Designs for Learning - A Theoretical Perspective

Selander, Staffan

doi:10.16993/dfl.5

Cited by 72 publications

(97 citation statements)

References 4 publications

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“…developmental psychology (Vygotsky 1986), activity theory (Engeström 1987), distributed cognitions (Salomon 1993;Hutchins 1995), and recently in designs for learning (Selander 2008). These different theories all have slightly different contexts for discussing and defining transformation; however, in essence, they all involve changes of meaning in the communicative process as well as changes that occur in the various medias (movies, books, imagery,…) and modes (spoken language, sound,…) of communication (Jewitt 2008, p. 246).…”

Section: Transformationmentioning

confidence: 99%

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A model to analyse students’ cooperative idea generation in conceptual design

Hultén

Artman

House

2016

Int J Technol Des Educ

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In this article we focus on the co-creation of ideas. Through the use of concepts from collaborative learning and communication theory we suggest a model that will enable the cooperative nature of creative design tasks to emerge. Four objectives of the model are stated and elaborated on in the paper: that the model should be anchored in previous research; that it should allow for collaborative aspects of creative design to be accounted for; that it should address the mechanisms by which new ideas are generated, embraced and cultivated during actual design; and that it should have a firm theoretical grounding. The model is also exemplified by two test sessions where two student pairs perform a timeconstrained design task. We hope that the model can play a role both as an educational tool to be used by students and a teacher in design education, but primarily as a model to analyse students' cooperative idea generation in conceptual design.

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Section: Transformationmentioning

confidence: 99%

“…Selander and colleagues have suggested a theoretical framework called learning design sequences (LDS) (Selander 2008;Selander and Kress 2010). Here, learning is defined as ''an increased capacity to use signs and engage meaningfully in different situations '' (Selander 2008, p. 12).…”

Section: Transformationmentioning

confidence: 99%

A model to analyse students’ cooperative idea generation in conceptual design

Hultén

Artman

House

2016

Int J Technol Des Educ

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“…To begin with, we see learning as a transformative, unlimited and life-long process that takes place in and out of schools and other formal learning contexts (cf. Selander, 2008Selander, , 2015. It is a process in which we shape and modify our understanding in respect to various things.…”

Section: A Theoretical Framework For Analysismentioning

confidence: 99%

Multimodal representations of gender in young children's popular culture

Lindstrand¹,

Insulander²,

Selander³

2016

MedieKultur

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“…At the end of the course there were two summative assessments; one group and one individual written exam. In the teaching situation, teachers 'set the scene' and represent the subject in certain ways that in turn have influences on student learning (Selander 2008). In the pathology course, the 'scene' that was staged for students comprised fact-dense lectures or seminars where different organs and their diseases were presented by an expert, especially in the second part of the course.…”

Section: Context Of the Studymentioning

confidence: 99%

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

Weurlander

Scheja

Hult

et al. 2014

Studies in Higher Education

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PostprintThis is the accepted version of a paper published in Studies in Higher Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. Citation for the original published paper (version of record):Weurlander, M., Scheja, M., Hult, H., Wernerson, A. (2016) The struggle to understand: Exploring medical students' experiences of learning and understanding during a university course. Studies in Higher Education AbstractThe aim was to explore students' 'journey' towards conceptual understanding during an undergraduate course. The task that medical students face -to learn a substantial quantity of detailed knowledge and integrate into a coherent whole in a limited time frame -is demanding. Seven students were interviewed in a group, and seventeen students gave their reflections in writing. Data was gathered from both groups on five separate occasions. Our findings suggest that students seek different kinds of understandings as they get to grips with their studies. The forms of understanding were: understanding as 'knowing the language', 'knowing the map', 'knowing the catalogue' and as 'experiencing an integrated whole'. Students first appeared to focus on the first two forms, and later in the course, as they learned more, they focused on the 'catalogue' or the 'integrated whole'. Our findings point to potential pathways students might take towards gaining deeper understanding. Keywords: deep learning, course experience, forms of understanding, approach to learning, medical educationThe struggle to understand 3 Introduction Learning is a complex and multifaceted phenomenon that has intrigued both researchers and educators for a long time. Since the 1970s, researchers have explored learning from the learner's perspective, which has revealed new insights into students' learning. Marton and colleagues found two main approaches that students adopted: the surface and the deep approaches to learning (Marton and Säljö 1976a, 1976b. The intention students have with their studies seems to have a major influence on their learning (Entwistle and Peterson 2004;Entwistle 2009). A surface approach has been associated with an intention to memorize and reproduce learning material in order to meet the assessment requirements. In contrast, students who approached their learning with an intention to understand, wanted to learn for their own sake, looked for the underlying meaning in the task or text, related new information with prior knowledge, and were also more likely to reach a deep understanding. However, the relationship between memorizing and understanding has been shown to be more complex, and students aiming for a deep understanding have also been found to use memorization as a learning strategy (Kember 1996;Entwistle and Entwistle 2003;Marton, Wen, and Wong 2005). Other researchers described student learning patterns more broadly, including aspects such as study strategies, conceptions and regulation of learning (Vermunt 2005, Vermunt andVermetten 2004;...

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Designs for Learning - A Theoretical Perspective

Cited by 72 publications

References 4 publications

A model to analyse students’ cooperative idea generation in conceptual design

A model to analyse students’ cooperative idea generation in conceptual design

Multimodal representations of gender in young children's popular culture

The struggle to understand: exploring medical students' experiences of learning and understanding during a basic science course

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