Tidsskriftet Læring og Medier (LOM)

Gruppearbejdets dialogiske rum

Thorkild Hanghøj — 2024-05-27

Gruppearbejde er en velkendt arbejdsform i grundskolen, der både har læringsmæssige muligheder og begrænsninger. Det gælder ikke mindst, når elever skal samarbejde om at udvikle fælles idéer, hvor nogle elever let overtager styringen, mens andre kan have svært ved at blive hørt. I denne artikel analyserer vi videoobservationer af 5. og 6. klasse elevers brug af fysiske samtalekort og det digitale redskab Google Jamboards til at understøtte deres kreative samarbejdsprocesser. Vi tager teoretisk afsæt i en forståelse af gruppearbejde som dialogisk rum for divergent og konvergent idéudvikling, der giver elever mulighed for at åbne, udvide og uddybe deres fælles forståelser. Samtidig er vi optaget af, hvordan de forskellige redskaber kan bidrage til at rammesætte dialog ved at tilbyde eleverne roller og undersøgende spørgsmål. Vores fund peger på, at Google Jamboards er velegnet til at støtte forberedelse og skabe overblik over ideer, mens samtalekort både kan styrke elever, som har svært ved at tage roller og byde ind i gruppearbejdsformen, og virke som hjælp til at holde det fælles dialogiske rum åbent.

Fjernundervisningsrutiner på Maskinmesterskolen

Nichlas Olesen — 2024-03-08

Denne artikel udforsker fjernundervisningsrutiner hos undervisere og studerende på en maskinmesterskole. Med afsæt i forskning og teori om dynamiske organisatoriske rutiner analyseres, hvordan artefakter som teknologier påvirker og repræsenterer fjernundervisningsrutiners dynamikker (Feldman, 2021; Feldman et al., 2021; Feldman & Pentland, 2003; Pentland & Feldman, 2008). Artiklens empiriske grundlag er en etnografisk casestudieundersøgelse fra foråret 2021, bestående af skyggeobservationer af og interviews med tre undervisere og fire studerende. Artiklen præsenterer ny praksisnær viden om udvikling af fjernundervisningsrutiner blandt undervisere og studerende og diskuterer betydningen af organisatoriske rutiner. Artiklen konkluderer, at studerende og undervisere reparerer, udvider og stræber mod forandring af fjernundervisningsrutinen. Det kan forklares ved, at fjernundervisningsrutinens ostensive aspekt, på den ene side begrænser og muliggør udførelsen af rutinen, men selve udførelsen ikke altid skaber og genskaber fjernundervisningens ostensive aspekt. Dynamikken mellem fjernundervisningsrutinens ostensive og performative aspekt er afgørende for udvikling af den organisatoriske kapacitet.

Academic English course for the health sciences: evolution towards a flipped classroom

Claire Gudex — 2024-05-15

The transition from university face-to-face teaching to blended learning can be challenging. This educational design research study investigated the optimal design for a blended and flipped learning approach to a scientific English course and the impact on student motivation and learning of incorporating pedagogical principles from adult and work-based learning. Using student feedback and teacher reflections, we evaluated three iterative cycles of development from trialling of e-modules in a face-to-face course, to a fully online course, to a blended learning approach with a flipped classroom. We found that student participants were increasingly satisfied over time and conclude that the final course design is the optimal approach for our context. Integrating principles of direct interest from adult learning and involvement of current work supported participant motivation, while self-paced e-modules allowed direct application of new knowledge. Coherence between pre-class, in-class, and post-class activities in the flipped classroom helped ensure relevant learning activities.

"Jeg vil gerne have den dialog"

Charlotte Juhl-Nielsen — 2024-04-02

Artiklen præsenterer et kvalitativt forskningsprojekt om feedback i online undervisningsforløb på erhvervsuddannelserne. Formålet var at undersøge, hvilke didaktiske refleksioner erhvervsskolelærere gør sig i forbindelse med feedback i online undervisningsforløb, og hvordan eleverne oplever feedbacken i forhold til læring og trivsel.

Et væsentligt fund i undersøgelsen er, at feedback defineres og udføres som lærer-elev-tilbagemeldinger. Samtidig italesættes et behov for mere dialogiske feedbackformer. Derfor præsenteres der i artiklen et kontinuum mellem monolog og dialog, hvorpå fire forskellige feedbackformer placeres med fokus på henholdsvis vurdering, tilbagemelding, selvregulering og tilblivelse.

Med inspiration fra undersøgelsens fund og analyser sættes de fire feedbackformer ind i en didaktisk refleksionsmodel, der kan vejlede EUD-lærere og andre undervisere med interesse i at udvikle feedbackdidaktik, der fremmer læring og trivsel i online undervisningsformater.

Dental and medical students’ self-directed learning and motivation

Emilie Leth Rasmussen — 2024-03-08

This comparative case study reports a study investigating student evaluation of Multiple-Choice questions (MCQ) through machine learning as a means of learning. The focus is on self-directed learning and motivation. The study evaluates two systems developed at Aarhus University: "MED MCQ" used by medical students, and "MCQ anatomy" used by dental students. The study evaluates two surveys in SurveyXact with responses from 126 medical students and 70 dental students. We use topic modeling over free text responses. The machine learning model identifies two groups of students who, in different ways, experience interacting with the system as motivating and facilitating their learning process. The students' experience increases self-directed learning by being able to choose the form of presentation of questions and answer questions independently of the instructor. The article discusses how educators and developers can use MCQs to promote student learning and how to analyze open-ended questions with machine learning.

How to study - supporting university students in their design of digital Personal Learning Environments

Marie Urte Leistner — 2024-03-08

Personal Learning Environments are a promising phenomenon that holds various benefits for students at universities. There is however a need for adequate support and guidance to successfully design a Personal Learning Environment. Existing models and design principles are usually not actively addressing students therefore making it difficult for university students to effectively create and maintain a PLE. In this project, a Design-based Case Study was conducted to gain insights into students decision-making process when designing a Personal Learning Environment and develop a student-centred design model. Created for students, this design model will focus on equipping students with PLE designing skills for an improved (lifelong) learning experience.

Is AI good for agency

Maria Hvid Stenalt — 2024-06-25

This special issue addresses pressing questions related to the interaction between education technology and agency and motivation: how are teacher and student agency and motivation affected by education technology, and how do technology and institutional decision-making and implementation take student and teacher agency and motivation into account?