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  • 1.
    Florén, Henrika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Changes in Representations of Knowledge2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    In school students need to represent their knowledge in material production as text, speech, film, images etc. Studying representations of knowledge in multimodal learning environments offers possible tools for identifying changing patterns in learning and representations of knowledge.

    The study looks at digital representations of knowledge (multimodal texts) in a digital learning environment during August 2013-April 2015 in two groups of ESL students in Swedish upper secondary school. The aim of the study was to identify changes in form and quality in representations of knowledge produced in a digital learning environment and with digital tools. How do students represent knowledge and skills in English and how do they realize these representations? What changes in form and quality in representations of knowledge can be traced over time when looking back at digital representations of knowledge for two groups of ESL English at a Swedish upper secondary school produced during August 2013- April 2015? The study uses a framework of multimodality and social semiotics (Kress, 1997 and Kress & Van Leeuwen, 1996) which provides a theoretical  platform for analyzing students’ production of multimodal texts; i.e. written, spoken, visual, sonic, performative and gestural. In making meaning students produce signs in different semiotic modes, using different representational resources. The method used is multimodal transcription and analysis of digital representations of knowledge. Only digital multimodal texts have been used for analysis. The study showed that there were changes in how students represent knowledge, and with marked qualitative improvement for several students. A tentative explanation is that new modes of representations of knowledge enable students to show their English proficiency in new and more diverse ways than traditional text and speech. 

  • 2.
    Florén, Henrika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Digital Storytelling to Document Learning in Higher Education: Examples from a Swedish Context2020Konferansepaper (Fagfellevurdert)
    Fulltekst (pdf)
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  • 3.
    Florén, Henrika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Multimodal assessment: Recognising new forms of expression and communication in higher education2020Inngår i: NU2020 Hållbart lärande: 7-9 oktober abstracts, 2020, s. 122-123Konferansepaper (Fagfellevurdert)
  • 4.
    Florén, Henrika
    University College London.
    Multimodal text making and recognition in higher education2020Konferansepaper (Annet vitenskapelig)
  • 5.
    Florén, Henrika
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogik.
    Representing linguistic and cultural knowledge in text and film: a single case comparative multimodal analysis2017Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Digital technology offers tools for expressing knowledge and learning in new ways and for promoting cultural understanding in education. This is a single case comparative analysis of one student’s dual representation of the same content knowledge, Civil Rights in the English Speaking World, in the form of an essay and a film. The empirical example has been chosen from an extensive empirical material (part of an ongoing Masters study), produced by approximately 50 ESL students in a digital learning environment, in the regular scope of their studies of English as a foreign language in Swedish upper secondary school, during August 2013 - June 2016. The aim of this single case empirical study is to identify and study how different modes enable the representation of knowledge in different ways. How do different modes enable the representation of (linguistic and cultural) knowledge in a multimodal text (film), compared to monomodal text (essay)? What affordances and constraints do the modes used in the two different representations of knowledge entail? The method used is a detailed multimodal analysis. The multimodal theoretical platform (Kress 2010; Kress & van Leeuwen, 2006) makes it possible to analyse different modes, focusing on the affordances of modes, making visible power relations and cultural understanding. Knowledge and learning are here seen as interdependent concepts in a process of making meaning, and modes as culturally situated. The tentative result of this single case analysis indicates significant disparity, as to what knowledge becomes visible in the monomodal and multimodal texts respectively, depending on the modes of representation used. This raises several questions for future study and analysis. How do national practices in education affect students’ learning and representations of knowledge? How is knowledge evaluated, and how is it culturally encoded?

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