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  • 1.
    Anderhag, Per
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Eva, Svärdemo-Åberg
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Interaktivitet och hypertextualitet: om digital konmmunikation och digitala läromedel2015In: Utm@ningar och e-frestelser: IT och skolans lärkultur / [ed] Roger Säljö, Jonas Linderoth, Lund: Studentlitteratur AB, 2015, 2, no 2, p. 166-190Chapter in book (Other academic)
  • 2. Anderhag, Per
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Svärdemo-Åberg, Eva
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Interaktivitet och hypertextualitet?: Om digital kommunikation och digitala läromedel2002In: Utm@ningar och e-frestelser: IT och skolans lärkultur, 2002, p. 166-190Chapter in book (Refereed)
  • 3. Arnseth, Hans Christian
    et al.
    Hanghøj, ThorkildDuus Henriksen, ThomasMisfeldt, MortenRamberg, RobertStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Games and Education: Designs in and for Learning2018Collection (editor) (Refereed)
    Abstract [en]

    We live in a time of educational transformations towards more 21st century pedagogies and learning. In the digital age children and young people need to learn critical thinking, creativity and innovation and the ability to solve complex problems and challenges. Traditional pedagogies are in crisis and many pupils experience school as both boring and irrelevant. As a response educators and researchers need to engage in transforming education through the invention of new designs in and for learning. This book explores how games can provide new ideas and new designs for future education. Computer games have become hugely popular and engaging, but as is apparent in this book, games are not magical solutions to making education more engaging, fun and relevant. 

    Games and Education explores new designs in and for learning and offer inspiration to teachers, technologists and researchers interested in changing educational practices. Based on contributions from Scandinavian researchers, the book highlights participatory approaches to research and practice by providing more realistic experiences and models of how games can facilitate learning in school. 

  • 4. Bandlien, Bjørn-Terje
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designing and composing music with iPads: a performative perspective2019In: Performative Approaches in Arts Education: Artful Teaching, Learning and Research / [ed] Anna-Lena Østern, Kristian Nødtvedt Knudsen, Abingdon, Oxon: Routledge, 2019, no 1, p. 81-95Chapter in book (Refereed)
    Abstract [en]

    Based on Bandlien’s micro-ethnographic study, where eighth-grade pupils composed music on an iPad, this chapter questions how pupils who are composing on an iPad are challenged to engage and to reflect in their encounter with that kind of technology. In line with a design-theoretical perspective, technology is regarded as an orchestration of semiotic resources in a social context. By applying a performative inquiry, focusing on stop moments in the pupils’ processes, we argue that iPad composing can be a teaching practice where pupils’ own active performative contributions become the core of the learning activity.

  • 5.
    Björklund Boistrup, Lisa
    et al.
    Malmö University, Sweden.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designs for research, teaching and learning: A framework for future education2022Collection (editor) (Refereed)
    Abstract [en]

    This book offers a coherent theoretical and multimodal perspective on research, teaching, and learning in different non-formal, semi-formal, and formal learning environments. Drawing on examples across a range of different settings, the book provides a conceptual framework for research on learning in different environments. It provides conceptual models around learning design which act as a framework for  how  to  think  about  contemporary  learning,  a  guideline  for  how  to  do  research on learning in different sites, and a tool for innovative, collaborative design with other professionals. The book highlights concepts like multimodal knowledge representations; framing and setting; transformation, transduction, and re-design; signs of learning and cultures of recognition in different social contexts. The  book  supports  innovative  thinking  on  how  we  understand  learning,  and will appeal to academics, scholars, and postgraduate students in the fields of education research and theory, learning sciences, and multimodal and social semiotics. It will also be of interest to school leaders, university provosts, and professionals working in education. 

  • 6.
    Bronäs, Agneta
    et al.
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Samhällskunskap som skolämne2002In: Stockholm Library of Curriculum Studies, ISSN 1403-4972, 0349-1145, no 10, p. 75-84Article in journal (Other (popular science, discussion, etc.))
  • 7.
    Bronäs, Agneta
    et al.
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Teorins praktiker - praktikens teorier2006In: Verklighet, verklighet.: Teori och praktik i lärarutbildning., Norstedts Akademiska Förlag, Stockholm , 2006, p. 11-23Chapter in book (Other academic)
  • 8.
    Bronäs, Agneta
    et al.
    Stockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Selander, StaffanStockholm University, Faculty of Humanities, Department of Education in Humanities and Social Sciences.
    Verklighet, verklighet: Om teori och praktik i lärarutbildning2006Collection (editor) (Other academic)
  • 9. Bronäs, Agneta
    et al.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verklighet, verklighet: teori och praktik i lärarutbildningen2015Collection (editor) (Other academic)
  • 10. Brooks, Eva
    et al.
    Dau, SusanneSelander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Digital learning and collaborative practices: lessons from inclusive and empowering participation with emerging technologies2021Collection (editor) (Refereed)
    Abstract [en]

    Digital Learning and Collaborative Practices offers a comprehensive overview of design-based, technology-enhanced approaches to teaching and learning in virtual settings. Today’s digital communications foster new opportunities for sharing culture and knowledge while also prompting concerns over division, disinformation and surveillance. This book uniquely emphasises playful, collaborative experiences and democratic values in a variety of environments—adaptive, augmented, dialogic, game-based and beyond. Graduate students and researchers of educational technology, the learning sciences and interaction design will discover rich theories, interventions, models and approaches for concretising emerging practices and competencies in digital learning spaces.

  • 11.
    Brooks, Eva
    et al.
    Aalborg University, Denmark.
    Dau, Susanne
    University College North, Denmark.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Perspectives on Innovative Designs and Learning2022In: Design, Learning, and Innovation: 6th EAI International Conference, DLI 2021, Virtual Event, December 10-11, 2021, Proceedings / [ed] Eva Brooks; Jeanette Sjöberg; Anders Kalsgaard Møller, Cham: Springer, 2022, p. 183-194Conference paper (Refereed)
    Abstract [en]

    Digitalization has changed ways of learning as well as challenged conditions for creativity in different landscapes of learning. This raises questions about how to approach learning and design in new ways. To address these queries, this conceptual symposium paper presents three perspectives on how innovative designs and learning in analogue and digital activities can promote new metaphors, theories, and methodologies to study these kinds of processes. The first perspective adds a focus on the environment and spaces based on ecological understanding of design and learning with a pivot point on boundaries and people’s wayfinding. The second perspective adds a focus on activities with artifacts and people’s engagement in creative and playful processes of making and breaking as part of a design and learning process. The third perspective takes the position of collaborative design in educational settings, with a focus on context and sequences, framing and fixing points, and on the choice of material and semiotic resources to express/represent knowledge. Despite differences in these perspectives, they can be used in different educational practices to understand people’s engagement in design and learning. The paper shows that differences in perspectives not necessarily represent division or disagreement, but rather exploratory routes that can generate new learning, understanding and resources to approach societal and educational challenges.

  • 12. Cowan, Kate
    et al.
    van Leeuwen, Theo
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Pandemic playthings: A multimodal perspective on toys and toy play in the time of COVID-192024In: Global Studies of Childhood, E-ISSN 2043-6106, Vol. 14, no 1, p. 62-80Article in journal (Refereed)
    Abstract [en]

    This article considers ways in which toys have featured in children’s play throughout the COVID-19 pandemic. Whilst often dismissed as trivial novelties, toys can be seen as a significant aspect of material culture, both reflecting and constructing ideas of childhood. A multimodal social semiotic perspective is used to examine a selection of toys produced between 2020 and 2022 that respond to the pandemic in various ways. The toys feature representations of the virus, of accessories for enacting pandemic practices such as mask-wearing and vaccination, and of pandemic ‘heroes’. In addition to these commercially produced toys, examples of toy play collected by the Play Observatory project from 2020 to 2022 are also analysed. These real-world instances demonstrate toys and everyday objects being used to playfully make sense of, and communicate understandings of, the COVID-19 pandemic. In combination, the examples reveal discourses embedded in the multimodal design of ‘pandemic playthings’ and ways in which toy play demonstrated children’s agentive meaning-making, including awareness and understandings of the pandemic they may not have articulated verbally. In this way, toys and toy play are seen as deeply meaningful, revealing stories about children and childhood in the time of COVID-19.

  • 13.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Multimodal texts in disciplinary education: A comprehensive framework2021Book (Refereed)
    Abstract [en]

    This open access book provides an introduction to multimodality and the role of multimodal texts in today’s education. Presenting a comprehensive framework for analysing and working with multimodal texts in disciplinary education, it serves as a tool for researchers and teachers alike. The second part of the book focuses on sample analyses of a variety of educational texts for different age groups and from different disciplines, including games and online resources. The authors also comment on the specific challenges of each text, and how teachers can discuss such texts with their students to enhance both their understanding of the content and their multimodal literacy. The book is intended for researchers in fields like education and multimodal studies, and for teacher educators, regardless of school subject or age group. With the combined perspectives on text analysis and implications for education, the book addresses the needs of teachers who want to work with multimodal aspects of texts in education in informed ways, but lack the right tools for such work.

  • 14.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Reading Multimodal Texts for Learning – a Model for Cultivating Multimodal Literacy2016In: Designs for Learning, ISSN 1654-7608, Vol. 8, no 1, p. 25-36Article in journal (Refereed)
    Abstract [en]

    The re-conceptualisation of texts over the last 20 years, as well as the development of a multimodal understanding of communication and representation of knowledge, has profound consequences for the reading and understanding of multimodal texts, not least in educational contexts. However, if teachers and students are given tools to “unwrap” multimodal texts, they can develop a deeper understanding of texts, information structures, and the textual organisation of knowledge. This article presents a model for working with multimodal texts in education with the intention to highlight mutual multimodal text analysis in relation to the subject content. Examples are taken from a Singaporean science textbook as well as a Chilean science textbook, in order to demonstrate that the framework is versatile and applicable across different cultural contexts.

    The model takes into account the following aspects of texts: the general structure, how different semiotic resources operate, the ways in which different resources are combined (including coherence), the use of figurative language, and explicit/implicit values. Since learning operates on different dimensions – such as social and affective dimensions besides the cognitive ones – our inclusion of figurative language and values as components for textual analysis is a contribution to multimodal text analysis for learning.

  • 15.
    Danielsson, Kristina
    et al.
    Stockholm University, Faculty of Humanities, Department of Language Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Se texten! multimodala texter i ämnesdidaktiskt arbete2014 (ed. 1)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Bokens första del ger en introduktion till multimodalitet och hur texter kan representera kunskap på olika sätt. Här presenteras också en modell för analys av multimodala texter och didaktiska implikationer för arbete med sådana texter presenteras.  I bokens andra del görs närläsningar och exempelanalyser av pappersbaserade och digitala pedagogiska texter i olika ämnen och för olika åldrar. 

  • 16. Ebbelind, Andreas
    et al.
    Palmer, Hanna
    Danielsson, Kristina
    Wernholm, Marina
    Patron, Emelie
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Bedömning i förskolan2023In: Den utbildningsvetenskapliga kärnan i förskolan / [ed] Susanne Kjällander, Bim Riddersporre, Jonas Stier, Natur och kultur, 2023, p. 316-334Chapter in book (Other academic)
  • 17.
    Ekenberg, Love
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Pedagogisk återgång inget framsteg2008In: Skolvärlden, no 27 febrArticle in journal (Other (popular science, discussion, etc.))
  • 18.
    Englund, Boel
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Hultén, Britt
    Faculty of Humanities, Department of Journalism, Media and Communication (JMK).
    Mårdsjö Blumé, Karin
    Selander, Staffan
    Department of Didactic Science and Early Childhood Education.
    Texters auktoritet2003In: Teoretiska perspektiv på sakprosa: Svensk sakprosa - teori, Studentlitteratur, Lund , 2003, p. 161-181Chapter in book (Refereed)
  • 19.
    Engström, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Kreativa eller förförda?: Om elevers användning av digitala läromedel2007In: KRUT: Kritisk utbildningstidskrift, ISSN 0347-5409, Vol. 3-4, no 123/124, p. 40-53Article in journal (Other academic)
  • 20.
    Falkevall, Björn
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Skolämne i kris?2002Collection (editor) (Other (popular science, discussion, etc.))
    Download full text (pdf)
    fulltext
  • 21. Glawe, Maria
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Innovativ design för lärande2021Book (Other academic)
  • 22. Gunther, Kress
    et al.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.Säljö, RogerWulf, Christoff
    Learning as social practice: Beyond education as an individual enterprise2021Collection (editor) (Other academic)
    Abstract [en]

    This book studies learning as a social enterprise, contextually situated, organized and assessed. It gives a broad theoretic grounding for an understanding of learning which goes beyond a common reductionist approach. The book discusses four related approaches to learning which share a social perspective: social semiotics and multimodality; a design-theoretic approach to learning; a socio-cultural perspective; and a perspective of mimetic learning.

  • 23.
    Gustavsson, Anders
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Transformation and Changes in Social Knowledge: Towards the Dynamics of Meaning making2010In: Education, Professionalization and Social Representations: On the transformation of social knowledge / [ed] Chaib Mohamed, Danermark Berth & Selander Staffan, London: Routledge , 2010, 1, p. 17-33Chapter in book (Other academic)
  • 24. Halverson, Richard
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verksamhetsutveckling och konsten att tänka i olika skalor2021In: Att bli lärare / [ed] Eva Insulander; Staffan Selander, Stockholm: Liber , 2021, 2, p. 298-305Chapter in book (Other academic)
  • 25. Hans Christian, Arnseth
    et al.
    Hanghøj, Thorkild
    Thomas, Duus Henriksen
    Morten, Misfeldt
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Introduction: Scandinavian Perspectives2018In: Games and Education: Games and Education / [ed] Hans Christian Arnseth, Thorkild Hanghøj, Thomas Duus Henriksen, Morten Misfeldt, Robert Ramberg, Staffan Selander, Brill Academic Publishers, 2018, no 1, p. 1-15Chapter in book (Refereed)
  • 26. Hornsley, Mike
    et al.
    Knudsen, Susanne V.Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Has past passed?: Textbooks and Educational Media for the 21st Century2005Collection (editor) (Other academic)
    Download full text (pdf)
    fulltext
  • 27.
    Hultén, Britt
    et al.
    Stockholm University, Faculty of Humanities, Department of Journalism, Media and Communication (JMK).
    Josephson, Olle
    Selander, Staffan
    Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Åhlén & Holms jubileumskatalog. Tre exempelanalyser2003In: Teoretiska perspektiv på sakprosa, Studentlitteratur, Lund , 2003, p. 273-301Chapter in book (Refereed)
  • 28.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Design för lärande Historia: Medeltiden som exempel2019Book (Other academic)
  • 29.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designing Multimodal Texts about the Middle Ages2017In: Journal of Educational Media, Memory and Society, ISSN 2041-6938, E-ISSN 2041-6946, Vol. 9, no 2, p. 1-14Article in journal (Refereed)
    Abstract [en]

    Multimedial and multimodal communication arouse interest in many fields of research today. By contrast, little attention is paid to multimodality in relation to designs for learning, especially in relation to representations of knowledge on an aggregated level. By analyzing three multimodal texts about the Middle Ages, including a textbook, a film series and a museum exhibition, this article provides insight into the role of multimodal designs for learning in a school context.

  • 30.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designing the Middle Ages: Knowledge emphasis and designs for learning in the history classroom2016In: Historical Encounters: A journal of historical consciousness, historical cultures and history education, E-ISSN 2203-7543, Vol. 3, no 1, p. 31-42Article in journal (Refereed)
    Abstract [en]

    Contemporary teaching and learning imply that pupils encounter curricular content in the form of multimodal representations such as films, museum visits, power point presentations, role play and digital games etc. Verbal language is no more the only mode for knowledge representation and meaning-making. This means a new demand for teaching (and assessment), since the school tradition is heavily based on verbal language and assessments of verbal representations. In this article, we will present an analysis of the use of resources and different media in classroom work about the Middle Ages, and discuss the need for the development of assessment tools.

  • 31. Insulander, Eva
    et al.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Remake. Representation, resurser och meningsskapande: Medeltiden som kunskapsområde i olika lärmiljöer2015In: Resultatdialog 2015, Stockholm: Vetenskapsrådet , 2015, p. 205-215Chapter in book (Other academic)
  • 32.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Lindstrand, Fredrik
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Sites for learning and knowledge representations – the Middle Ages2021In: Designs for research, teaching and learning: A Framework for Future Education / [ed] Lisa Björklund Boistrup; Staffan Selander, Routledge , 2021, p. 111-123Chapter in book (Refereed)
    Abstract [en]

    In this chapter, the focus is on knowledge representations in different sites of learning. We will give some examples of formal, semi-formal, and non-formal institutional framings, as well as of choices of representational resources—both in terms of designs for learning and play, and designs in learning. The knowledge area is the Middle Ages, a period which reappears in books, music, films, and games in late-modern contexts. This chapter is thereby also an example of learning outside and inside schools, and of how different institutional logics and choices of material resources affect which type of knowledge that is valued, and what is seen as signs of learning.

  • 33.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Att bli lärare2018Collection (editor) (Other academic)
  • 34.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, StaffanStockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Att bli lärare2023Collection (editor) (Other academic)
    Abstract [sv]

    Att bli lärare är en grundläggande och heltäckande bok som blivande lärare kan använda genom hela utbildningen. Den ger en aktuell bild av läraryrkets möjligheter och utmaningar men blickar också framåt.

    Boken består av fem olika delar som var och en är kopplade till aktuell forskning:

    DEL 1 På väg mot lärarrollen (ledarskap, bedömning och inkludering)DEL 2 Lärandeperspektivet (hur kan man organisera meningsfullt lärande?)DEL 3 Professionen (uppdrag, framväxt och kunskapsgrund)DEL 4 På väg mot framtiden (hur organiserar vi en skola för framtiden?)DEL 5 Tre internationella utblickar (Finland, Chile och Singapore)Sammantaget ger texterna hela den bredd av kunskaper som en lärare behöver tillägna sig under utbildningen. Boken är ett stöd i den utbildningsvetenskapliga kärnan (UVK) men fungerar också som en första introduktion till de ämnesdidaktiska frågorna. Mot bakgrund av covid-19-pandemin och en ny läroplan (Lgr22) finns i den tredje upplagan tillägg bland annat gällande datalitteracitet, normkritisk pedagogik, kunskapsområdet sexualitet, samtycke och relationer samt riktlinjer för betygssättning.

    Boken kan användas som en ingång för att få översikt över ett område och som en uppslagsbok för olika centrala frågor som kan dyka upp under utbildningens gång. Till boken hör också digitala case som ger möjlighet att öva förmågan att samtala med en elev, en lärarkollega eller en förälder om olika dilemman som blivande lärare kan komma att möta i sin framtida yrkesutövning.

  • 35.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning in museum contexts2010In: The museum as forum and actor / [ed] Fredrik Svanberg, Stockholm: The museum of national antiquities , 2010, p. 39-53Chapter in book (Other academic)
    Abstract [en]

    This article presents a new theoretical and methodological way of studying museum visitors’involvement and meaning-making at a museum exhibition. Our approach drawspredominantly on a design-theoretic and multimodal analysis of learning and communication.This approach is mainly concerned with a) the design aspects of learningresources; b) the learners’ engagement and communication; c) their way of transforminggiven signs to produce (redesign) their own representations in relation to d) personalengagement as well as a specific areas of knowledge. Multimodality pays special attentionto the interplay between different modes in communication. In the article, we use adesign-theoretic, multimodal approach to analyse visitors’ engagement. This is done byfilming the visitors in pairs to see how they walk through the exhibition, where they stop,what they talk about and how their conversation develops. They are also given camerasso they can take photos of those parts of the exhibition they find especially interesting,Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed.We also present a model of how to categorize forms of engagement.

  • 36.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning in museum contexts2009In: Designs for Learning, ISSN 1654-7608, Vol. 2, no 2, p. 8-20Article in journal (Refereed)
    Abstract [en]

    This article presents a new theoretical and methodological way of studying museum visitors’involvement and meaning-making at a museum exhibition. Our approach drawspredominantly on a design-theoretic and multimodal analysis of learning and communication.This approach is mainly concerned with a) the design aspects of learningresources; b) the learners’ engagement and communication; c) their way of transforminggiven signs to produce (redesign) their own representations in relation to d) personalengagement as well as a specific areas of knowledge. Multimodality pays special attentionto the interplay between different modes in communication. In the article, we use adesign-theoretic, multimodal approach to analyse visitors’ engagement. This is done byfilming the visitors in pairs to see how they walk through the exhibition, where they stop,what they talk about and how their conversation develops. They are also given camerasso they can take photos of those parts of the exhibition they find especially interesting,Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed.We also present a model of how to categorize forms of engagement.

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  • 37.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ett designorienterat perspektiv på lärande2018In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Liber, 2018, p. 124-129Chapter in book (Other academic)
  • 38.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ett historiskt perspektiv på läraryrket och kunskapsgrunden2018In: Att bli lärare / [ed] Eva Insulander, Staffan Selander, Liber, 2018, p. 220-224Chapter in book (Other academic)
  • 39.
    Johansson, Magnus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verhagen, Harko
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Weidong, Chen
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Design for meaningful learning: balancing learning- and game components2014In: DSV writers hut 2014: proceedings, Stockholm: Department of Computer and Systems Sciences, Stockholm University , 2014Conference paper (Other academic)
  • 40.
    Johansson, Magnus
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Verhagen, Harko
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    How to Design for Meaningful Learning - Finding the Balance Between Learning and Game Components2014In: Proceedings of the 8th European Conference on Games Based Learning (ECGLB 2014) / [ed] Busch, C., Reading: Academic Conferences Limited, 2014, Vol. 1, p. 216-222Conference paper (Refereed)
    Abstract [en]

    Recently, motivational aspects of computer games and their suitability as learning environments have been addressed in research on serious games. Some of these publications also address how to design games for learning, and how to prioritize the balance between educational content and the qualities that makes games fun. However, this far consensus is lacking on whether to prioritize the educational aspects of these games or the fun to play them. In this paper we address some of the arguments put forth in this debate and provide four perspectives that should guide the design process of games for learning. These perspectives present views from a game design perspective and from a pedagogical perspective discussing what and how humans learn in society, reflecting the social nature of learning. The four perspectives are used to propose between how to balance educational content and game design elements when designing games for learning rather than taking a stance on preferring one over the other. We propose a solution that gives specific game elements and pedagogical elements equal priority in the design process. Furthermore, we provide a comprehensive view on what part games can play in education and how surrounding pedagogical activities should support the use of games in education. Through the introduction of meaningful learning we claim that both the learning and meaningfulness of a games must be coordinated in such a way that there is a seamless integration of these two values, and that meaningful learning and meaningful play should guide all design processes for creating games with educational content.

  • 41.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jönsson, Fredrik
    Stockholm University, Faculty of Social Sciences, Department of Psychology.
    Jonsson, Bert
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Learning through Visual Illustration and Retrieval Practice2014In: Earli SIG 2 Comprehension of text and graphics, 2014Conference paper (Refereed)
    Abstract [en]

    Previous research has shown that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning. Both are well-known learning strategies, but they have not previously been investigated in combination and rarely in the classroom. In this study, 133 upper secondary students were given a lecture presented only verbally or with the aid of a visual illustration. The students processed the information again either by retrieval practice or by restudying it. Recall and transfer tests were conducted after some few minutes, after a week and after 10 weeks. Visuoverbal presentation resulted in better learning than verbal presentation only. Although a modest testing effect was found, this effect was considerably weaker than the multimedia effect. Retrieval practice did not improve the participants’ memory performance beyond the beneficial effect of visuoverbal learning. Presentation format proved to be a more important factor for learning than study strategy.

     

     

     

  • 42.
    Jägerskog, Ann-Sofie
    et al.
    Stockholm University, Faculty of Humanities, Department of Humanities and Social Sciences Education.
    Jönsson, Fredrik U.
    Stockholm University, Faculty of Social Sciences, Department of Psychology, Cognitive psychology.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Jonsson, Bert
    Multimedia learning trumps retrieval practice in psychology teaching2019In: Scandinavian Journal of Psychology, ISSN 0036-5564, E-ISSN 1467-9450, Vol. 60, no 3, p. 222-230Article in journal (Refereed)
    Abstract [en]

    It is well established that studying with (vs. without) visual illustrations as well as taking tests (vs. restudying) is beneficial for learning, but on which strategy should one put the efforts, or should they be combined for best learning? Eighty-eight upper secondary school students were given a brief lecture presented verbally (6 classes) or with the aid of a visual illustration (visuoverbal, 6 classes). The information was processed again by taking a memory test or by restudying. Recall and transfer tests were conducted after some few minutes and again after one week. The visuoverbal lecture resulted in better learning than verbal presentation only. A significant study strategy by retention interval interaction was found. However, this interaction was not qualified by a testing effect. Hence, taking tests (retrieval practice) did not lead to better learning than restudying. It was concluded that it is worthwhile to use visual illustrations in teaching. However, the present study did not reveal any synergistic effects from the combination of visuoverbal presentation and retrieval practice.

  • 43.
    Kempe, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Editorial2011In: Designs for Learning, ISSN 1654-7608, Vol. 4, no 1, p. 6-7Article in journal (Other academic)
    Abstract [en]

    A system of knowledge representation, especially when used in educational settings, both configures the understanding of the phenomenon being represented and designs the communicative setting, in terms of patterns of interaction and assessment practices. The “fixedness” of materialised representations imposes a particular recognised reading path, and a voice of authority defines and delimits the characteristics of the phenomena.

  • 44.
    Kjällander, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Design för lärande i en digital, multimodal lärmiljö2009In: Individ, teknik och lärande / [ed] Linderoth, Jonas, Stockholm: Carlsson , 2009, p. 239-263Chapter in book (Refereed)
  • 45.
    Kjällander, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Gnistan: entreprenörskap i utbildning2016Report (Other academic)
  • 46. Knudsen, Susanne
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Learning resources at stake. Main trends and new challenges in research on textbooks and educational media2019In: IARTEM 1991–2016: 25 years developing textbook and educational media research / [ed] Jesús Rodríguez Rodríguez, Tânia Maria Braga Garcia , Eric Bruillard, Andavira Editora , 2019, p. 23-35Chapter in book (Other academic)
  • 47.
    Knutsson, Ola
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Ramberg, Robert
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Designs for learning and knowledge representations in collaborative settings2021In: Digital learning and collaborative practices: lessons from inclusive and empowering participation with emerging technologies / [ed] Eva Brooks; Susanne Dau; Staffan Selander, Routledge, 2021, p. 12-21Chapter in book (Refereed)
    Abstract [en]

    This chapter outlines a perspective on designs for learning as a social activity, beyond an understanding of learning as (only) an individual endeavor. It gives a theoretical overview of a design-theoretic approach to learning that can be used not only to analyse and understand new learning sites and practices, but also to organise new collaborative learning environments. In writing of design patterns of technology used in teaching and learning, the teachers are in command, developing their future “learn-places and -spaces”, by way of documenting solutions they have already designed as well sketching on new ones. The concept of infra-structuring was introduced into participatory design to mitigate problems of what happens after a design project is ended. To develop existing pedagogical practices, it seems necessary to existing problem-solving practices and routines, and to encourage the development of new, documented and shared practices.

  • 48. Ledin, Per
    et al.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Institution, text och genre2003In: Teoretiska perspektiv på sakprosa, Studentlitteratur, Lund , 2003, p. 91-125Chapter in book (Refereed)
  • 49.
    Lindstrand, Fredrik
    et al.
    Konstfack University College of Arts, Crafts and Design, Sweden.
    Insulander, Eva
    Mälardalen University, Sweden.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Mike the Knight in the neo-liberal era: A multimodal approach to children’s multi-media entertainment2016In: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 15, no 3, p. 336-350Article in journal (Refereed)
    Abstract [en]

    Goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities today. This demand, the article argues, is related to a specific neo-liberal discourse about the “superchild”. The article shows how this discourse is articulated multimodally in a number of media texts aimed at young children based around a trans-medial brand; Mike the Knight.

  • 50. Lindstrand, Fredrik
    et al.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Multimodal representations of gender in young children's popular culture2016In: MedieKultur: Journal of Media and Communication Research, ISSN 0900-9671, E-ISSN 1901-9726, Vol. 32, no 61, p. 6-25Article in journal (Refereed)
    Abstract [en]

    This article poses questions regarding learning and representation in relation to young children's popular culture. Focusing on gender, the article builds on multimodal, social semiotic analyses of two different media texts related to a specific brand and shows how gender and gender differences are represented multimodally in separate media contexts and in the interplay between different media. The results show that most of the semiotic resources employed in the different texts contribute in congruent ways to the representation of girls as either different from or inferior to boys. At the same time, however, excerpts from an encounter with a young girl who engages with characters from the brand in her role play are used as an example of how children actively make meaning and find strategies that subvert the repressive ideologies manifested in their everyday popular culture.

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