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  • 1.
    Martín Bylund, Anna
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Stenliden, Linnéa
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Closer to far away: transcending the spatial in transnational families’ online video calling2020Inngår i: Journal of Multilingual and Multicultural Development, ISSN 0143-4632, E-ISSN 1747-7557, s. 1-14Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 2.
    Stenliden, Linnéa
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande.
    Att designa undervisning för digital literacyundervisning och multimodal bedömning2019Inngår i: Digitalt / [ed] Anna Nordenstam, Suzanne Parmenius Swärd, Stockholm: Natur och kultur, 2019, s. 84-99Kapittel i bok, del av antologi (Annet vitenskapelig)
    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.

  • 3.
    Bodén, Ulrika
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Emerging Visual Literacy through Enactments by Visual Analytics and Students2019Inngår i: Designs for Learning, ISSN 1654-7608, Vol. 11, nr 1, s. 40-51Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    Emerging Visual Literacy through Enactments by Visual Analytics and Students
  • 4.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Bodén, Ulrika
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Nissen, Jörgen
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard2019Inngår i: Journal of Research on Technology in Education, ISSN 1539-1523, E-ISSN 1945-0818, Vol. 51, nr 2, s. 101-117Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 5.
    Bodén, Ulrika
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Stenliden, Linnéa
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Emerging Visual Literacy through Enactments by Visual Analytics and Students2018Inngår i: 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, s. 23-Konferansepaper (Fagfellevurdert)
    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.

  • 6.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Geovisual Analytics in School: Challenges for the Didactic Design of the Classroom2018Inngår i: International Journal of Information and Education Technology, ISSN 2010-3689, nr 3, s. 178-185Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 7.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Bylund, Anna
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Reimers, Eva
    Göteborgs universitet.
    Post-humanist Qualitative Data Production in Classroom Studies: A Research Machine put to Work.2018Inngår i: Reconceptualizing Educational Research Methodology (RERM), ISSN 1892-042X, E-ISSN 1892-042X, Vol. 9, nr 2, s. 22-37Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 8.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    Nissen, Jörgen
    Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap. Linköpings universitet, Utbildningsvetenskap.
    How to outline didactic designs that combine visual analytics, knowledge visualization, assignments and assessments for K 12 students2017Inngår i: 11th International Technology, Education and Development Conference: Valencia, Spain 6-8 March, 2017, Valencia: IATED , 2017, s. 3793-3802Konferansepaper (Fagfellevurdert)
    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.

  • 9.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Bodén, Ulrika
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Nissen, Jörgen
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Innovative Didactic Designs: visual analytics and visual literacy in school2017Inngår i: Journal of Visual Literacy, ISSN 1051-144X, Vol. 37, nr 3-4, s. 184-201Artikkel i tidsskrift (Fagfellevurdert)
    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.

  • 10.
    Stenliden, Linnéa
    Linköpings universitet, Utbildningsvetenskap. Linköpings universitet, Institutionen för beteendevetenskap och lärande, Avdelningen för lärande, estetik och naturvetenskap.
    Att läsa multimodala digitala texter – förhållningssätt och strategier2016Inngår i: 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, nr Del 7: Att läsa digitala texter – förhållningssätt och strategier, s. 1-14Artikkel i tidsskrift (Annet vitenskapelig)
    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

  • 11.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Visual Analytics and K 12 Students - Emerging Dimensions of Complexity2015Inngår i: International Journal of Social, Behavioral, Educational, Economic, Business and Industrial Engineering,, ISSN 1307-6892, Vol. 9, nr 2, s. 663-671Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to understand emerging learning conditions, when a visual analytics is implemented and used in K 12 (education). To date, little attention has been paid to the role visual 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 young students. This study was conducted in three public K 12 schools, in four social science classes with students aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations and analyzed with help of metaphors within Actor-network theory (ANT). The learning conditions are found to be distinguished by broad complexity, characterized by four dimensions. These emerge from the actors’ deeply intertwined relations in the activities. The paper argues in relation to the found dimensions that novel approaches to teaching and learning could benefit students’ knowledge building as they work with visual analytics, analyzing visualized data.

  • 12.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Visual Analytics in K 12 Education: Emerging Dimensions of Complexity2015Inngår i: World Academy of Science, Engineering and Technology, International Science Index: Computer and Information Engineering, London, 2015, s. 761-766Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The aim of this paper is to understand emerging learning conditions, when a visual analytics is implemented and used in K 12 (education). To date, little attention has been paid to the role visual 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 young students. This study was conducted in three public K 12 schools, in four social science classes with students aged 10 to 13 years, over a period of two to four weeks at each school. Empirical data were generated using video observations and analyzed with help of metaphors by Latour. The learning conditions are found to be distinguished by broad complexity characterized by four dimensions. These emerge from the actors’ deeply intertwined relations in the activities. The paper argues in relation to the found dimensions that novel approaches to teaching and learning could benefit students’ knowledge building as they work with visual analytics, analyzing visualized data.

  • 13.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Johansson, Jimmy
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska fakulteten.
    Nissen, Jörgen
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Utbildningsvetenskap.
    Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization2015Inngår i: 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, s. 5189-5198Konferansepaper (Annet vitenskapelig)
    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.

  • 14.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Learning Conditions in Education Supported by Geovisual analytics2014Manuskript (preprint) (Annet vitenskapelig)
    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.

  • 15. Bestill onlineKjøp publikasjonen >>
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom2014Doktoravhandling, med artikler (Annet vitenskapelig)
    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.

    Delarbeid
    1. Visual Storytelling applied to educational world statistics
    Åpne denne publikasjonen i ny fane eller vindu >>Visual Storytelling applied to educational world statistics
    2011 (engelsk)Inngår i: EDULEARN11 Proceedings, IATED , 2011, s. 983-992Konferansepaper, Publicerat paper (Annet vitenskapelig)
    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. 

    sted, utgiver, år, opplag, sider
    IATED, 2011
    Emneord
    geovisual analytics education, web-based learning, statistics visualization, statistics database, world databank
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-92568 (URN)978-84-615-0441-1 (ISBN)
    Konferanse
    3rd International Conference on Education and New Learning Technologies, Barcelona, Spain, 4-6 July, 2011
    Tilgjengelig fra: 2013-05-13 Laget: 2013-05-13 Sist oppdatert: 2015-02-02bibliografisk kontrollert
    2. Educating official statistics using geovisual analytics storytelling methods
    Åpne denne publikasjonen i ny fane eller vindu >>Educating official statistics using geovisual analytics storytelling methods
    2010 (engelsk)Inngår 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. 2736-2747Konferansepaper, Publicerat paper (Fagfellevurdert)
    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.

    sted, utgiver, år, opplag, sider
    Valencia, Spain: International Association of Technology, Education and Development (IATED), 2010
    Emneord
    Distributed/network graphics, Interaction Techniques, Applications
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-67465 (URN)978-84-613-5538-9 (ISBN)
    Konferanse
    INTEC 2010, International Technology, Education and Development Conference, 2010, March 8-10, Valencia, Spain
    Tilgjengelig fra: 2011-04-14 Laget: 2011-04-13 Sist oppdatert: 2018-01-12bibliografisk kontrollert
    3. How Can We Study Learning with Geovisual Analytics Applied to Statistics?
    Åpne denne publikasjonen i ny fane eller vindu >>How Can We Study Learning with Geovisual Analytics Applied to Statistics?
    2012 (engelsk)Inngår i: Future Internet, ISSN 1999-5903, E-ISSN 1999-5903, Vol. 4, nr 1, s. 22-41Artikkel i tidsskrift (Fagfellevurdert) 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)

    Emneord
    Geovisual Analytics; geovisualization; multiple representations; multimedia learning environment; learning studies; socio-cultural theoretical perspective; empirical methods
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-92567 (URN)10.3390/fi4010022 (DOI)
    Tilgjengelig fra: 2013-05-13 Laget: 2013-05-13 Sist oppdatert: 2017-12-06bibliografisk kontrollert
    4. Understanding education involving geovisual analytics
    Åpne denne publikasjonen i ny fane eller vindu >>Understanding education involving geovisual analytics
    2013 (engelsk)Inngår i: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, s. 283-300Artikkel i tidsskrift (Fagfellevurdert) 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.

    sted, utgiver, år, opplag, sider
    Informing Science Institute, 2013
    Emneord
    Geovisual Analytics; data; visual storytelling; learning activities; multiple learning;education, educational practices
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-99443 (URN)
    Forskningsfinansiär
    Swedish Research Council, No. 721-2007-3671Knut and Alice Wallenberg Foundation
    Tilgjengelig fra: 2013-10-18 Laget: 2013-10-18 Sist oppdatert: 2017-12-06bibliografisk kontrollert
    5. Learning Conditions in Education Supported by Geovisual analytics
    Åpne denne publikasjonen i ny fane eller vindu >>Learning Conditions in Education Supported by Geovisual analytics
    2014 (engelsk)Manuskript (preprint) (Annet vitenskapelig)
    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.

    Emneord
    Geovisual analytics; visual storytelling, data communication; task characteristics; data use; complexity; analytical reasoning
    HSV kategori
    Identifikatorer
    urn:nbn:se:liu:diva-106884 (URN)
    Tilgjengelig fra: 2014-05-23 Laget: 2014-05-23 Sist oppdatert: 2015-02-02bibliografisk kontrollert
    Fulltekst (pdf)
    Visual Storytelling Interacting in School: Learning Conditions in the Social Science Classroom
    Download (pdf)
    omslag
  • 16.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier. Linköpings universitet, Filosofiska fakulteten.
    Understanding education involving geovisual analytics2013Inngår i: Journal of Information Technology Education, ISSN 1547-9714, E-ISSN 1539-3585, Vol. 12, s. 283-300Artikkel i tidsskrift (Fagfellevurdert)
    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.

    Fulltekst (pdf)
    fulltext
  • 17.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Visuell kultur – barns kreativa och lärande öga2013Inngår i: Barndom, lärande och ämnesdidaktik / [ed] Ingrid Pramling Samuelsson, Ingegerd Tallberg Broman, Lund: Studentlitteratur, 2013, 1, s. 129-142Kapittel i bok, del av antologi (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Bokens kapitel handlar om hur barn lär sig språk och kommunikation, naturvetenskap och teknik, samt estetik i förskolan. Alla kapitel är baserade på olika empiriska och praktiknära studier från förskolans värld.Bokens inledande kapitel problematiserar barndom, lärande och ämnesdidaktik i dagens Sverige och belyser frågor kring barndom och förskola i förändring och förskolan som utvecklings- och läromiljö. I bokens avslutande och sammanfattande kapitel diskuterar bokens redaktörer det som undersökts i de olika studierna i relation till dagens krav på en mer kunskapsorienterad förskola.

  • 18.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Jern, Mikael
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    How Can We Study Learning with Geovisual Analytics Applied to Statistics?2012Inngår i: Future Internet, ISSN 1999-5903, E-ISSN 1999-5903, Vol. 4, nr 1, s. 22-41Artikkel i tidsskrift (Fagfellevurdert)
    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)

    Fulltekst (pdf)
    fulltext
  • 19.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Jern, Mikael
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Visual Storytelling – Knowledge and Understanding in Education2012Inngår i: Journal of Systemics, Cybernetics and Informatics, ISSN 1690-4524, Vol. 10, nr 5, s. 7-13Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This paper presents an ongoing research project of use and learning with geographic information visualization and Visual Storytelling (geovisual analytics) in education. The fully developed study will be applied in school settings in order to 1) customize the application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning. - The application "Open Statistics eXplorer" will be used to improve the students knowledge and understanding of sophisticated statistical relations, - Teachers will be able to, individually and together, develop a dynamic teaching material through storytelling, through 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. Results from an usability study in this project are promising. Together with the associated science of perception in learning in relation to the use of multidimensional spatio-temporal statistical data this research will contribute to the research fields of geovisual analytics as well as educational science.

  • 20.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Jern, Mikael
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Visual Storytelling – Understanding and Knowledge in Education2011Inngår i: The  2nd International Multi-conference on Complexity, Informatics and Cybernetics: IMCIC 2011 / [ed] N. Callos, H.-W. Chu, W. Lesso, M.J. Savoie, F. Welsch, C.D. Zinn, Orlando, Florida: International Institute of Informatics and Systemics , 2011Konferansepaper (Fagfellevurdert)
    Abstract [en]

    This paper presents a study of how geographic information visualization and Visual Storytelling (geovisual analytics) will be applied in school settings in order to 1) customize the application for educational purpose, 2) improve the teaching in social science and 3) study teachers and students experiences and learning.  - The application “Open Statistics eXplorer” will be used to improve the students knowledge and understanding of sophisticated statistical relations, - Teachers will be able to, individually and together, develop a dynamic teaching material through storytelling, through 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 in 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.

  • 21.
    Stenliden, Linnéa
    et al.
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Jern, Mikael
    Linköpings universitet, Institutionen för teknik och naturvetenskap, Medie- och Informationsteknik. Linköpings universitet, Tekniska högskolan.
    Visual Storytelling applied to educational world statistics2011Inngår i: EDULEARN11 Proceedings, IATED , 2011, s. 983-992Konferansepaper (Annet vitenskapelig)
    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. 

  • 22.
    Stenliden, Linnéa
    Linköpings universitet, Institutionen för samhälls- och välfärdsstudier, Lärande, Estetik, Naturvetenskap (LEN). Linköpings universitet, Filosofiska fakulteten.
    Educating official statistics using geovisual analytics storytelling methods2010Inngår 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. 2736-2747Konferansepaper (Fagfellevurdert)
    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.

1 - 22 of 22
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