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  • 1.
    Ekström, Anna
    et al.
    Linköping University, Department of Culture and Communication. Linköping University, Faculty of Arts and Sciences.
    Lindwall, Oskar
    University of Gothenburg, Department of Education, Communication and Learning.
    To follow the materials: the detection, diagnosis and correction of mistakes in craft education2014In: Interacting with objects: Language, materiality, and social activity / [ed] Maurice Nevile, Pentti Haddington, Trine Heinemann & Mirka Rauniomaa, Amsterdam, Philadelphia: John Benjamins Publishing Company, 2014, p. 227-248Chapter in book (Other academic)
    Abstract [en]

    This chapter investigates the role and function of textile materials in relation to corrective sequences in craft education. The analyses explicate how problems are detected, how problems are diagnosed and how problems are corrected and solved. When students encounter problems related to their making of a textile object, there is a disruption in the progression of the activity. Disruptions in progressivity in the analysed setting are not heard in intervening talk, but seen in the ways the materials have turned out. Correspondingly, actions used to overcome these problems, whether conducted in talk or otherwise, are not done on talk but on actions and materials involved in the making of objects.

  • 2.
    Lindwall, Oskar
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Lab work in science education: Instruction, inscription, and the practical achievement of understanding2008Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Taking an analytical perspective founded on ethnomethodology and conversation analysis, the four studies presented in this thesis provide detailed analyses of video recorded lab work in mechanics at secondary and university level. The investigated activities all build on educational design afforded by a technology called probeware. The aim of the thesis is to investigate how teachers, task formulations, and technology make mechanics visible and learnable, and how students and teachers witnessably orient towards the practical achievement of understanding in the setting. The first study investigates how students use the technology in the interpretation and production of graphs: how they produce increasingly precise interpretations, how they fluently switch between different modes of meaning, and how the interpretations are both prospectively and retrospectively oriented. With a starting point in the analysis, the relevance of technology and task structure for the students’ interaction and learning are discussed. In the second study, the use of probeware is contrasted with the use of a simulation software. The study shows that some important differences between the local enactment of the two technologies are to be found in the practical work of the students; more specifically, in the ways that students orient to the subject matter content. The third study demonstrates an intimate interplay between how students display their problems and understandings and how instructors try to make the subject matter content visible and learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation, the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics, and the interactive work by which these competencies are made into objects of learning and instruction. The fourth study investigates episodes where explicit references to students’ understanding are made through formulations such as, “I don’t understand” or “do you get it?” The analysis focuses on the use, reference, interactional significance, and positioning of these formulations, and is followed by a discussion on the relation between the many and varied ways references to understanding are used and the concrete conditions of lab work. In sum, all four studies contribute to a detailed understanding of lab work as an educational practice and how learning and instruction are practically achieved.

    List of papers
    1. Organizing time and space: Technology, task structure, and embodied inquiry in a kinematics lab
    Open this publication in new window or tab >>Organizing time and space: Technology, task structure, and embodied inquiry in a kinematics lab
    2002 (English)In: Utm@ningar och e-frestelser : IT och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, 2002, 1, p. 119-144Chapter in book (Other academic)
    Abstract [sv]

    Vi minns alla hur det var när de nyfrälsta visionärerna ropade halleluja för datorn i skolan samtidigt som andra mullrade om att barn blir feta och aggressiva av att sitta för mycket vid sina apparater. Den vågen är (nästan) förbi idag. I stället håller något mer eftertänksamt och kunnigt på att växa fram. Många är de lärare som insett att påståenden som "när barn sitter vid datorn samarbetar de bättre" eller att "IT kommer att spränga skolan inifrån" inte hjälper dem det minsta i den pedagogiska vardagen. Inte heller finner de svar på sina frågor i böcker och rapporter som behandlar barn och datorer i skolan. Dessa böcker tar inte tag i den nya tekniken så som lärare möter den i skolan. Lärares växande behov kan snarare beskrivas i frågor och påståenden som "men vi måste veta hur det egentligen går till när eleverna lär sig med detta nya verktyg", "hur ska informationstekniken bidra till att utveckla undervisning och lärande?”

    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-13098 (URN)91-518-4028-6 (ISBN)978-9-1518-4028-4 (ISBN)
    Available from: 2008-03-28 Created: 2008-03-28 Last updated: 2013-11-25Bibliographically approved
    2. Differences that make a difference: Contrasting the local enactments of two technologies in a kinematics lab
    Open this publication in new window or tab >>Differences that make a difference: Contrasting the local enactments of two technologies in a kinematics lab
    2008 (English)In: Learning across sites: New tools, infrastructures and practicies / [ed] Sten Ludvigsen, Andreas Lund and Ingvill Rasmussen, Routledge, 2008, p. 400-Chapter in book (Other academic)
    Abstract [en]

    The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers? "Learning Across Sites" brings together a diverse range of contributions from leading international researchers, to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions: How are learning activities organised?How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

    Place, publisher, year, edition, pages
    Routledge, 2008
    National Category
    Social Sciences
    Identifiers
    urn:nbn:se:liu:diva-13099 (URN)978-0-415-58175-2 (ISBN)0-415-58175-3 (ISBN)
    Available from: 2008-03-28 Created: 2008-03-28 Last updated: 2013-06-27Bibliographically approved
    3. The dark matter of lab work: Illuminating the negotiation of disciplined perception in mechanics
    Open this publication in new window or tab >>The dark matter of lab work: Illuminating the negotiation of disciplined perception in mechanics
    2008 (English)In: The Journal of the learning sciences, ISSN 1050-8406, E-ISSN 1532-7809, Vol. 17, no 2, p. 180-224Article in journal (Refereed) Published
    Abstract [en]

    This study examines the practical work of a pair of students and an instructor using probeware in a mechanics lab. The aim of the study is to describe and discuss a type of interactional sequence that we refer to as dark matter, the ordinary backdrop to the extraordinary sequences that are easily recognizable as clear-cut instances of learning. Although this work is downplayed in the research literature, describing it is critical to properly understanding lab work as an educational practice. With a focus on the negotiation of disciplined perception, we analyze a number of episodes wherein a pair of students and an instructor struggle with the construction and interpretation of a graph depicting a linear relationship between force and acceleration. We demonstrate an intimate interplay between how the students display their problems and understandings and how the instructor tries to make the subject matter content visible and thus learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation; the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics; and the interactive work by which these competencies are made into objects of learning and instruction.

    National Category
    Communication Studies
    Identifiers
    urn:nbn:se:liu:diva-13100 (URN)10.1080/10508400801986082 (DOI)
    Available from: 2008-03-28 Created: 2008-03-28 Last updated: 2017-12-13
    4. Topicalizations of understanding in science education
    Open this publication in new window or tab >>Topicalizations of understanding in science education
    Manuscript (Other academic)
    Identifiers
    urn:nbn:se:liu:diva-13101 (URN)
    Available from: 2008-03-28 Created: 2008-03-28 Last updated: 2010-01-13
  • 3.
    Lindwall, Oskar
    et al.
    Institutionen för pedagogik och didaktik, enheten för Lärande och undervisning & Linnécentret for forskning om lärande (LinCS)); Göteborg.
    Ekström, Anna
    Stockholms universitet, Naturvetenskapliga fakulteten, Institutionen för utbildningsvetenskap med inriktning mot tekniska, estetiska och praktiska kunskapstraditioner.
    Instruktion och imitation: Hantverkets responsiva pedagogik2008In: Kunskap och människans redskap: Teknik och lärande / [ed] Hans Rystedt & Roger Säljö, Stockholm: Studentlitteratur AB, 2008, 1, p. 213-244Chapter in book (Other academic)
  • 4.
    Lindwall, Oskar
    et al.
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Ivarsson, Jonas
    Differences that make a difference: Contrasting the local enactments of two technologies in a kinematics lab2008In: Learning across sites: New tools, infrastructures and practicies / [ed] Sten Ludvigsen, Andreas Lund and Ingvill Rasmussen, Routledge, 2008, p. 400-Chapter in book (Other academic)
    Abstract [en]

    The ever evolving, technology-intensive nature of the twenty-first century workplace has caused an acceleration in the division of labour, whereby work practices are becoming highly specialised and learning and the communication of knowledge is in a constant state of flux. This poses a challenge for education and learning: as knowledge and expertise increasingly evolve, how can individuals be prepared through education to participate in specific industries and organisations, both as newcomers and throughout their careers? "Learning Across Sites" brings together a diverse range of contributions from leading international researchers, to examine the impacts and roles which evolving digital technologies have on our navigation of education and professional work environments. Viewing learning as a socially organised activity, the contributors explore the evolution of learning technologies and knowledge acquisition in networked societies through empirical research in a range of industries and workplaces. The areas of study include public administration, engineering, production, and healthcare and the contributions address the following questions: How are learning activities organised?How are tools and infrastructures used? What competences are needed to participate in specialised activities? What counts as knowledge in multiple and diverse settings? Where can parallels be drawn between workplaces? Addressing an emerging problem of adaptation in contemporary education, this book is essential reading for all those undertaking postgraduate study and research in the fields of educational psychology, informatics and applied information technology.

  • 5.
    Lindwall, Oskar
    et al.
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet.
    Lindström, Berner
    Institutionen för pedagogik, kommunikation och lärande, Göteborgs universitet.
    Bernhard, Jonte
    Linköping University, Faculty of Science & Engineering. Linköping University, Department of Science and Technology, Physics and Electronics.
    Lärandets konkreta villkor: datoranvändning i skolans fysiklaborationer2015In: Utm@ningar och e-frestelser: it och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, Lund: Studentlitteratur AB, 2015, 2, p. 119-144Chapter in book (Other academic)
  • 6.
    Lindwall, Oskar
    et al.
    Linköping University, The Tema Institute, Media and Communication Studies. Linköping University, Faculty of Arts and Sciences.
    Lindström, Berner
    Bernhard, Jonte
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Organizing time and space: Technology, task structure, and embodied inquiry in a kinematics lab2002In: Utm@ningar och e-frestelser : IT och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, 2002, 1, p. 119-144Chapter in book (Other academic)
    Abstract [sv]

    Vi minns alla hur det var när de nyfrälsta visionärerna ropade halleluja för datorn i skolan samtidigt som andra mullrade om att barn blir feta och aggressiva av att sitta för mycket vid sina apparater. Den vågen är (nästan) förbi idag. I stället håller något mer eftertänksamt och kunnigt på att växa fram. Många är de lärare som insett att påståenden som "när barn sitter vid datorn samarbetar de bättre" eller att "IT kommer att spränga skolan inifrån" inte hjälper dem det minsta i den pedagogiska vardagen. Inte heller finner de svar på sina frågor i böcker och rapporter som behandlar barn och datorer i skolan. Dessa böcker tar inte tag i den nya tekniken så som lärare möter den i skolan. Lärares växande behov kan snarare beskrivas i frågor och påståenden som "men vi måste veta hur det egentligen går till när eleverna lär sig med detta nya verktyg", "hur ska informationstekniken bidra till att utveckla undervisning och lärande?”

  • 7.
    Lindwall, Oskar
    et al.
    Linköping University, The Tema Institute, Department of Communications Studies. Linköping University, Faculty of Arts and Sciences.
    Lymer, Gustav
    Department of Education, University of Gothenburg.
    The dark matter of lab work: Illuminating the negotiation of disciplined perception in mechanics2008In: The Journal of the learning sciences, ISSN 1050-8406, E-ISSN 1532-7809, Vol. 17, no 2, p. 180-224Article in journal (Refereed)
    Abstract [en]

    This study examines the practical work of a pair of students and an instructor using probeware in a mechanics lab. The aim of the study is to describe and discuss a type of interactional sequence that we refer to as dark matter, the ordinary backdrop to the extraordinary sequences that are easily recognizable as clear-cut instances of learning. Although this work is downplayed in the research literature, describing it is critical to properly understanding lab work as an educational practice. With a focus on the negotiation of disciplined perception, we analyze a number of episodes wherein a pair of students and an instructor struggle with the construction and interpretation of a graph depicting a linear relationship between force and acceleration. We demonstrate an intimate interplay between how the students display their problems and understandings and how the instructor tries to make the subject matter content visible and thus learnable. The analyzed episodes are illuminating with regard to the analytical notion of disciplined perception as applied to graph interpretation; the cognitive and practical competencies involved in producing, recognizing, and understanding graphs in mechanics; and the interactive work by which these competencies are made into objects of learning and instruction.

1 - 7 of 7
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  • harvard1
  • ieee
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  • en-GB
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