liu.seSearch for publications in DiVA
Change search
Refine search result
1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Bivall, Ann-Charlotte
    et al.
    Institutionen för pedagogik, kommunikation och lärande, Linnécentret for forskning om lärande (LinCS), Gothenburg University, Department of Education, Communication and Learning, The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS), Göteborgs Universitet, Sweden.
    Mäkitalo, Åsa
    Institutionen för pedagogik, kommunikation och lärande, Linnécentret for forskning om lärande (LinCS), Gothenburg University, Department of Education, Communication and Learning, The Linnaeus Centre for Research on Learning, Interaction, and Mediated Communication in Contemporary Society (LinCS), Göteborgs Universitet, Sweden.
    Re-visiting the past: How documentary practices serve as means to shape team performance at an IT help desk.2013In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 2, no 3, p. 184-194Article in journal (Refereed)
    Abstract [en]

    This study investigates learning at an IT help desk in a multinational production company, a work practice that has not yet been given much research attention despite its importance in many areas of society. IT help desks heavily rely on different forms of documentation for sustaining their practice and for maintaining their communication and expertise as a team. In the study, we explore how the documentation in a case management software, which is a very salient tool by means of which IT help desks perform their work, is being reused to shape the quality of the performance of the team. Through video observations of locally arranged discussions about 46 cases we analyze, in detail, the material, discursive and interactional means by which daily documentation of work is re-visited for learning purposes.

  • 2.
    Ekström, Anna
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Epistemic positioning and frameworks for participation: Learning to assess objects of craft in teacher education2013In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 2, no 4, p. 277-292Article in journal (Refereed)
    Abstract [en]

    This study investigates peer assessment in teacher education with a focus on the interactive organisation of such activities. As part of teacher education, peer assessment is not only used in teaching and learning of subject matter, but can also serve as a learning exercise where assessment competences are taught and attended to. In peer assessment, students engage in educational activities under conditions that differ from other classroom interaction: while participating in the activities as students, they are at the same time involved in teaching and assessing their peers activities commonly associated with teachers. Studying this kind of educational activity places a focus on participation and interactional positions: to what extent are students able to participate in this kind of activity as teachers and in what ways do they orient towards their positions as students? The analyses show a multi-dimensional interactive organisation with both dynamic and static components. Interactional arrangements with shifting participation frameworks and changing interactive positions are at work simultaneously as a more stable organisational pattern related to educational interaction.

  • 3.
    Majlesi, Ali Reza
    et al.
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Broth, Mathias
    Linköping University, Department of Culture and Communication, Language and Culture. Linköping University, Faculty of Arts and Sciences.
    Emergent learnables in second language classroom interaction2012In: Learning, Culture and Social Interaction, ISSN 2210-6561, E-ISSN 2210-657X, Vol. 1, no 3-4, p. 193-207Article in journal (Refereed)
    Abstract [en]

    This paper studies how unplanned learnablesemerge in classroom interaction. A learnableis defined as whatever is interactively established as relevant and developed to become a shared pedagogical focus. A learnable can thus be related to any social practice. In the context that we are studying, a Swedish as a second language classroom, we show how interactive processes constructing something as a learnable may originate not only in the use of an unknown Swedish word whose meaning is then asked for (which amounts to a verbal source for a learnable), but also in an unknown name for an object (a material source for a learnable) or an unknown meaning of a gesture (a gestural source for a learnable). These last two sources have not been much described in the existing literature on objects of learning. Through detailed analyses of video recorded classroom interaction, focusing on the ways in which participants gradually accomplish learnables, we show how learnables can arise, step by step, in and for the relevant needs of an emergent learning project that may be quite different from the teacher's pedagogical agenda.

1 - 3 of 3
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf