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Teachers as designers: Analyses of pedagogical patterns and their use
Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.ORCID-id: 0000-0001-6393-6605
2021 (Engelska)Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
Abstract [en]

Recent research has claimed that learning designs can strengthen the teaching profession by acknowledging teachers’ role as designers as they use these to disseminate good teaching ideas about digital technology to colleagues in schools and universities. However, the promises attributed to learning designs are based in particular on teachers producing learning designs, rather than on analyses of them or their use. This dissertation attempts to bridge the gap. Specifically, it aims to expand the current perception of teachers as designers by analysing certain details involving the content and use of pedagogical patterns, through applying a multi-method research design. In order to analyse the content of pedagogical patterns, the pedagogy and the digital competence training of students are discerned. In order to analyse the use of these pedagogical patterns in the creation of lessons and lesson activities, the extent to which relevant ideas are re-used as well as the types of design work performed when using these patterns are addressed, too.

My research is positioned within technology-enhanced learning (TEL) and learning design (LD) and additionally incorporates design research. Besides literature providing background and knowledge, all frameworks utilised for the analyses are found in these research fields. The research is qualitative and includes directed and summative content analyses. Data are presented in the form of a set of pedagogical patterns, audio recordings and written material generated by teachers during workshops. 

The results show that adapted frameworks are appropriate for distinguishing pedagogy and digital competence. The detailed findings point to a varied approach to pedagogy in pedagogical patterns and a limited use of the digital competence repertoire, both of which are considered compatible with a focus on spreading the use of technology in education to less experienced teachers. The findings concerning the use of the created pedagogical patterns show that teachers may be inspired by the ideas they present and consequently, they may choose to adopt them to some extent, or use them as springboards to designs that show little resemblance to the original patterns. However, some teachers are not inspired by them or use them in this way. Indeed, teachers take varied approaches to design work, in line with professional designers’ work processes.

This compilation thesis thus contributes to existing scholarship by using a novel approach to the perception of teachers as designers

Ort, förlag, år, upplaga, sidor
Stockholm: Department of Computer and Systems Sciences, Stockholm University , 2021. , s. 96
Serie
Report Series / Department of Computer & Systems Sciences, ISSN 1101-8526 ; 21-004
Nyckelord [en]
pedagogical patterns, learning design, pedagogy, digital competence, design
Nationell ämneskategori
Data- och informationsvetenskap
Forskningsämne
informationssamhället
Identifikatorer
URN: urn:nbn:se:su:diva-197748ISBN: 978-91-7911-654-5 (tryckt)ISBN: 978-91-7911-655-2 (digital)OAI: oai:DiVA.org:su-197748DiVA, id: diva2:1602928
Disputation
2021-12-01, L70, NOD-huset, Borgarfjordsgatan 12, Kista, 13:00 (Engelska)
Opponent
Handledare
Tillgänglig från: 2021-11-08 Skapad: 2021-10-13 Senast uppdaterad: 2022-02-25Bibliografiskt granskad
Delarbeten
1. The implicit pedagogy of teachers’ design patterns
Öppna denna publikation i ny flik eller fönster >>The implicit pedagogy of teachers’ design patterns
2017 (Engelska)Ingår i: Data Driven Approaches in Digital Education: Proceedings / [ed] Élise Lavoué, Hendrik Drachsler, Katrien Verbert, Julien Broisin, Mar Pérez-Sanagustín, 2017, s. 584-587Konferensbidrag, Publicerat paper (Refereegranskat)
Abstract [en]

This paper presents an analysis of upper secondary teachers’ design patterns portraying their technology use in teaching by answering the question: What pedagogy is implicit in technology supported learning activities designed by teachers? Building on a framework defining key characteristics of contemporary learning theories, seventeen design patterns describing technology use in teaching were analyzed. The analysis reveals that individual activities are dominating the patterns. In addition, there is a trend towards activities favoring students’ non-reflection, but also activities being more informative than experiential.

Serie
Lecture Notes in Computer Science, ISSN 0302-9743 ; 10474
Nyckelord
Learning design, Designs for learning. Design patterns, Pattern analysis
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
data- och systemvetenskap
Identifikatorer
urn:nbn:se:su:diva-150191 (URN)10.1007/978-3-319-66610-5_68 (DOI)000480393500068 ()978-3-319-66609-9 (ISBN)978-3-319-66610-5 (ISBN)
Konferens
12th European Conference on Technology Enhanced Learning, EC-TEL 2017, Tallinn, Estonia, September 12–15, 2017
Tillgänglig från: 2017-12-13 Skapad: 2017-12-13 Senast uppdaterad: 2022-02-28Bibliografiskt granskad
2. An analysis of digital competence as expressed in design patterns for technology use in teaching
Öppna denna publikation i ny flik eller fönster >>An analysis of digital competence as expressed in design patterns for technology use in teaching
2019 (Engelska)Ingår i: British Journal of Educational Technology, ISSN 0007-1013, E-ISSN 1467-8535, Vol. 50, nr 6, s. 3361-3375Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.

Nyckelord
Designs for learning, Design patterns, Digital competence, Pattern analysis
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
data- och systemvetenskap
Identifikatorer
urn:nbn:se:su:diva-165430 (URN)10.1111/bjet.12739 (DOI)000491231200035 ()
Tillgänglig från: 2019-03-25 Skapad: 2019-03-25 Senast uppdaterad: 2022-02-26Bibliografiskt granskad
3. Components of learning in upper secondary teachers’ pedagogical patterns
Öppna denna publikation i ny flik eller fönster >>Components of learning in upper secondary teachers’ pedagogical patterns
2022 (Engelska)Ingår i: Technology, Pedagogy and Education, ISSN 1475-939X, E-ISSN 1747-5139, Vol. 31, nr 2, s. 171-183Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

This article presents and analyses pedagogical patterns, a design support resource, proposed to upper secondary teachers for technology-supported solutions to educational problems intended for teachers with limited experience of teaching with technology. It analyses pedagogical patterns to understand how they reflect the characteristics of learning theories. The analysis is done by applying an existing framework that gathers three spectra consisting of key components of learning: Information–Experience, Individual–Social, and Reflection–Non-reflection. In a workshop series, pedagogical patterns were created by teachers recognised for their use of technology in teaching, and these patterns constitute data for analysis. The components of learning in the pedagogical patterns have been derived from 23 solutions, or learning activities, for effective use of technology through deductive thematic analysis. The analysis reveals that the solutions involve various pedagogical components but that individual and reflective solutions are most common, thus indicating the kind of pedagogy that is considered suitable for less experienced teachers. We conclude that the method suggested for analysis contributes to research within technology-enhanced learning TEL. It can expand knowledge about the pedagogy involved in learning designs that support the use of technology in education. Adopting a participatory design approach in workshops can moreover contribute to the collegial learning of teachers.

Nyckelord
pedagogical patterns, learning design, thematic analysis, pedagogy, learning theories
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
data- och systemvetenskap
Identifikatorer
urn:nbn:se:su:diva-197747 (URN)10.1080/1475939X.2021.1979638 (DOI)000750344800001 ()2-s2.0-85124304117 (Scopus ID)
Tillgänglig från: 2021-10-13 Skapad: 2021-10-13 Senast uppdaterad: 2022-08-17Bibliografiskt granskad
4. Teachers’ Design Processes: An Analysis of Teachers’ Design Talk and Use of Pedagogical Patterns
Öppna denna publikation i ny flik eller fönster >>Teachers’ Design Processes: An Analysis of Teachers’ Design Talk and Use of Pedagogical Patterns
2021 (Engelska)Ingår i: IxD&A: Interaction Design and Architecture(s), ISSN 1826-9745, E-ISSN 2283-2998, Vol. 49, s. 135-160Artikel i tidskrift (Refereegranskat) Published
Abstract [en]

Research on how teachers design to support learning and how teachers use different learning designs is still in its infancy. The explorative study reported here aims to approach an understanding of how teachers design learning activities by analysing upper secondary teachers’ design work while using pedagogical patterns. Ten teachers working in pairs of two were invited to design and document learning activities based on pedagogical patterns. The findings reveal that (1) pedagogical patterns inspire teachers to embark on a design process that aligns with their own context, and (2) teachers’ design processes share common general design characteristics and are, among other things, different, dynamic, unpredictable, and unsystematic. It is concluded that knowledge about teachers’ design processes and the use of learning designs may inform researchers on how to develop design-supporting tools and resources.

Nyckelord
pedagogical patterns, learning design, designs for actual use, design work, design process, protocol analysis
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogik med inriktning mot utbildningsvetenskap
Identifikatorer
urn:nbn:se:su:diva-197673 (URN)000753883900009 ()
Tillgänglig från: 2021-10-13 Skapad: 2021-10-13 Senast uppdaterad: 2022-02-25Bibliografiskt granskad

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