Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Assessment in the digital divide: Teachers´ and pupils’ multimodal interaction
Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies. (DidaktikDesign)
2010 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed) Submitted
Abstract [en]

This study concerns assessment in the digital divide (Prensky, 2001) in Sweden’s most technologically advanced schools. It aims at studying interaction to understand assessment and to find how assessment can be didactically designed to recognise pupils´ learning. The study has a multimodal, design theoretical perspective on learning (Kress & Van Leeuwen, 2001, Selander, 2008b), which means that communicative modes are collected, transcribed and analysed. The results show that the subject design aims at an expert level, while formative assessment aims at a novice level (Lindström, 2002). Pupils are thus left without adequate guidance. Despite this, summative assessment aims at an expert level. As a conclusion, assessment should be designed exploratory (Quellmalz & Kozma, 2003) to encompass pupils’ new knowledge. Furthermore, assessment must embrace pupils´ signs of learning, in other modes than just text and speech, or much of what is learned will be ignored in the digital environment.

Place, publisher, year, edition, pages
2010.
Keyword [en]
Learning, digital learning resources, Social Science, multimodality
National Category
Pedagogy
Research subject
Didactics
Identifiers
URN: urn:nbn:se:su:diva-55307OAI: oai:DiVA.org:su-55307DiVA: diva2:402473
Available from: 2011-03-08 Created: 2011-03-08 Last updated: 2017-12-11Bibliographically approved
In thesis
1. Designs for Learning in an Extended Digital Environment: Case Studies of Social Interaction in the Social Science Classroom
Open this publication in new window or tab >>Designs for Learning in an Extended Digital Environment: Case Studies of Social Interaction in the Social Science Classroom
2011 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis studies designs for learning in the extended digital interface in the Social Science classroom. The aim is to describe and analyse how pupils interact, make meaning and learn while deploying digital learning resources.

Together with the thesis a multimodal design theoretical perspective on learning has developed: Designs for Learning. Here learning is understood as multimodal transformative processes of sign-making activities where teachers and pupils are viewed as didactic designers. A model called Learning Design Sequence has been developed and serves as a tool for data collection and analysis. Video observation material from five ICT-advanced schools with pupils aged 6-17 was multimodally transcribed and analysed.

In conclusion the thesis, among other things, indicates that:

- Social Science acquires informal features and pupils are independently designing their own digital Social Science material.

- Pupils’ interactions are significantly multimodal and the digital learning resource becomes a third element in interaction. Pupils are constantly active and very responsive to each others’ representations. They cooperate as if learning in the extended interface is a collective responsibility.

- Pupils’ learning is also significantly multimodal. Being digital natives, they engage in colours, sounds and images to represent some of their learning.

- Learning represented in modes other than text and speech becomes invisible and disappears in the digital divide.

- Pupils are simultaneously designing parallel paths of learning. One path represents the formalised education which is the path initiated, promoted and assessed by the teacher. The other path is guided by pupils’ interests and by affordances in the digital interface. This represents the extended learning that goes on below the surface.          

The thesis ends with a discussion about didactic complexities in The Online Learning Paradigm.

Place, publisher, year, edition, pages
Stockholm: Department of Education, Stockholm University, 2011. 192 p.
Series
Doktorsavhandlingar från Institutionen för pedagogik och didaktik, 1
Keyword
interaction, learning, meaning-making, digital learning resources, Social Science, school, classroom, pupils, teachers, didactic design, digital interface, assessment, designs for learning, multimodality
National Category
Pedagogy
Research subject
Didactics
Identifiers
urn:nbn:se:su:diva-55309 (URN)978-91-7447-254-7 (ISBN)
Public defence
2011-04-08, Nordenskiöldssalen, Geovetenskapens hus, Svante Arrhenius väg 12, Stockholm, 13:00 (Swedish)
Opponent
Supervisors
Note
At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 1: Accepted. Paper 5: Submitted.Available from: 2011-03-17 Created: 2011-03-08 Last updated: 2011-03-18Bibliographically approved

Open Access in DiVA

No full text

Search in DiVA

By author/editor
Kjällander, Susanne
By organisation
Department of Child and Youth Studies
In the same journal
Scandinavian Journal of Educational Research
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar

urn-nbn

Altmetric score

urn-nbn
Total: 697 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf