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Collaborative Media in Educational Settings: Teaching as a Design Profession
University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.ORCID iD: 0000-0003-4926-2581
2018 (English)In: The International Journal of Design Education, ISSN 2325-128X, Vol. 13, no 2, p. 1-19Article in journal (Refereed) Published
Abstract [en]

This article reports on a participatory design project conducted with K-12 schools in the US and Sweden to create an international collaboration on Marine Biology using video production as a tool for learning and representation. The aim of the project was to explore teachers' challenges and strategies due to digitalization and new curricular demands through a lens of sociocultural perspectives. Cultural Historical Activity Theory (CHAT) was used to understand and support participating teachers' development as well as the design process. Using the CHAT model as a design tool enabled teachers to grasp a complex learning environment and frame contradictions and tensions in the activity. Challenges in terms of curricular demands and media literacy could be identified and addressed as part of interacting activity systems, and the process enabled expansion of knowledge and ideas for both design and future work practice.

Place, publisher, year, edition, pages
Common Ground Publishing, 2018. Vol. 13, no 2, p. 1-19
Keywords [en]
Activity Theory, Educational Design, Collaborative Media
National Category
Pedagogy Didactics Learning
Research subject
SOCIAL SCIENCE, Educational science
Identifiers
URN: urn:nbn:se:hv:diva-13363DOI: 10.18848/2325-128X/CGP/v13i02/1-19Scopus ID: 2-s2.0-85064043395OAI: oai:DiVA.org:hv-13363DiVA, id: diva2:1276458
Available from: 2019-01-08 Created: 2019-01-08 Last updated: 2020-09-18Bibliographically approved
In thesis
1. Expansive design for teachers: An activity theoretical approach to design and work integrated learning
Open this publication in new window or tab >>Expansive design for teachers: An activity theoretical approach to design and work integrated learning
2020 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis explores how Participatory Design (PD) and Cultural Historical Activity Theory (CHAT) can be combined and used as a theoretical framework and methodology in a professional development activity for teachers. A shift in the way we view teachers, from implementors to designers who actively construct, invent, and develop the practice of schooling also calls for changes in teacher education and professional development activities. The study presented here explores teachers' work and learning during a professional development activity conducted as a participatory design project between two K-12 schools in Sweden and the USA, using media production to create an international collaboration on Ocean Literacy. The work draws on central notions and practices based on the Scandinavian School of Participatory Design and the Change Laboratory methodology (CL) based on the theoretical framework of expansive learning. The thesis is comprised of three articles answering research questions about what challenges and strategies develop in a design process as a situated professional development approach and how we can understand learning as part of and expanding beyond a design process using activity theoretical tools.The first article presents a description of challenges and strategies developed by teachers in the first iteration of the design process and the results of using an activity theoretical model for collaborative analysis of the process. The second article analyses a CL intervention in the second iteration of the design process, adopted after the results of the first iteration. The analytical focus here was placed on empirical manifestations of the epistemological principles of the theoretical framework of expansive learning. The third article explores the occurrences and cyclicity of the learning actions postulated by the theoretical framework in the same intervention through a detailed analysis of the participants' discourse in the process. The thesis comes to a conclusion with a tentative formulation of design principles based on findings from the studies.

The results point to how innovative educational design can have consequences for teachers' work with conflicting needs, tensions, and contradictions at the systemic level of the activity. PD processes in educational settings require toolsand concepts to capture this complexity and create sustainable solutions. In this study, activity theoretical models served as a collaborative tool for teachers to analyse and change their practice and to describe and explain work integrated learning in the design process. The work highlighted the need for teachers' expertise in design as well as the important role of media literacy in the use of new technology. Their active and practical engagement in the materials, basedupon the tradition of PD, must be understood as an important part of the development of agency and volition, and findings suggest that the combination of PD and CL methodologies can serve as a vehicle for expansive learning and new innovative learning designs in educational settings. This approach was conceptualized as expansive design.

Place, publisher, year, edition, pages
Trollhättan: Högskolan Väst, 2020. p. 82
Series
PhD Thesis: University West ; 39
Keywords
Participatory design; Activity theory; Expansive learning; Teaching; Professional development; Education
National Category
Pedagogical Work
Research subject
Work Integrated Learning; SOCIAL SCIENCE, Educational science
Identifiers
urn:nbn:se:hv:diva-15829 (URN)978-91-88847-73-7 (ISBN)978-91-88847-72-0 (ISBN)
Public defence
2020-09-09, Albertsalen, Trollhättan, 13:00 (English)
Opponent
Supervisors
Note

Delarbete B och C är ännu inte publicerade och är därmed inte med i den elektroniska versionen. 

Available from: 2020-09-18 Created: 2020-09-18 Last updated: 2020-09-18Bibliographically approved

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  • apa
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