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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. uppl., no 2Chapter 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.
    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.))
  • 4.
    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)
  • 5.
    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)
  • 6. 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)
  • 7.
    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.

  • 8.
    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. 

  • 9.
    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.))
  • 10.
    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)
  • 11.
    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)
  • 12.
    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.))
  • 13.
    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)
  • 14. 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)
  • 15.
    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)
  • 16.
    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.

  • 17.
    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.

  • 18. 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)
  • 19.
    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.

  • 20.
    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.

  • 21.
    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 (Refereed)
  • 22.
    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.

  • 23.
    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.

     

     

     

  • 24.
    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)
  • 25. 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)
  • 26.
    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.

  • 27. 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.

  • 28.
    Lindstrand, Fredrik
    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.
    Estetiska lärprocesser: upplevelser, praktiker och kunskapsformer2009Collection (editor) (Other academic)
  • 29.
    Mårdsjö, Karin
    et al.
    Linköpings universitet.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences.
    Sunt, lämpligt och nyttigt2001In: Verklighetens texter: sjutton fallstudier : [svensk sakprosa - empiri] / [ed] Björn Melander, Björn Olsson, Lund: Studentlitteratur, 2001, p. 277-305Chapter in book (Other academic)
  • 30.
    Nouri, Jalal
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Fors, Uno
    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.
    Assessing Collaborative Problem Solving Skills in Technology-Enhanced Learning Environments - The PISA Framework and Modes of Communication2017In: International Journal:  Emerging Technologies in Learning, ISSN 1868-8799, E-ISSN 1863-0383, Vol. 12, no 4, p. 163-174Article in journal (Refereed)
    Abstract [en]

    As been highlighted by many, for instance by PISA, Collaborative Problem Solving (CPS) is a critical and necessary 21st century skill across educational settings. While many initiatives have been launched to investigate the nature of these skills, fewer are the attempts to understand how they should be assessed. However, in 2015, the PISA organization presented a framework for assessing CPS skills. This paper reports on an exploratory study investigating the predictive validity of the PISA assessment framework and if and how modes of communication influence the assessment of 24 students' collaborative problem solving activities when using a computer-based assessment task system. The findings presented demonstrate that the PISA CPS assessment framework have a weak predictive validity, does not count for quality or productivity in communication, and that the mode of communication indeed influence CPS processes and in turn what is possible to assess.

  • 31.
    Pelz-Wall, Tanja
    et al.
    Stockholm University, The Stockholm Institute of Education, Department of Curriculum Studies and Communication(LHS).
    Selander, Staffan
    Stockholm University, The Stockholm Institute of Education, Department of Curriculum Studies and Communication(LHS).
    Märkte du när det vände?: Slutrapport från Farstaprojektet/Farsta gymnasium2007Report (Other (popular science, discussion, etc.))
  • 32.
    Rogala, Witold
    et al.
    Stockholm University, The Stockholm Institute of Education.
    Selander, StaffanStockholm University, The Stockholm Institute of Education.
    Technology as a challenge for school curricula2003Conference proceedings (editor) (Other academic)
    Abstract [en]

    This report discusses problems emerging at the crossroads between,on the one hand, technology in its traditional sense – with its rootsin modernisation, industrialisation and the development of products andprocesses – and, on the other, a wider postmodern definition oftechnology as ways of designing and creating environments, taking intoaccount their various consequences for the future development of oursocieties. Technology in this latter sense is no longer looked upon simplyas a hope; it is also seen as a threat in itself because of its role, forinstance, in military operations and environmental problems. Largescaletechnologies result in large-scale consequences. Thus technologyenters into the field of ethics – where it sometimes challenges establishedpositions.A wider definition of technology also embraces the very acts ofcreating, designing and forming – seen both in relation to physical andvirtual artefacts and in relation to new models of thinking and understanding.Technology in this sense puts new demands on teachers andstudents. They must not only achieve an understanding of technology initself but also gain insights into its historical, cultural and social rootsand foundations.The articles in this report were presented at two International ResearchSeminars in 2002, the first in Stockholm, Sweden and the secondin Krakow, Poland.

  • 33.
    Rostvall, Anna-Lena
    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.
    Design för lärande2008Collection (editor) (Other academic)
  • 34.
    Roth, Klas
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, StaffanDepartment of Didactic Science and Early Childhood Education.
    Identity, communication and learning in an age of globalization2008Collection (editor) (Other academic)
  • 35.
    Selander, N. Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Conceptualization of Multimodal and Distributed Designs for Learning2016In: The Future of Ubiquitous Learning: Learning Designs for Emerging Pedagogies / [ed] Begoña Gros, Kinshuk, Marcelo Maina, Springer Berlin/Heidelberg, 2016, p. 97-113Chapter in book (Refereed)
    Abstract [en]

    In this chapter, we will focus on articulations of teaching and learning and relate these to technological shifts and social paradigms. We will briefly describe the changes of technology of learning from SYSTEM 1, which is characterized by rather stable structures, national curricula, classroom teaching, printed school textbooks, and assessment standards (developed during 1945–2000), to SYSTEM 2, which is characterized by dynamic (global) change, the development of digitized media, cognitive systems, mobile learning, and the idea of individual agency (2000→). During these two periods of time, quite different teaching and learning strategies can be articulated: “designed information and teaching” versus “multimodal and distributed designs for learning.” However, most current theories of learning are still founded on theories of meaning developed in an era constituted by SYSTEM 1, and the assumptions of stable systems and the reproduction of forms, processes, and actions. Today, different kinds of platforms, tablets, games, apps, and collaborative problem-solving design have contributed to individual production, new communicative patterns, and information access to such a degree that we could say that “information is no longer the problem.” Information is ubiquitous and cheap. What is at stake is rather to connect people in meaningful communicative settings. The formation and transformation of knowledge and the role of multimodal and distributed designs for learning as a theoretical approach will then be discussed in relation to SYSTEM 2.

  • 36.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A Formação de Identidade e a Mobilidade sem Deslocamento: projetos de communicação e aprendizagem social2011In: Mobilidade Humana e Diversidade Sócio-Cultural / [ed] Débora Mazza & Olga von Simson, São Paulo: Paco Editorial , 2011, p. 15-29Chapter in book (Refereed)
  • 37.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    A strong minority in tranistion - identities2009In: Nordic identities in transition: as reflected in pedagogic texts and cultural contexts / [ed] Selander, S. & Aamotsbakken, B., Oslo: Novus , 2009, p. 239-261Chapter in book (Other academic)
  • 38.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Can a sign reveal its meaning? On the question of interpretation and epistemic contexts2018In: Advancing Multimodal and Critical Discourse Studies: Interdisciplinary Research Inspired by Theo Van Leeuwen’s Social Semiotics / [ed] Sumin Zhao, Emilia Djonov, Anders Björkvall, Morten Boeriis, New York: Routledge, 2018, no 1Chapter in book (Refereed)
  • 39.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Dags att lämna 1800-talet2006In: KRUT: Kritisk utbildningstidskrift, ISSN 0347-5409, Vol. 3-4, no 123/124, p. 28-39Article, review/survey (Other (popular science, discussion, etc.))
  • 40.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Den nye didaktikken: Spörsmål,tradisjoner og utfordringer2006In: Bedre skole, ISSN 0802-183X, no 4, p. 45-49Article in journal (Other (popular science, discussion, etc.))
  • 41.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Design av pedagogiska texter: representationer av medeltiden2013In: Læreboka: studier av ulike læreboktekster / [ed] Bente Aamotsbakken, Norunn Askeland, Eva Maagerø, Oslo: Akademika forlag, 2013, p. 165-187Chapter in book (Other academic)
    Abstract [sv]

    Forskning kring pedagogiska texter har fått en förnyad aktualitet under de senaste tio åren (se t.ex. Ammert 2012, Knudsen & Aamotsbakken 2010, Selander & Skjelbred 2003). Denna forskning har oftast riktat intresse mot just skolans läroböcker. I den här artikeln vill jag jämföra en lärobok för skolan med andra former av representationer av ett innehåll , och har för detta ändamål valt att se hur information om ”medeltiden” gestaltas. Studien är explorativ och avser att belysa hur man med hjälp av ett socialsemiotiskt perspektiv med utgångspunkt i Charles Morris arbeten, i kombination med ett design-teoretiskt, multimodalt perspektiv, kan analysera pedagogiska texter – i bred mening – om medeltiden (Kress & Selander 2012, Morris 1976, 1993, Selander & Rostvall 2008, Selander & Kress 2010). Det finns flera olika slags texter som hade varit möjliga att välja, men i detta fall har jag gjort ett strategiskt val för att visa några analytiska poänger: en lärobok för mellanstadiet, två leksaker (en katapult och en riddare) samt en artikel i tidskriften Illustrerad Vetenskap – Historia om ”Den perfekta riddarborgen”. Genom att utgå från ”tecknet” och olika sätt att representera världen kan man få en ingång till de uttryck för vad som betraktas som kunskap och lärande i olika sociala miljöer. Den sociala världen – med rådande myter och diskurser – skrivs in i boken, leksaken respektive artikeln. Varje representation innehåller en immanent kunskapssyn och ideologi (en ”läroplan”), som organiserar vad som ska framträda som kunskap, och vad som erkänns som kunskap och, i utbildningssammanhang, som lärande. Urval och erkännande blir två av de viktiga aspekterna då det gäller att förstå hur kunskap materialiseras och iscensätts, vilka handlingar (i olika transformationsprocesser) som understöds av texten, och vilken slags kunskapande som (i förekommande fall) premieras. Tillvägagångssättet innebär också en i god mening ”kritisk” betraktelse, vilket kan leda vidare till mer genomgripande diskussioner av vad som är respektive skulle kunna vara viktigt i en läroplan och ett läromedel för skolan i vår tid.

  • 42.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Design för lärande på tröskeln till ett digitaliserat samhälle2017In: Allmändidaktik: vetenskap för lärare / [ed] Sven-Erik Hansén, Liselott Forsman, Lund: Studentlitteratur AB, 2017, 2, no 2, p. 199-213Chapter in book (Other academic)
  • 43.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Design of democracy in contemporary learning resources2009In: Peace, Democratization and Reconciliation in Textbooks and Educational Media / [ed] Mike Horsley, Jim McCall, 2009, p. 11-21Conference paper (Refereed)
  • 44.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning and ludic engagement2008In: Digital Creativity, Vol. 19, no 3, p. 199-206Article in journal (Refereed)
    Abstract [en]

    Theories of learning and theories of play have to a large extent been separate fields in academic research. However, new communicative conditions make learners become not only consumers of information but also producers of information, active members of learning communities and for example players of on-line games. With new resources for communication, new demands and new possibilities are raised for learning. This article argues that there is a need for a new articulation of how we understand learning and in further discusses processes of engagement, meaning making and transformation of signs. The article will also present a design theoretic perspective on learning, related to the question of play and ludic engagement. The concluding remark is that borders between the fields of learning and play are no longer meaningful to uphold.

  • 45.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs for learning and the use of printed and digital texts2007In: Keris@, ISSN 1739-4430, Vol. 4, no 3, p. 13-17Article in journal (Refereed)
  • 46.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Designs of Learning and the Formation and Transformation of Knowledge in an Era of Globalization2008In: Studies in Philosophy and Education, Vol. 27, no 4, p. 267-281Article in journal (Refereed)
  • 47.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Det tolkande - och det tolkade - uttrycket2009In: Estetiska lärprocesser / [ed] Lindstrand, F. & Selander, S., Lund: Studentlitteratur , 2009, p. 211-225Chapter in book (Other academic)
  • 48.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Diakritisk hermeneutik och samhällsvetenskapernas interpretatoriska karaktär2005In: Text & Existens: Hermeneutik möter samhällsvetenskap, Daidalos, Göteborg , 2005, p. 43-81Chapter in book (Refereed)
  • 49.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Didactic Science and Early Childhood Education.
    Didaktik - undervisning och lärande2010In: Lärande, skola, bildning: Grundbok för lärare / [ed] Ulf P. Lundgren, Roger Säljö och Caroline Liberg, Stockholm: Natur & Kultur , 2010, 1, p. 197-215Chapter in book (Other academic)
  • 50.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Didaktik: Undervisning och lärande2012In: Lärande, skola, bildning: Grundbok för lärare / [ed] Ulf P. Lundgren, Roger Säljö, Caroline Liberg, Stockholm: Natur och kultur, 2012, 2, no 2Chapter in book (Other academic)
123 1 - 50 of 103
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