovisual Analytics creates, as certain activities and conditions are produced when employing Geovisual Anlytic tools in education. To understand learning processes created by Geovisual Analytics, first requires an understanding of the interactions between the technology, the workplace where the learning takes place, and learners’ specific knowledge formation. When studying these types of interaction it demands a most critical consideration from theoretical perspectives on research design and methods. This paper first discusses common, and then a more uncommon, theoretical approach used within the fields of learning with multimedia environments and Geovisual Analytics, the socio-cultural theoretical perspective. The paper next advocates this constructivist theoretical and empirical perspective when studying learning with multiple representational Geovisual Analytic tools. To illustrate, an outline of a study made within this theoretical tradition is offered. The study is conducted in an educational setting where the Open Statistics eXplorer platform is used. Discussion of our study results shows that the socio-cultural perspective has much to offer in terms of what kind of understanding can be reached in conducting this kind of studies. Therefore, we argue that empirical research to analyze how specific communities use various Geovisual Analytics to evaluate information is best positioned in a socio-cultural theoretical perspective.(This article belongs to the Special Issue Geovisual Analytics)

Nyckelord
Geovisual Analytics; geovisualization; multiple representations; multimedia learning environment; learning studies; socio-cultural theoretical perspective; empirical methods
Nationell ämneskategori
Utbildningsvetenskap
Identifikatorer
urn:nbn:se:liu:diva-92567 (URN)10.3390/fi4010022 (DOI)
Tillgänglig från: 2013-05-13 Skapad: 2013-05-13 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
4. Understanding education involving geovisual analytics
Öppna denna publikation i ny flik eller fönster >>Understanding education involving geovisual analytics
2013 (Engelska)Ingår i: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, s. 283-300Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Handling the vast amounts of data and information available in contemporary society is a chal-lenge. Geovisual Analytics provides technology designed to increase the effectiveness of infor-mation interpretation and analytical task solving. To date, little attention has been paid to the rolesuch tools can play in education and to the extent to which they can process actionable data for students. The aim of this paper is to examine students’ learning activities involving a GeovisualAnalytics tool in order to understand education in such settings. The paper builds on a study con-ducted in three public primary schools in grades 4 through 6. The implemented technology wasused in four different social science classes, each for a period of two to four weeks. Empiricaldata were collected via video observations and speak-aloud interviews conducted using softwarethat allows recordings by computer webcams and captures the actions on the computer screen.The interactions were analyzed, applying constructs and metaphors developed by Latour. Theresults indicate that, together, the data-rich setting and the students create intelligibility, whereknowledge emerges from heterogeneously constructed networks. These show that learning iscomplex in character, continuously ongoing in an intertwined, multimodal, multiple, and content-focused mode.

Ort, förlag, år, upplaga, sidor
Informing Science Institute, 2013
Nyckelord
Geovisual Analytics; data; visual storytelling; learning activities; multiple learning;education, educational practices
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:liu:diva-99443 (URN)
Forskningsfinansiär
Vetenskapsrådet, No. 721-2007-3671Knut och Alice Wallenbergs Stiftelse
Tillgänglig från: 2013-10-18 Skapad: 2013-10-18 Senast uppdaterad: 2017-12-06Bibliografiskt granskad
5. Learning Conditions in Education Supported by Geovisual analytics
Öppna denna publikation i ny flik eller fönster >>Learning Conditions in Education Supported by Geovisual analytics
2014 (Engelska)Manuskript (preprint) (Övrigt vetenskapligt)
Abstract [en]

The aim of this paper is to understand emerging learning conditions, with a focus on complexity, in primary schools social science education, when a geovisual analytics’ visual storytelling methods are employed. To date, little attention has been paid to the role geovisual analytics (digital media and technology that highlight visual data communication in order to support analytical tasks) can play in education, and to the extent to which these tools can process actionable data for pupils in school. This study was conducted in three public primary schools, in four different social science classes, with pupils aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations. The learning conditions are distinguished by broad complexity emerging from the actors’ deeply intertwined relations in the activities. The paper argues that novel approaches to teaching and learning could benefit pupils’ knowledge building as they work with and analyse visualised data.

Nyckelord
Geovisual analytics; visual storytelling, data communication; task characteristics; data use; complexity; analytical reasoning
Nationell ämneskategori
Pedagogiskt arbete
Identifikatorer
urn:nbn:se:liu:diva-106884 (URN)
Tillgänglig från: 2014-05-23 Skapad: 2014-05-23 Senast uppdaterad: 2015-02-02Bibliografiskt granskad

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