Change search
Refine search result
1 - 20 of 20
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the Create feeds function.
  • 1.
    Hernwall, Patrik
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Insulander, Eva
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Öhman, Lisa
    Bedömning av multimodala elevarbeten: lärares uppfattning om bedömning2016In: Navigera i den digitala samtiden: en antologi om den nya lärarrollen, Stockholm: Lärarförlaget , 2016Chapter in book (Other academic)
  • 2.
    Insulander, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Kjällander, SusanneStockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.Lindstrand, FredrikÅkerfeldt, AnnaStockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Didaktik i omvandlingens tid: Text, representation, design2017Collection (editor) (Other academic)
  • 3.
    Johansson, Magnus
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Verhagen, Harko
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Selander, Staffan
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Åkerfeldt, Anna
    Stockholms universitet, Institutionen för pedagogik och didaktik.
    Weidong, Chen
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    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)
  • 4.
    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)
  • 5.
    Johansson, Magnus
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Verhagen, Harko
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Åkerfeldt, Anna
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Selander, Staffan
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    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, 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.

  • 6.
    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.

  • 7.
    Kempe, Anna-Lena
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    A ‘moving’ field - Critical issues in the production, analysis and representation of multimodal empirical material in the field of educationManuscript (preprint) (Other academic)
  • 8.
    Kjällander, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Mannila, Linda
    Parnes, Peter
    Makerspaces Across Settings: Didactic Design for Programming in Formal and Informal Teacher Education in the Nordic Countries2018In: Journal of Digital Learning in Teacher Education, ISSN 2153-2974, Vol. 34, no 1, p. 18-30Article in journal (Refereed)
    Abstract [en]

    For education to provide knowledge reflecting our current and future society, many countries are revising their curricula, including a vivid discussion on digital competence, programming and computational thinking. This article builds an understanding of the maker movement in relationto education in programming, by demonstrating challenges and possibilities in the interface between Makerspaces and teacher education. Three different Nordic initiatives are presented and their designs for learning are analysed. The article illustrates how Makerspaces and teacher education can be transformed by each other; how Makerspaces can be used in programming activities and what challenges and possibilities emerge in the meeting between the two. The results highlight a core aspect of the maker movement: authenticity. Designs for learning have different levels of authenticity, but in all cases authenticity has been a positive factor. These hands-on learning environments are designed to foster collaboration, share ideas and innovation with people from different backgrounds to transform and form multimodal representations together. In the interface between the formal and informal a potential for inclusion and creation of spaces that reach individuals from different backgrounds is found. Mobile learning is a phenomenon that the making movement together with teacher education can make use of, at for example practice schools, university campuses, mobile Makerspaces or“open-door”-approaches. In the digital environment learning is distributed, but collaboration between formaland informal education is so far complicated to establish, meaning that the academy needs to find more creative and flexible ways of making connections outside the academy.

  • 9.
    Kjällander, Susanne
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Petra, Petersen
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Översikt avseende forskning och erfarenheter kring programmering i förskola och grundskola2016Report (Other academic)
    Abstract [sv]

    Det övergripande målet för denna översikt är att presentera och diskutera aktuell svensk forskning och pågående projekt relaterat till lärande och programmering i svensk förskola och grundskola. Detta görs i relation till internationell forskning. De reflektioner som presenteras ärförfattarnas egna. Översikten, som ett uppdrag från Skolverket inom ramen för att ta fram förslag till nationella it-strategier för skolväsendet, har tagits fram av fil. dr. Susanne Kjällander, fil. dr. Anna Åkerfeldt och fil. lic. Petra Petersen.

  • 10.
    Lindstrand, Fredrik
    et al.
    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.
    En förändring av lärandets kontext - aspekter på lärande i gestaltningsarbete med digitala resurser2009In: Individ, teknik och lärande / [ed] Jonas Linderoth, Stockholm: Carlsson , 2009, 1, p. 200-217Chapter in book (Other academic)
  • 11.
    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.

  • 12.
    Selander, Staffan
    et al.
    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.
    Learning and meaning-making in the virtual space2008In: Digital Information Technologies: Innovations, Methods, and Ethical Issues, Information Science Reference, Hershey, New York , 2008, p. 353-366Chapter in book (Refereed)
  • 13.
    Svärdemo Åberg, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Child and Youth Studies.
    Design and recognition of multimodal texts: selection of digital tools and modes on the basis of social and material premises?2017In: Journal of Computers in Education, ISSN 2197-9987, E-ISSN 2197-9995, Vol. 4, no 3, p. 283-306Article in journal (Refereed)
    Abstract [en]

    In recent years, national access to and use of digital tools has increased rapidly in Swedish schools. This article draws upon experiences from a qualitative study conducted in Sweden. This study explored student's use of multimodal texts and how students and their teachers perceive and recognize the multimodal texts produced in project assignments. The empirical material was gathered from six different project assignments at two different secondary schools in Sweden. The data consisted of students' multimodal text productions, participant observation and interviews and the theoretical framework drew on literacy studies and multimodal perspectives on design for learning. Despite the digital tools and the multimodal opportunities provided in the investigated literacy practices, the students mainly used linguistic design for representing knowledge. The students' multimodal texts were shaped by local scopes and educational traditions. The written texts were more recognized by the teachers and students and valued in relation to the practice of assessment and grading. The results reveal a need towards developing teaching and assessment practices so that text production encompasses a pedagogy of multiliteracies.

  • 14.
    Svärdemo Åberg, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Text-making and recognition of text in new medialandscapes: A study of pupils' design of texts in six project assignments within upper secondary schools2012In: Design for Learning 2012: 3rd International Conference Exploring Learning Environments: Conference Proceedings, 2012, p. 131-132Conference paper (Refereed)
  • 15.
    Svärdemo-Åberg, Eva
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Selander, Staffan
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Elevers design av representationer inom gymnasieskolans projektarbete2013In: Syn for skriving: læringsressurser og skriving i skolens tekstkulturer / [ed] Askeland Norunn , Aamotsbakken Bente, Oslo: Cappelen Damm Akademisk, 2013, p. 170-203Chapter in book (Other academic)
    Abstract [sv]

    Införandet av digital teknologi i skolan förändrar såväl undervisningens uppläggning och genomförande som elevernas sätt att bearbeta kunskap. Inte minst skrivandet påverkas. I linje med ett vidgat textbegrepp kan vi idag tala om ett vidgat skrivbegrepp, som bl.a. innefattar urval av texter och komposition av verbaltexter och bildelement m.m. Även om skrivforskning pågått länge, är forskning om multimodalt skrivande ur ett didaktiskt perspektiv ännu inte särskilt omfattande. I den här artikeln analyseras svenska gymnasieelevers representationer i loggböcker, rapporter och muntliga presentationer inom ramen för gymnasieskolans projektarbete.

  • 16.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Didaktisk design med digitala resurser: En studie av kunskapsrepresentationer i en digitaliserad skola2014Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    In digital-classroom practices, pupils design their learning processes in collaboration with their peers, employing different semiotic resources when representing signs of learning in a constant flow. There still remain differences, however, between learning practices and the way pupils are formally tested. During tests, knowledge is regularly represented individually and often by delimited resources in contrast to digital learning practices where technologies enable redesign with a broader mix of written text, images, colours, graphs etc.

    In this thesis I investigate the increased access to and the frequent use of digital resources in schools and how these challenges contribute to tensions between and among school practices. In addition I discuss how digitalised learning environments can be studied in educational research. The aim of my thesis is to add to the existing knowledge about how the use of digital resources shapes knowledge representations and also the pupils’ possibilities to represent their knowledge. Knowledge representations are seen partly as an expression of the pupils’ knowledge in school and partly as an expression of products that are designed to be used in education such as digital educational games, two of which I will study in this thesis.

    My theoretical understanding draws on a design-oriented multimodal perspective on learning. Findings are discussed in relation to didactic design and Learning Design Sequence model (LDS). A developed LDS model is presented that summarises and highlights my findings. In the thesis I also discuss some of the challenges for a researcher when studying learning in a digitalised school with a focus on interaction and communication and how multimodal data can be transcribed, analysed and presented in a publication.

  • 17.
    Åkerfeldt, Anna
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Re-shaping of writing in the digital age: a study of pupils' writing with different resources2014In: Nordic Journal of Digital Literacy, ISSN 1891-943X, E-ISSN 1891-943X, Vol. 9, no 3, p. 172-193Article in journal (Refereed)
  • 18.
    Åkerfeldt, Anna
    et al.
    Stockholm University, Faculty of Social Sciences, Department of Education.
    Karlström, Petter
    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.
    Ekenberg, Love
    Stockholm University, Faculty of Social Sciences, Department of Computer and Systems Sciences.
    Lärande i en digital miljö. Observation av 1:12013Report (Other academic)
    Abstract [sv]

    Stockholms universitet fick 2009 i uppdrag av Nacka kommun, Förskola, Fritids & Skola att följa kommunens satsning på att sponsra kommunens skolor med bärbara datorer. En projektgrupp tillsattes och under 2009-2011 har gruppen genomfört olika datainsamlingar i Nacka kommuns skolor för att följa 1:1-satsningen (en dator per elev och lärare). I följande rapport kommer projektet att slutrapporteras. Vi kommer att presentera resultat från fyra delstudier; 1) videoobservationer från klassrumsmiljö, 2) fokusgruppssamtal med lärare och rektorer, 3) enkätundersökning med eleverna samt 4) system- och programanalys.

  • 19.
    Åkerfeldt, Anna
    et al.
    Stockholm University, Faculty of Science, Department of Mathematics and Science Education.
    Kjällander, Susanne
    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.
    Programmering: introduktion till digital kompetens i grundskolan2018Book (Other academic)
    Abstract [sv]

    Behöver du mer kunskaper om programmering? Den här boken visar med många illustrativa exempel vad programmering i skolan kan vara, och hur du som lärare, lärarstudent eller fritidspedagog kan komma igång med programmering. På ett enkelt och inspirerande sätt går författaren igenom grundläggande begrepp inom området och visar att du kan börja där du är, oavsett förkunskaper.

  • 20.
    Åkerfeldt, Anna
    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.
    Exploring educational video game design: meaning potentials and implications for learning2011In: Handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches / [ed] Patrick Felicia, 9781609604950: Information Science Reference , 2011, p. 1004-1018Chapter in book (Refereed)
    Abstract [en]

    The aim of this chapter is to explore two educational video games as a repository for action and meaning-making. Rixdax and El Patron feature two different game genres and designs. Through a comparative analysis, it will be shown how these two games actually address very different learning goals and also seem to miss a crucial aspect of learning: reflective action. This chapter will investigate how the layout on the screen is composed and how knowledge is represented. To do so, six structuring factors introduced by Prensky (2001), some of the organizing principles of learning design developed by Selander (Selander, 2008a-b; 2009, Selander & Åkerfeldt, 2008) and the multimodal framework developed by Kress and van Leeuween (Kress & van Leeuween, 2006; Kress, 2010; van Leeuween, 2005) are used. The chapter analyses the individual elements as semiotic resources in the educational video game and show how these elements are represented, especially from the points of view of information value, salience and framing, but also how the information is sequenced, the tempo of the games and how they accommodate meta-reflection by the users.

1 - 20 of 20
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf