Teachers developing teaching

2015 ◽  
Vol 4 (4) ◽  
pp. 383-400 ◽  
Author(s):  
Marie Björk ◽  
Gunilla Pettersson-Berggren
Keyword(s):  
Design Methodology ◽  
Mathematical Thinking ◽  
Number Line ◽  
Learning Objects ◽  
Reference Points ◽  
Variation Theory ◽  
Test Design ◽  
Learning Study ◽  
Content Type ◽  
Critical Aspects

Purpose – The purpose of this paper is to investigate what might be relevant to younger children’s understanding of a number line and how teaching can be designed according to variation theory to give pupils the opportunity to develop an understanding of the number line as a tool for mathematical thinking. Design/methodology/approach – A Learning Study was conducted by mathematics teachers at Sjöstadsskolan in Stockholm. Variation theory was used as a theory of learning. In order to use the number line as a tool in mathematical thinking, pupils have to discern what is important for this form of representation of the numeral system. Critical aspects from other studies with similar learning objects have been taken into consideration for pre-test design. These aspects supplemented and enhanced the analysis of the results and the results were consistent with earlier learning studies’. Findings – Four critical features, for younger pupils’ understanding of how the number line can be constructed, have been established in the study: the number line can have a different range (e.g. 0-20 or 30-60), correlation between the distance and value, two reference points are needed to place a third number and determine the scale, and the correlation between a part and whole. Originality/value – Learning Study is emphasized as a powerful and structured model for teacher driven research aiming to develop the praxis. The use of experiences and results from other studies is recommended.

How teachers’ practice knowledge is used and challenged in a Learning Study using Variation Theory as a tool

2015 ◽  
Vol 4 (3) ◽  
pp. 274-287 ◽  
Author(s):  
Anja Thorsten
Keyword(s):  
Teaching And Learning ◽  
Design Methodology ◽  
Research Process ◽  
Point Of View ◽  
Variation Theory ◽  
Learning Study ◽  
Content Type ◽  
Video Recordings ◽  
Field Notes ◽  
Practice Knowledge

Purpose – The purpose of this paper is to discuss how teachers’ practice knowledge is used as a tool in a Learning Study and how teachers’ practice knowledge is challenged by using Variation Theory as a tool in the process? Design/methodology/approach – The analysis is based on data from the research process in a Learning Study. The data consists of meeting notes of ten research meetings, field notes of the research meetings and from the enactment of the lessons, video recordings of the lessons and reflective notes after and between the meetings. The analysis is qualitative and the findings are described in themes. Findings – Teachers’ practice knowledge was used and challenged in different ways in the process. This is described in five themes. Teachers’ practice knowledge was visible in the process since it enabled relevant questions to be addressed and subtle signals from students to be taken into account. It also ensured that the activities used were suitable for the students. The theory provided a focus on the object of learning and a language to talk about teaching and learning. It also challenged teachers’ assumptions about teaching and learning and allowed them to be discussed. Originality/value – The paper addresses both teachers’ practice knowledge and Variation Theory in relation to a Learning Study. It focusses on how practice knowledge of teachers can be used and challenged in the same process. The perspective is from the inside, from a teacher researcher’s point of view.

You can only see what you have chosen to see

2016 ◽  
Vol 5 (3) ◽  
pp. 170-179 ◽  
Author(s):  
Mun Ling Lo
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Design Methodology ◽  
Current Issue ◽  
Single Case ◽  
Variation Theory ◽  
Learning Study ◽  
Inherent Limitation ◽  
Content Type ◽  
Research On Teaching

Purpose – The purpose of this paper is to suggest ways that we can widen our vision since our views are limited by our theoretical lens. Design/methodology/approach – The paper first draws on articles in the current issue to illustrate how limitations imposed by our theoretical lens can be partly overcome. It then draws on the insights from two recent papers by Svensson (2016) and Lo and Chik (2016) to discuss some ways forward. Svensson’s paper argues for integrating research on teaching and learning using case-based studies and the contextual analysis approach. Lo and Chik’s paper is about how our learning can go beyond the single case through attending to fusion in the external horizon. The conceptual lens from these two papers which are from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers in this issue which are from the lesson study tradition. Findings – Although there is an inherent limitation to what we can see as a consequence of the theoretical lens that we take, we can widen our vision by learning to see from others’ perspectives and gain insights that would be useful to us. Originality/value – The conceptual lenses from the phenomenography, variation theory and learning study tradition is applied to look at some of the papers which are from the lesson study tradition to reveal alternative ways of seeing.

Building on student conceptions in the design of history instruction addressing sources

2019 ◽  
Vol 9 (2) ◽  
pp. 101-125
Author(s):  
Anders Nersäter
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Design Methodology ◽  
Variation Theory ◽  
Student Conceptions ◽  
History Instruction ◽  
Content Type ◽  
Upper Secondary ◽  
Context Of Learning ◽  
Critical Aspects

Purpose The purpose of this paper is to convey findings of how a source-based unit in history can be designed and implemented on the basis of identified critical aspects using principles from variation theory set in relation to a specific didactical framework. This paper also reports on the learning outcomes of implementing such a design. Design/methodology/approach Data were generated in the context of learning study research undertaken in collaboration with teachers within upper secondary school. The paper uses data from pre- and post-assignments and research lessons for one of the participating teachers and his class. Findings Findings show that if the design and implementation of a source-based unit is informed by critical aspects, teachers have improved prospects to enhance students’ ability to interpret and evaluate sources. This is achieved by applying a didactical framework consisting of orientation, template practice and dialogues, allowing these aspects to be addressed several times under different arrangements. Originality/value Few studies have considered the implications of student conceptions for the design of source-based history instruction. This paper contributes with a proposal for a design informed by critical aspects and also investigates the learning outcomes of implementing such instructions.

Unpacking the object of learning

2015 ◽  
Vol 4 (3) ◽  
pp. 194-208 ◽  
Author(s):  
Eva Björkholm
Keyword(s):  
Technology Education ◽  
Design Methodology ◽  
Learning Study ◽  
Linkage Mechanism ◽  
Content Type ◽  
Post Test ◽  
Specific Object ◽  
Primary Technology Education

Purpose – Knowledge concerning the meaning of the object of learning is an important contribution of Learning study. The purpose of this paper is to generate this kind of knowledge and show how it can be developed and refined in the different phases of a Learning study. Design/methodology/approach – The paper reports on a Learning study in primary technology education conducted with students aged six to seven years old, with the aim to explore a specific object of learning; to construct a linkage mechanism for transferring and transforming movement. Findings – The findings show several aspects to discern by the learner in order to grasp the object of learning and reveal how this knowledge was gradually developed during the Learning study. The presumed aspects, those identified in the pre- and post-test, as well as how they were elaborated in the lesson contributed to refining the meaning of the object of learning. Originality/value – In Learning study, knowledge concerning the meaning of the object of learning is generated. By empirically demonstrating the development and specification of this knowledge during a Learning study, this paper will contribute to the discussion of knowledge products from Learning studies as well as to knowledge concerning what there is to know in order to develop a specific capability in technology education.

What matters in student-centered learning? Managing conditions for students to appropriate the object of learning

2017 ◽  
Vol 6 (3) ◽  
pp. 233-248 ◽  
Author(s):  
Sydney Enock Msonde ◽  
Charles Enock Msonde
Keyword(s):  
Learning Study ◽  
Student Centered ◽  
Student Centered Learning ◽  
Content Type ◽  
Conditions For Learning ◽  
Post Test ◽  
Theory Of Variation ◽  
The Impact ◽  
Depth Interviews ◽  
Critical Aspects

Purpose There have been ideological variations in the understanding of student-centered learning (SCL), culminating in varied practices of SCL across the world. The purpose of this paper is to explore the impact of learning study on teachers’ appropriation of the conditions for learning in SCL lessons. Design/methodology/approach Three secondary school mathematics teachers in Tanzania formed a learning study group, guided by the theory of variation, to share their experience of how to engage learners in experiencing critical aspects of the object of learning. In-depth interviews, records of teachers’ lesson preparation meetings, and students’ tests were tools used to collect data. All of the qualitative data were analyzed using a phenomenographic variation framework and coding strategies. Moreover, a paired sample t-test was used to analyze the students’ pre- and post-test results. Findings The results show that teachers were able to identify critical aspects of two objects of learning for mathematics and create conditions for engaging learners in experiencing those aspects sequentially and simultaneously. There was strong evidence that the theory of variation as a framework helps teachers to learn effective ways of creating conditions for students to appropriate features of the objects of learning for mathematics as well as developing a new SCL pedagogical framework. Originality/value This study suggests that using learning study guided by the theory of variation supports teachers’ appropriation of the conditions for student learning within an SCL framework.

scholarly journals Pedagogical and learning theories and the improvement and development of lesson and learning studies

2015 ◽  
Vol 4 (3) ◽  
pp. 186-193 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Design Methodology ◽  
Practical Knowledge ◽  
Point Of View ◽  
Learning Theories ◽  
Learning Study ◽  
Special Issue ◽  
Content Type ◽  
Theoretical Concepts

Purpose – It has been suggested that, if pedagogical and learning theories are integrated into lesson and learning study, a systematic construction of pedagogical knowledge is possible (Elliott, 2012). In this Special Issue, it is reported how theory and theoretical concepts can add value to lesson and learning study. The purpose of this paper is to introduce the Special Issue and explore the above concepts. Design/methodology/approach – This paper presents the Special Issue papers thematically and the main issues are discussed. Findings – Together the papers suggest that pedagogical theories and theorizing practice may contribute to the improvement of teachers’ practical knowledge and knowledge about teachers’ professional tasks and objects. Furthermore, some theories and theoretical concepts hitherto under-exploited in lesson and learning study are presented and discussed from the point of view how these might improve the quality of the studies. Originality/value – As a total, this collection of papers bring out issues about the role of pedagogical and learning theories and how these could inform lesson and learning study.

RuleML‐based learning object interoperability on the Semantic Web

2008 ◽  
Vol 5 (1) ◽  
pp. 39-58 ◽  
Author(s):  
Yevgen Biletskiy ◽  
Harold Boley ◽  
Girish R. Ranganathan ◽  
Harold Boley
Keyword(s):  
Semantic Web ◽  
Design Methodology ◽  
Learning Objects ◽  
Rule Base ◽  
Markup Language ◽  
Proof Of Concept ◽  
Content Type ◽  
Heterogeneous Learning ◽  
Rule Set ◽  
Practical Implications

PurposeThe present paper aims to describe an approach for building the Semantic Web rules for interoperation between heterogeneous learning objects, namely course outlines from different universities, and one of the rule uses: identifying (in)compatibilities between course descriptions.Design/methodology/approachAs proof of concept, a rule set is implemented using the rule markup language (RuleML), a member of XML‐based languages. This representation in RuleML allows the rule base to be platform‐independent, flexibly extensible and executable.FindingsThe RuleML source representation is easily converted to other XML‐based languages (such as RDF, OWL and XMI) as well as incorporated into, and extracted from, existing XML‐based repositories (such as IEEE LOM and CanLOM) using XSL Transformations (XSLT).Practical implicationsThe RuleML facts and rules represented in the positional slotted language are used by the OO jDREW reasoning engine to detect and map between semantically equivalent components of course outlines as the key step in their interoperation. In particular, this will enable the precise delivery of learning objects (e.g. course outlines) from repositories to a specific learner's context.Originality/valueAlthough the particular scenario is discussed in the present paper, the proposed approach can be applied to other tasks related to enabling semantic interoperability.

Theory-based instruction – a key to powerful improvements when learning to regulate body tension in an upper secondary school

2013 ◽  
Vol 3 (1) ◽  
pp. 24-45 ◽  
Author(s):  
Mona Holmqvist Olander ◽  
Heléne Bergentoft
Keyword(s):  
Secondary School ◽  
Learning Outcomes ◽  
Learning Outcome ◽  
Theoretical Framework ◽  
Variation Theory ◽  
Upper Secondary School ◽  
Learning Study ◽  
Content Type ◽  
Upper Secondary ◽  
Based Instruction

Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school. Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students. Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension. Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.

Pedagogical and learning theories in lesson and learning studies – revisited

2016 ◽  
Vol 5 (4) ◽  
pp. 295-299 ◽  
Author(s):  
Ulla Runesson
Keyword(s):  
Lesson Study ◽  
Teaching And Learning ◽  
Theoretical Perspective ◽  
Learning Theories ◽  
Variation Theory ◽  
Learning Study ◽  
Theoretical Frameworks ◽  
Content Type ◽  
And Mathematics ◽  
Point Of Departure

Purpose The purpose of this paper is to discuss two theoretical frameworks, Pirie and Kieren’s work (Pirie and Kieren, 1994) and variation theory of learning (Marton, 2015) in relation to lesson/learning study and mathematics teaching and learning. Design/methodology/approach The point of departure is the article: “Folding back and growing mathematical understanding: a longitudinal study of learning” (Martin and Towers, 2016) where it is demonstrated how Pirie and Kieren’s work (1994) and particularly the notion “folding-back” can be used as the theoretical framework in lesson/learning study. By dealing with similar arrangements and different theories, the two frameworks are contrasted. Findings It is suggested that the theory appropriated must be in resonance with the aim and focus of the study the theoretical perspective taken since it has implications for what becomes the focus of the process and subsequently the results of lesson/learning study. Originality/value This paper contributes to the discussion about how a more theory-informed lesson study and a broader theoretically framed learning study would improve and change the scope and progress of the two.

Reputation on the line: the Starbucks cases

2016 ◽  
Vol 37 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Roger W. Hutt
Keyword(s):  
Risk Management ◽  
Design Methodology ◽  
Reference Points ◽  
Future Research ◽  
Content Type ◽  
Core Business ◽  
Reputational Risk ◽  
Practical Implications

Purpose – The paper aims to increase the understanding of reputational-risk management by examining company responses to potentially reputation-damaging incidents. Design/methodology/approach – Incidents with potential for damaging Starbucks Corporation’s reputation were described and summarized as were the company’s responses to those incidents. Findings – It was observed that the complexity of resolving a reputation-damaging incident was inversely related to its closeness to the company’s core business. Also, the longevity of incidents suggests the persistent influence of past events. Research limitations/implications – Limitations are that findings are not generalizable beyond this case study and that the bulk of the information collected pertained to one of the five incidents examined. Potential hypotheses for future research are suggested. Practical implications – Findings provide reference points and a context for managers responding to reputation-damaging incidents. Originality/value – The paper illustrates how reputation-damaging incidents can be complex and difficult to resolve the more removed they are from the company’s core business.

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