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  • 1.
    Ahlberg, Kerstin
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Elevrespons på bloggen2013Inngår i: Meningsskapande fritidshem: Studio som arena för multimodalt lärande / [ed] Malin Rohlin, Lund: Studentlitteratur, 2013, 1, s. 81-113Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    De äldre barnen på fritidshemmet är i fokus i detta kapitel, som behandlar barns lärande vid inkludering av visuella uttryck i den pedagogiska verksamheten. Vi lät elever i tolvårsåldern inspireras att samtala om bilder och multimodala texter via en digital utställningsplats. Det övergripande syftet med vår studie var att stärka barnens förmåga att återkoppla och reflektera kring egna och andras arbeten och på så sätt öka deras förståelse både för bildskapande och för de kunskapsområden som varit föremål för deras studier. Olika temaarbeten har följts under en längre tid - projekt som äger rum i skolans sammanhang men i kapitlet diskuteras som idéer för möjligt samarbete mellan lärare på fritidshem och i skolmiljön. Konkreta exempel från barnens arbete och process varvas i kapitlet med teorier och begrepp in området visuell gestaltning och estetiska lärprocesser.

  • 2.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Documenting Camp Cavic: Video as a tool for the reflective practitioner2015Inngår i: EDGE: 20 essays on contemporary art education / [ed] Göthlund, Anette, Illeris, Helene & Thrane, Kirstine W., København: Multivers Academic , 2015, s. 205-218Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 3.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Double perspectives: Multimodal degree projects and society2013Inngår i: International Journal of Education Through Art, ISSN 1743-5234, E-ISSN 2040-090X, Vol. 9, nr 1, s. 89-105Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The aim of this article is to highlight the experiences from a research project that studied the use of multimodal forms in degree projects. A visual representation and a written report were presented. Phenomena that occurred in the process are discussed. The article focuses on parts that were conducted in the field of Art Education and uses, by way of example, two degree projects, both of which had disabilities and the inclusion of the disabled as their theme. Participants chose a museum to exhibit their finished projects, to share ideas with the community, and to inspire the industry of pedagogy. The study looked especially at design theory and a socio-cultural view of learning; further, research into visual literacy, media literacy and media reception was used. Using the results, I describe various aspects of tutoring, thesis presentation in a public venue, and the significance of feedback from a student perspective.

  • 4.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Ethical filming and editing: a multifaceted challenge in research work2014Inngår i: 34th World Congress of the International Society for Education through Art (InSEA ) 7-11 July 2014, Melbourne Cricket Ground, Victoria Australia Diversity through Art: Change, Continuity, Context: Abstracts Oral Presentations, 2014, s. 93-93Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This presentation focuses on the methodological and reflective aspects of video documentation. There will be two approaches: The first approach is a discussion of "video documentation as a method". The second approach is to make comments on "video as a tool for the reflective practitioner".  The main focus is questions about ethics in the use of video documentation in research – both with regard to technical issues and different aspects of editing. Results from two studies will be used. In the first video material itself is examined as an object. In the second the circumstances around video documentation in school contexts are discussed. The method used in the second study, collaborative visual method, stems in some parts directly from the first study.

          This paper examines different questions such as; which aspects of video documentation could be of special interest to video documenters and which aspects of video documentation could be of interest to the reflective practitioner? To know more about this, one aim was to examine which details in edited parts of a video might be of specific significance for me as a researcher. The presentation will include a discussion of how audio as well as visual influences might strengthen, change or even blur the reflection work. A video recording of 1 hour 24 minutes was used - edited out of material from five days together with art education research colleagues in collaborative work. The colleagues were aware of my filming, knowing it as a part of a reflective documentation. I have examined the video material and experiences from an ethnographic approach - where the use of visual material combined with a multimodal view of the human being forms the platform. Previous experiences from visual literacy studies, education and design theory are also taken into consideration. 

           Several points of interest are identifiable in the results. While using the video camera the researcher should be reminded of not becoming too connected to the lens – instead show a respectful way with long real-time scopes (a term used when the filmmaker  is recording long events without interruption and if possible keep the sequences in their full length to give the viewer an honest picture of what occurred) and in trying to avoid cutting people´s talk. The researcher should also consider that the avoiding of faces during certain scenes can actually promote intimate visual effects – such as showing pieces and parts of filmed persons or scenery (feet, hands, art work movements, techniques…). A third aspect is to be aware of the sound-memory that stills cut out of videos can bring. The last thing, but not the least, to take into consideration is the development of attitudes concerning ethical aspects. These studies show that if we use material in order to make individual or collective reflections there has to be an agreement from both the “actors” and the “audience”. 

         In the presentation I will also make connections to an example of a collaborative visual method, set in a school context (a two year school research project focusing on art/maths work). The challenge here was to use a video camera as a tool to explore how art education implemented in math lessons could develop teachers discussions about assessment. This raised unexpected issues related to ethical barriers. In some schools there were immigrant children with protected identity. Other classes had students with neurological diagnoses. The parents of these children were hesitant with regard to letting their children be filmed. How could we as researchers handle this? The ethic council at our university was doubtful about the use of video at all while observing children in school context. Is this attitude similar in other countries, other university councils? We live in a society where the use and presence of digital resources is increasing, but authorities views here might raise limitations to the use of video as a visual research method. The task, from my opinion, must be to learn how to handle this, not to avoid it. Both studies give an insight into information that can be used to increase this ability.

           Summing up: while writing about the experienced studies several specific concepts have been exposed. These will be raised in the end of the session, as a challenge of further developing within this field; "Innovative visual practice", "Ethical filming" and "Ethical editing".

  • 5.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Examensarbeten och bedömning2012Konferansepaper (Annet vitenskapelig)
  • 6.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Kombinera teckenvärldar: perspektiv på multimodala examensarbeten2011Inngår i: Praktiknära utbildningsforskning vid Högskolan Dalarna / [ed] Åsa Bartholdsson ; Eva Hultin, Falun: Högskolan Dalarna , 2011, s. 155-183Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Syftet med denna artikel är att lyfta fram erfarenheter av ett forskningsprojekt om användande av multimodala former vid examensarbete. Det gemensamma för refererade examensarbeten är att studenterna presenterar dem både i form av en visuell representation och en skriftlig rapport. Fem högskolor har totalt ingått i projektet och undersökt olika fenomen när studenter har använt sig kombinationer av varierade gestaltande uttryck, teckenvärldar och symbolspråk för att undersöka sin forskningsfråga. Artikeln fokuserar på avsnitt av den delstudie som genomfördes vid Högskolan Dalarna inom ämnet Bild. Den exemplifierar med två av gruppens examensarbeten, som båda berör teman om funktionshinder och delaktighet. Studien tar fasta på designteori och en sociokulturell syn på lärande – och har använt tidigare forskning kring visual literacy, media literacy, mediereception och ”kultur i lärande” som led i begreppsutvecklingen. Från resultatet diskuteras aspekter kring handledning, ventileringsförfarande i offentlig miljö och respons (återkoppling), med utgångspunkt i studenternas perspektiv. Positiva aspekter, såväl som problemorienterade, berörs.

  • 7.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Video som visuell metod - exempel från ett skolforskningsprojekt om multimodal undervisning för bedömning i matematik2013Konferansepaper (Annet vitenskapelig)
  • 8.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Visuell gestaltning och estetiska lärprocesser: Keynote-presentation vid Nationell konferens KLÄM - Konferens om Lärande, ämnesdidaktik och mediebruk2012Konferansepaper (Annet vitenskapelig)
    Abstract [sv]

    Presentationen ger en historisk tillbakablick av forskning och utvecklingsarbeten där mediepedagogik i svensk skola behandlats och avslutas med aktuella mediedidaktiska projekt och frågor i fokus - på tema visuell gestaltning och estetiska lärprocesser.  

  • 9.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Ahlberg, Kerstin
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Bildblogg i skolan: Bildrespons – begrepp – bedömning2015Inngår i: Audiovisuellt: Ljud och Bild: En artikelsamling med bidrag från projektet Audiovisuella medier / [ed] Árni Sverrisson, Falun: Högskolan Dalarna, 2015Kapittel i bok, del av antologi (Annet vitenskapelig)
    Abstract [sv]

    Denna artikel utgår ifrån en studie om elevers användning av en digital plattform, där de arbetat med att lägga ut bilder och ge respons till varandra. Texten bygger på resultat dels från ett tvåårigt EU-finansierat utvecklingsprojekt1 där en grundskola, högskola och reklambyrå samverkade, dels från en uppföljande studie genom skolans bildlärare. I det initiala projektet var skolans åk 5 vår bas, och för den fortsatta kontakten kring bildblogg har fokus gällt klasserna 4-9 i ämnet bild. Både lärares och elevers synpunkter speglas i denna artikel. I vår text vill vi särskilt belysa återkoppling som fenomen. Vilken typ av återkoppling har förekommit? Vilka idéer har de själva om hur arbete med att ge feedback skulle kunna utvecklas? Vilka möjligheter ser lärare och elever med att använda bildbloggen i klassrummet? Och vad kan den audiovisuella tekniken eventuellt bidra med specifikt? Våra resultat diskuteras utifrån teorier om literacy och multimodalitet - med bedömningsaspekter men även teknik- och yttrandefrihetsfrågor mer generellt i fokus.

  • 10.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Ahlberg, Kerstin
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Elevrespons på bildbloggen2013Konferansepaper (Annet vitenskapelig)
  • 11.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Ahlberg, Kerstin
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Student Feedback on the Art Blog2014Inngår i: 34th World Congress of the International Society for Education through Art (InSEA )7-11 July 2014, Melbourne Cricket Ground, Victoria Australia : Diversity through Art, Change, Continuity, Context: Abstracts Oral Presentations, 2014, s. 92-92Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    This study is carried out by the Department of Culture and Media, School of Education and Humanities at Dalarna University. The field work is carried out as a team work between teachers in compulsory school and us as researchers and teachers in art education and media within Teacher training programs. We will present and discuss experiences and outcomes of an EU-funded project as part of a bigger Audio-Visual Media project (cooperation between our university and companies in the region). Our partners here were in addition to a selected school also an advertising agency.

    Our first study was performed in two classrooms with 42 eleven-year-old pupils in primary school. We followed the classes for about one year as participating observers. The pupils were introduced to a variety of digital tools such as a digital platform (blog), cameras, sound recorders etc. We were curious to find out if these tools could increase the pupils´ interest to respond to each other’s work (art work, as well as tasks in social sciences and mathematics) and to see if they also got more reflective about their own assignments.

    In this development project a blog was designed specifically for those classes. This was done in cooperation with an advertising agency in the region. The aim of the activity was also to offer an opportunity for grown-ups around the children to participate, such as parents, teachers or us - the researchers. In the study we examined the phenomena “response”. What kind of responses could be noticed? What kind of ideas to develop this feedback was presented – by teachers as well as pupils? What can be done within the frames of the school? And how can the audio-visual technique eventually support this?

    In the study we use a design theory perspective of learning and we discuss our data based on concepts like multimodality, esthetic learning processes and digital literacy. The presentation will particularly focus on response as a tool for learning (visual art critics), but also examine multimodality in the classroom (as part of a democracy project) as a way to inspire and motivate children in the process of learning.

    The results of the study show that the pupils are very interested in giving one another feedback on artwork as well as other assignments but, surprisingly, not on the blog. The discussions in the classroom resulted in a deeper engagement on the part of the pupils and an ability to elaborate their work more with better results. Pupils found the work with the digital tools to be the most enjoyable, and this has a broad effect on their interest in their school work.

    After this first study was implemented we have widened the project to include older pupils as well (this time children between 11-16 years of age). An art teacher is involved and the blog will be a part of the schools art education. The plans are to continue the work from the first year, but make it wider and use a broader social context. Aspects related to this second step of the study will summarize the final section of the project.

  • 12.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Graviz, Ana
    Odelfors, Birgitta
    Multimodal Representations and the Construction of Knowledge: Paper to the Conference Designs for Learning, 17-19 March 2010, Stockholm University2010Inngår i: Designs for learning : 2nd International conference - towards a new conceptualization of learning, Stockholm, 2010Konferansepaper (Annet vitenskapelig)
  • 13.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Bild.
    Göthlund, Anette
    Lind, Ulla
    Andersson, Cecilia
    Melin, Margareta
    Reimer, Bo
    Graviz, Ana
    Odelfors, Birgitta
    Kunskapens framträdandeformer: Ett projekt om kunskapsutveckling och en högskolepedagogik med dubbelt perspektiv : teori och gestaltning2011Rapport (Annet vitenskapelig)
  • 14.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Sommansson, Agneta
    Barn och medier2014Inngår i: Bild, konst och medier för yngre barn – kulturella redskap och pedagogiska perspektiv / [ed] Marie Bendroth-Karlsson och Tarja Häikiö, Lund: Studentlitteratur AB, 2014, s. 97-117Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 15.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Taflin, Eva
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
    Multimodal mathematical context and video as a tool for teachers´assessment2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Multimodal mathematical context And video as a tool for teachers´ assessment 

    Helena Danielsson, PhD, Associate professor Art and media education - hdn@du.se 

    Eva Taflin, PhD, Senior Lecturer Mathematics education - evat@du.se

    Dalarna University

    This presentation will discuss some experiences from a four year school research study. The aim of our research was to examine teachers develop when they were part of collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. Our study had two focus; one was to investigate methods and tools that teachers can use to develop their ability in assessment when their students where working with multimodal tasks and the other was to examine how video can be used by teachers wanting to obtain knowledge about assessing.

    Our study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in our research our framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners are also needed.

    We will choose to highlight some findings that concern the following themes: The use of tasks for assessment, The collaborative talk, The equipment, Ethical dilemmas. Most common was one choice of esthetical mode at a time (combined with written and verbal text), but there were also lessons with mixtures such as stations with different activities. Collaborative talks were evaluated as a meaningful way of sharing knowledge, and the video tool for this, although it raised important ethical discussions. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development.

    The relevance to Nordic educational research also concerns teachers´ use of collaborative talks in assessment work, multimodal tasks in mathematics and video as a research tool in general.

  • 16.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Taflin, Eva
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
    Multimodal mathematical context and video as a tool for teachers´assessment2014Inngår i: Conference proceedings - 4th international Designs for Learning conference 6-9th May 2014, 2014Konferansepaper (Annet vitenskapelig)
    Abstract [en]

    Project aims and research questions

    This presentation will discuss some experiences from a three year school research study now in its’ final stage. The aim of our research is to examine what kinds of knowledge teachers develop when they are part of collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. Theses specific lessons are designed with multimodal mathematical tasks and students work in a multimodal process. The project has been formulated in close collaboration between teachers, other community representatives and us as researchers. Our study has two focus; one is to investigate methods and tools that teachers can  use to develop their ability in assessment when their students are working with multimodal tasks and the other is to examine how video can be used by teachers wanting to obtain knowledge about assessing “creative and aesthetics learning processes” (Skolverket, 2011).

    The research questions are: How can teachers and pupils assess mathematics abilities shown through creative and esthetic learning processes? How can video be used as a method to contribute to teacher professional development regarding formative and summative assessment? What kind of tools do teachers believe they need in order to assess pupils knowledge in multimodal processes?

    A part of  the study is (together with the teachers) to construct a matrix for assessment of students´ mathematical abilities. The matrices that are created are meant to be adapted to a completed lesson which was characterized by a multimodal task, a task in which not only the spoken or written word is important but also activities and interactions by way of documents, glances and gestures. The multimodal task might accommodate various forms of work – such as laboratory activities with different materials. The matrices that are created within the project framework are planned to be adapted for use by both teachers and students.

    Theoretical framework

    Our study is based on several theories about when teachers collaborate to create new knowledge (Carlgren 2012). The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. Other theories that are relevant for the study are Jaworskijs (1991) Teaching Triad as developed into inquiry and development of the teachers´ competence, along with Cobbs Design Theory (2000), where the specific mathematics is identified in the school discourse. The design theories expressed in different texts are used, e.g. by Kress & Van Leeuwen (2001); Kress (2010); Selander & Kress (2010), and concerning the discourse work and by Jewitt (2011; 2012) more explicit for the analyze work

    The epistemological view we represent is inspired by Vygotsky´s (1978) theory of ZDP and cultural aspects in communication. The study uses sociocultural theory as described by Säljö (2005; 2012). By using multimodal tasks we presume that multimodal tasks contribute toa more qualifiedlearning in which students candevelop theirown explanations, solve problems withdifferentstrategies dispute and present mathematical arguments, discussand comparesolutionspresentedbyvariousforms of representation (Taflin 2007). Previous studies (e.g. Danielsson 2002; Öhman Gullberg 2006; Leijon 2010) have shown that different modalities of “production forms” and media reception may even influence theexperienceofauthenticityand ownershipin a different waythan traditionalschoolwork. A basic assumption of the framework here is therefor that meanings are made and communicated in mathematics through a wide range of semiotic modes  (Jewitt 2011; Machin 2011).

    By using video as an essential tool in our research our framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners are also needed. Appropriate theories are taken from Aull Davies (2008); Pink (2012); Schön (1991); Spencer (2011) and also from Heikkilä & Sahlström (2003).From (audio-)visual cultural theories we are inspired by Wingstedt (2012) who speak ofmultimodalityfor exponential growthofunderstanding.

    Methods

    The study has been conducted in two steps. First a prestudy over one year, where two primary schools participated (focus on four classes; grade 5 and grade 9). Knowledge gained from the prestudy was used in a more extended study and during the two last years we have had contact with teachers from different schools and levels in four municipalities. With the exception of two researchers we have a group of class teachers from grade 1 to grade 9 participating (about 15 regularly active, while others have been participating at some elected occasions). Two headmasters, two doctorial students and a film maker are also connected to the project.  

    Data collection has been made by both us as researchers, by the teacher themselves and by a professional film maker. In order to learn more about video as a tool we wanted to experiment with different kinds of video equipment in order to examine their functionality for use in a school context. The participating teachers were allowed to use different models but could also choose to use other techniques such as audio recording, photographs, scanning or material copying. Furthermore, they were offered to let students try these it, as part of developing self-assessment and peer assessment. All multimodal tasks in the math lessons were prepared and organized by the teachers themselves. In their second lesson they decided to sometimes try similar ones – in order to develop comparable material, perhaps useful for the matrix discussion. The teachers´ ambition was to design tasks to see if and how they could work to support teachers' assessment of pupils' skills. The researchers empiric data collection, however, both in the prestudy and the second phase of the main study, followed by the same order; Information and presentation sessions in all places and classes. Filming of lessons. After that the film maker edited the material into shorter parts. The edited excerpts were used in a situation of stimulated recall. At this occasion both teachers, colleagues and researchers took part in a video recorded collaborative talk for analysis session (using  two cameras). This process was repeated in altogether seven seminars. The video recordings from the seven meetings along with photographs and audio recordings were presented later on at a summing up meeting, where all the main participants took part.

    We are currently in the process of preparing survey questions, addressed to the teachers, for the final data collection.

     Some findings

    As the final results not yet complete, we have chosen to highlight some findings that we consider of interest to discuss and reflections upon. They concern the following themes: The framework for assessment, Editing concerns, The equipment,  ethical dilemmas.

    Framework for assessment:  Quite early in the project the teachers at one of the schools made a framework (matrix) in order to test it for assessment in maths – and made it available for use by other teachers in the project (that meant that four different municipalities were able to test it). These frameworks were made from the point of view that the multimodal tasks were designed as a  “creative and esthetical learning process”. Interesting here was that the teachers also active in the first grades in school also tried parts of this advanced models. In the project matrices constructed for art education also played a role in maths.

    Editing concerns: The edited video material was critical in the analyse process. Through the edited film teachers were reminded about moments in the lesson – they saw or heard details that could give a more complete picture of the lesson.

    The equipment: The qualities of video cameras of different sizes were discussed a lot. One finding was that sound was sometimes more important than the pictures. In some classes the teachers preferred to use only sound recording in order to be more discrete. In other classes mainly stills were used and copies made of pupils work.

    Ethical dilemmas: The use of video recording, stills or sound material raised unexpected ethical issues. In some schools there were immigrant children with protected identities. Other classes contained students with neurological diagnoses. The parents of these children were hesitant to letting their children be filmed. How could we as researchers handle this? The ethic council at our university expressed doubts about the use of video at all while observing children in a school context. Is this attitude similar in other countries, other university councils? We live in a society where the use and presence of digital resources is increasing, but authorities views here might raise limitations to the use of video as a visual research method. The task, in our opinion, must be to learn how to handle this, not to avoid it. Our studies give an insight into information that can be used to increase this ability.

    In summary all the teachers formulated their personal designed tasks in order to test different modes.  Most common was one choice of esthetical mode at a time (combined with written and verbal text), but there were also lessons with mixtures such as stations with different activities. Teachers commented that the reflection time at the end of lessons became of great importance to sum up questions around the pupils individual learning processes - something they partly developed and stressed more after watching the film excerpts.

    Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work, and in some cases the teachers received no support from their headmaster. In this way the project highlighted more general aspects of school development.

  • 17.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Taflin, Eva
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Matematikdidaktik.
    Rapport från projektet Multimodala uppgifter och bedömning i matematik: Video och kollaborativa samtal som metod vid lärares bedömning av elevers matematiska kunskaper2015Rapport (Annet vitenskapelig)
    Abstract [en]

    This research will discuss some experiences from a four year school research study. It was conducted in cooperation with teachers from four municipalities in Dalarna. The aim of the research was to examine teachers´ professional development when they participated in collaborative discussions based on video recordings and video edited material from specific lessons in their own practice. The study had two foci one was to investigate methods and tools that teachers can use to develop their ability to assess their students while working on multimodal tasks. The other was to examine how video can be used by teachers wanting to obtain knowledge about assessing students. The study is based on several theories about when teachers collaborate to create new knowledge. The first is the design theoretical approach – where visual ethnography and a semiotic approach contribute to problematize the use and mixture of different modes. A basic assumption of the framework here is that meanings are made and communicated in mathematics through a wide range of semiotic modes. By using video as an essential tool in the research the framework theories concerning visual ethnography, video documentation and individuals as reflective practitioners were also needed. The findings can be divided into the following themes: the use of tasks for assessment, collaborative discussion, equipment, ethical dilemmas. Collaborative discussions were evaluated as a meaningful way of sharing knowledge. The use of video recordings in association with these discussions raised important ethical issues. Working with the assessment framework was of great interest to the teachers but it took a lot of time from their ordinary work. In this way the project highlighted more general aspects of school development. The research also concerns teachers´ use of collaborative discussions in assessment work, multimodal tasks in mathematics and video as a research tool in general.

  • 18.
    Danielsson, Helena
    et al.
    Högskolan Dalarna, Akademin Utbildning och humaniora, Bild.
    Åström, Lena
    Högskolan Dalarna, Akademin Utbildning och humaniora, Pedagogiskt arbete.
    Learning Processes & multimodal Representations2009Inngår i: European Distance and E-learning Network Conference, ”Innovation in learning communities – What did you invent for tomorrow": EDEN 2009 Annual Conference : Book of abstracts, Gdansk, Polen, 2009, s. 145-Konferansepaper (Fagfellevurdert)
  • 19.
    Åström, Lena
    et al.
    Högskolan Dalarna, Akademin Utbildning, hälsa och samhälle, Pedagogiskt arbete.
    Danielsson, Helena
    Högskolan Dalarna, Akademin Humaniora och medier, Bild.
    Learning Processes & multimodal Represenations2010Inngår i: Designs for Learning 2010 Abstracts, 2010, s. 41-42Konferansepaper (Annet vitenskapelig)
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