Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

Levinsen, Karin; Sørensen, Birgitte Holm

doi:10.16993/dfl.111

Cited by 3 publications

(16 citation statements)

References 11 publications

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“…From a design-theoretical perspective, everyone involved in a learning process is a designer -both those who plan the activity and those who participate (Kress & Selander, 2012;Levinsen, & Sørensen, 2019). As initially noted, several studies on programming focus on educational tools and methods for learning.…”

Section: Discussionmentioning

confidence: 99%

“…By studying how pupils in different situations invest their engagement and direct their attention, we can thus get clues to their learning process (Leijon & Lindstrand, 2012). The focus will then be on design as a process (Levinsen & Sørensen, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Learning takes place in different ways in different environments (Kress & Selander, 2012;Selander & Kress, 2017) and design can be expressed both in terms of planning something new and as a process. There is thus a relationship between the work of teacher and pupils as designers (Levinsen & Sørensen, 2019). The planning for external conditions, design for learning, affects how individuals design their own learning, design in learning (Selander & Kress, 2017).…”

Section: Introductionmentioning

confidence: 99%

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“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Sparf

2021

Designs for Learning

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Section: Discussionmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Sparf

2021

Designs for Learning

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“…Design in a learning context has many different functions. It can be for one's own learning or for other people's learning (Levinsen & Sørensen, 2019). Selander (2007) claims that teaching with digital technology involves a dual didactic challenge because the design needs to include both the digital tool and the subject content at the same time.…”

Section: Theoretical Framework: Design For Learningmentioning

confidence: 99%

“…In this study, the framework of design is used theoretically and analytically to primarily interpret the characteristics of novices' learning processes. The focus will thus be on design as a process (Levinsen & Sørensen, 2019).…”

Section: Theoretical Framework: Design For Learningmentioning

confidence: 99%

Design for learning programming

Sparf

Löfgren

Sandberg

2022

NorDiNa

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Programming recently became mandatory in Swedish compulsory schools (age group 7-16); this article contributes to our understanding of novice learners’ different approaches when programming. The study builds on observations and informal conversations during programming lessons at three Swedish science centres. At the time of the study, science centres already had experience of programming education as they offered courses for pupils. This was used as a complement to teaching at compulsory school. We apply a design-for-learning perspective to help us understand how contextual aspects influence what novice pupils do and how they design their learning during programming lessons. During the analysis process, we combine thematic analysis with the Learning Design Sequence (LDS) model. We identify five qualitatively different approaches that pupils take to solve programming problems: mathematically, trial and error, step-by-step, routine as well as aesthetic. Each of these approaches allows pupils to use and practice different abilities that are important for programming. We discuss how these abilities can be compared to computational thinking (CT). The study provides an insight how pupils are involved in designing their own learning when using their abilities to solve programming assignments.

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Drawing Connections – An Exploration of Graphic and Visual Facilitation in Organisational and Higher Educational Contexts

Hautopp¹

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This dissertation is based on the results of a four-year-long PhD study at the Department of Culture and Learning at Aalborg University, Copenhagen in association with the Research Lab, IT and Learning Design. Besides conducting the research project, I also worked as a lecturer for 25 percent of the job position during the four years. The dissertation consists of six original papers and a framing text with an introduction, research questions, research design and summary of contributions.

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Teachers’ Designs for Learning Practices when Designing for Students as Learning Designers

Cited by 3 publications

References 11 publications

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

“I am Magic!”: Pupils’ Engagement when Designing in Learning Programming

Design for learning programming

Drawing Connections – An Exploration of Graphic and Visual Facilitation in Organisational and Higher Educational Contexts

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