Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

Autor/in	Sofkova Hashemi, Sylvana
Titel	Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames
Quelle	In: Designs for Learning, 14 (2022) 1, S.14-28 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Sofkova Hashemi, Sylvana)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Foreign Countries; Instructional Design; Blended Learning; Educational Development; International Cooperation; Native Language; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Intermode Differences; Learning Modalities; Multimedia Instruction; Educational Technology; Norway; Denmark; Sweden + Suchen Sie Ihr Suchwort? Ausland; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsentwicklung; Internationale Kooperation; Internationale Zusammenarbeit; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; Lernumgebung; Multimediales Lernen; Unterrichtsmedien; Norwegen; Dänemark; Schweden
Abstract	Drawing on experiences from a large-scale Nordic co-design research project, this paper explores the development of cross-border blended education with the aim to strengthen students' Nordic identity and knowledge of neighboring Nordic languages illuminating the flow of didactical designs students were offered to engage in, i.e. the knowledge content, activities, spaces and resources. The iterative, three-year educational development of designing for learning proved to provide space for shared and collaborative knowledge development involving students in rich, authentic, and goal-oriented inter-Nordic comprehension practices on multiple levels, addressing content-related as well as contextual frames in teaching situations. Schematic models of the didactical designs revealed initial dis-alignment and diverse appropriation of modes and media in parallel cooperative activities combined with collaborative cross-border face-to-face talk promoting students to take perspective, compare, and contrast. Addressing the socio-material frames of teaching gave an opportunity to discover new learning goals and design activities in new adequate arrangements of the physical classroom and the digital space. The analysis demonstrates that students developed linguistic, cultural, critical, and digital competences of varied educational value based on the teams' divergent approaches to knowledge processes to incorporate digital technologies in teaching practice. The study highlights the critical factors of recognizing digital, multimodal meaning-making and informal skills as means to promote learning and schools' remaining insufficient provision of digital infrastructure for learning activities in blended learning environments. (As Provided).
Anmerkungen	Stockholm University Press. Stockholm University Library, SE-106 91, Stockholm, Sweden. Web site: https://www.designsforlearning.nu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01