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Johansson Bunting, Leona
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Publications (7 of 7) Show all publications
Johansson Bunting, L., Herrman, M. & Johanson, M. (2014). Learning film production. Journal of Workplace Learning, 26(5), 296-309
Open this publication in new window or tab >>Learning film production
2014 (English)In: Journal of Workplace Learning, ISSN 1366-5626, E-ISSN 1758-7859, Vol. 26, no 5, p. 296-309Article in journal (Refereed) Published
Abstract [en]

Purpose – The purpose of this study is to contribute knowledge about learning linked to the film industry by investigating how film producers reason about learning for and in the profession. 

Design/methodology/approach – This study is based on semi-structured interviews with twenty film producers, both university and workplace trained (UWT) and workplace trained (WT). The content analysis is based on the transcribed dialogues. The study is empirical, explorative and qualitative.

Findings – The interviewees consider networks to be of utmost importance for gaining entrance to and continuously finding work in the film industry. They also reason about required knowing and what learning practices are available. Although formal education is not advocated by all, it can hold intrinsic value for the individual. Traditions of learning are being scrutinized and critical reflection is replacing naivety and emotionality.

Practical implications – Different aims regarding learning in the formal education system and film industry result in a gap which needs to be bridged in order to challenge conserving and reproducing patterns of learning. Collaboration is suggested as a solution benefiting both the individual learner and the film industry. The resulting knowledge from this study can be used by the formal education system and the film industry when developing forms for collaboration surrounding learners of film production. 

Originality/value – The focus presented in this paper of learning in and for film production has been sparingly addressed in previous research.

Keywords
learning, community of practice, networks, film production, formal education, temporary organization, WIL, Work-integrated learning, Filmproduktion, AIL
National Category
Social Sciences Interdisciplinary Work Sciences
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-6924 (URN)10.1108/JWL-06-2013-0041 (DOI)
Available from: 2014-10-28 Created: 2014-10-28 Last updated: 2019-05-10Bibliographically approved
Sofkova Hashemi, S., Petersen, A.-L. & Johansson Bunting, L. (2013). En elev en dator i grundskolans tidigare år: En analys av didaktiska förhållningssätt utifrån perspektiv pålärarens ledarskap, texter och textpraktiker, samt språklärande. Trollhättan: Högskolan Väst
Open this publication in new window or tab >>En elev en dator i grundskolans tidigare år: En analys av didaktiska förhållningssätt utifrån perspektiv pålärarens ledarskap, texter och textpraktiker, samt språklärande
2013 (Swedish)Report (Other academic)
Abstract [en]

The project presented in this report concerns teaching and practices in one-to-one computer projects in primary school from the perspectives of teacher leadership, texts and text practices, and language learning. The aim of this project was not to study the implementation of the computers as investigated by many before. The focus was rather on classes where the technology had been used for some time. The teaching in four classes in year 3 and 5 at a school in western Sweden was observed by three researchers with the purpose of finding out what role the teacher assumes and what space the students get, whether the text repertoire widens and the text practices become more varied or different, whether the computer becomes a communication or production instrument for language learning. Recurring participant observations in the classes were made during one term in years 3 and 5. The students in year 3 were also followed during one term in year 4. Semi-structured interviews were conducted about the informants’ experiences of the work with computers. The analyses concern the daily access to a computer in the classes in conjunction with the traditional learning activities, resources and forms of representation in the teaching, as well as the forms of collaboration visible in the classroom. We summarize the conclusions from years 3 and 5 as: Motivated students and teachers – it was fun to work with computers. Development of digital competencies – the teachers stimulated the students to learn skills that gradually built up their knowledge regarding their IT competency. Enriched working methods – the students were offered both digital and more traditional resources and produced presentations, films and animations in which pure text was accompanied by modalities such as pictures and sound. Printed sources dominated – online text sources were not regarded as being as good or easy to find, the students mainly sought and fetched pictures from the Internet. Somewhat widened text repertoire – communicative texts appeared alongside narrative and expository texts in year 3. Narrative and expository texts dominated in year 5. The students used other text types and modalities – activities initiated by students offtask involved other texts and presentation forms, often based on pictures, film or sound, communication and took place more online. Individual and collaborative work in year 3, while having your own computer in year 5 meant individual work. More teacher-controlled than student-controlled classroom work – the teacher decided what to do and how to do it and the majority of tasks presupposed that all students did the same thing. Unclear balance between teaching content and technology – the technology was in focus and the teaching objectives were less clear. The transition for the year 3 students to year 4 resulted in an implementation of a more individualized instruction with less challenges for development and creativity. The activities mainly concerned writing, gathering of facts or practicing English. The teachers owned the technology and the students did not get to express their digital experience.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2013. p. 51
Series
Reports University West, ISSN 2002-6188, E-ISSN 2002-6196 ; 2013:3
Keywords
new literacies, en-till-en, ledarskap, språklärande, elevens delaktighet
National Category
Pedagogical Work
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-5196 (URN)
Available from: 2013-03-22 Created: 2013-03-22 Last updated: 2019-03-12Bibliographically approved
Johansson Bunting, L. & Lindström, B. (2013). Framing English learning at the intersection of school and out-of-school practices. Journal of International Scientific Publications: Language, Individual & Society, 7(1), 205-221
Open this publication in new window or tab >>Framing English learning at the intersection of school and out-of-school practices
2013 (English)In: Journal of International Scientific Publications: Language, Individual & Society, ISSN 1313-2547, Vol. 7, no 1, p. 205-221Article in journal (Refereed) Published
Abstract [en]

From an early age Swedish students typically use and learn English as a second language in out-of-school contexts, for example when watching TV and video clips and playing computer games online. This is an important premise for learning English in school. It is hence of interest to understand relations between learning in and out of school, especially considering the digitalization of Swedish schools and new media technologies becoming available for all students.

This study aims at describing students’ accounts of learning English in out-of-school contexts and their reasoning of how this learning relates to learning English in school. The data consists of interviews with 47 eleven-year-olds. Goffman’s concept of framing is used as an analytic tool. The results are presented in terms of two dimensions of reasoning; Accepted and Non-Accepted Language Learning Environments and Language Learning as Intention or Side-Effect. Results on what environments students regard as important for learning English are also reported.

Place, publisher, year, edition, pages
Bulgaria: Info Invest, 2013
Keywords
Second language learning, framing, out-of-school learning, ICT
National Category
Specific Languages
Research subject
SOCIAL SCIENCE, Educational science; HUMANITIES, English
Identifiers
urn:nbn:se:hv:diva-5600 (URN)
Available from: 2013-11-11 Created: 2013-09-17 Last updated: 2019-05-03Bibliographically approved
Herrman, M., Johansson Bunting, L., Wallin, E. & Eriksson, M. (2013). Mammor som kulturtolkar: En förstudie om invandrarkvinnors möten med skola i Västra Götaland. Trollhättan: Västra Götalandsregionen Folkhälsokommitté
Open this publication in new window or tab >>Mammor som kulturtolkar: En förstudie om invandrarkvinnors möten med skola i Västra Götaland
2013 (Swedish)Report (Other academic)
Place, publisher, year, edition, pages
Trollhättan: Västra Götalandsregionen Folkhälsokommitté, 2013. p. 77
Series
Forskningsrapporter Västra Götalandsregionen Folkhälsokommittén
Keywords
Work-integrated learning, WIL, AIL
National Category
International Migration and Ethnic Relations Other Social Sciences not elsewhere specified Gender Studies
Research subject
NURSING AND PUBLIC HEALTH SCIENCE, Public health science; HUMANITIES, Cultural studies; Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-5327 (URN)978-91-981034-1-0 (ISBN)
Available from: 2013-05-14 Created: 2013-05-14 Last updated: 2019-03-12Bibliographically approved
Herrman, M., Johansson Bunting, L. & Johanson, M. (2012). Learning for Film Production. In: : . Paper presented at Wace 9th International Conference on cooperative and work-integrated education, Atlanta, Georgia USA, 14-16 November 2012..
Open this publication in new window or tab >>Learning for Film Production
2012 (English)Conference paper, Poster (with or without abstract) (Other academic)
National Category
Other Humanities not elsewhere specified Pedagogical Work
Research subject
Work Integrated Learning
Identifiers
urn:nbn:se:hv:diva-9141 (URN)
Conference
Wace 9th International Conference on cooperative and work-integrated education, Atlanta, Georgia USA, 14-16 November 2012.
Available from: 2016-02-27 Created: 2016-02-27 Last updated: 2019-03-12Bibliographically approved
Petersen, A.-L. & Johansson Bunting, L. (2012). Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School. Contemporary Educational Technology, 3(4), 249-264
Open this publication in new window or tab >>Pedagogical Use of Laptops in a One-to-One Environment in a Swedish Primary School
2012 (English)In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 3, no 4, p. 249-264Article in journal (Refereed) Published
Abstract [en]

This article focuses on computing in teaching. It focuses on the differences between a traditional view of teaching and a view where the teacher no longer is the knowledge broker but more of a coordinator or a coach. The empirical examples stem from a research project called "One computer one pupil", a study of two classes in year three with children aged 9 and two classes in year five with children aged 11 in a Swedish primary school. When the project started the pupils had been using the computers for about 2,5 years. In contrast to the teacher in grade five, the classes in year three had teachers with a great interest in developing ICT. The children became very skilled in using ICT and working with the laptop was very popular. According to the theoretical model of Voogt (2008), features of a "traditional pedagogy", like prescriptions of the activities, were mixed with elements of an "emerging pedagogy", where the pupils in collaboration performed their tasks in a creative way. However, some of the classroom work was quite unfocused relative to the goals of the subject. Instead of using the technology to reach the goals of the subject, the technology more or less became a goal in itself. To follow up ten Brummelhuis’ and Kuiper’s (2008) terms technology push and educational pull, we have added the term "technology pull."

Place, publisher, year, edition, pages
Ali Simsek Ed. & Pub., 2012
Keywords
teaching design, computer use, technology push, technology pull, primary school, one–to-one
National Category
Educational Sciences
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-4812 (URN)
Available from: 2012-12-05 Created: 2012-11-21 Last updated: 2019-04-26Bibliographically approved
Sofkova Hashemi, S. & Johansson Bunting, L. (2012). Text and Language Practices in One-to-one Environments in a Swedish Primary School.. In: Bradley, Linda & Thouësny, Sylvie (Ed.), CALL: Using, Learning, Knowing. Paper presented at EUROCALL Conference,Gothenburg, Sweden, 22-25 August 2012, Proceedings (pp. 274-279). Dublin: Research-publishing.net
Open this publication in new window or tab >>Text and Language Practices in One-to-one Environments in a Swedish Primary School.
2012 (English)In: CALL: Using, Learning, Knowing / [ed] Bradley, Linda & Thouësny, Sylvie, Dublin: Research-publishing.net , 2012, p. 274-279Conference paper, Published paper (Refereed)
Abstract [en]

Recent investments in schools in Sweden focus on increased availability of technology and ways to incorporate digital media in the classroom. Via the computer screen, students are involved in a new type of writing and communication culture that allows for new approaches in literacy instruction and learning (Lorenzen & Smidt, 2010). The purpose of the present study was to investigate how the availability and every day access to technology in a one-­to-­one laptop programme in primary school impact on text and language practices. The objective was to explore what text genres the students meet and what artefacts they use to facilitate their work, the modalities they engage in and if they work on their own or in collaboration. Also, what new demands are put on the instruction. The empirical results are based on classroom observations of a sample of lectures in two classes in year three and two classes in year five where the students had been using computers for about 2.5 years. In both year three and five the students expressed great enthusiasm for the work on computers. Narrative and expository strategies were prominent in the development of text and language competencies. New practices facilitating multimodal and digital expression occurred more on the students’ own initiative. The activities in year three provided opportunities for both individual and collaborative work, whereas year five mainly did individual work. The assignments in both years were mostly designed to result in products of the same type and were published on their computers for a restricted audience. We interpret these practices as being mainly teacher-controlled and for the benefit of the teacher and fellow classmates. This stands in contrast to previous analysis on changes in literacy processes in laptop classes that report on more student autonomous and public uses (e.g. Warschauer, 2008). 

Place, publisher, year, edition, pages
Dublin: Research-publishing.net, 2012
Keywords
one-to-one classroom, primary school, text competencies, language practices, multimodal analysis
National Category
Educational Sciences
Identifiers
urn:nbn:se:hv:diva-5019 (URN)9781908416032 (ISBN)
Conference
EUROCALL Conference,Gothenburg, Sweden, 22-25 August 2012, Proceedings
Available from: 2013-01-04 Created: 2013-01-04 Last updated: 2019-03-13Bibliographically approved
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