Multiple approaches have been used in U.S. community colleges to address the learning needs of postsecondary students who are underprepared in basic skills math. The purpose of this exploratory interview study was to gain a deeper understanding of community college basic skills math learning through instructors' lived experiences using the Universal Design for Learning (UDL) approach and its technology tool, a computerized pen. The conceptual framework for this study used Knowles's adult learning and Kolb's experiential learning theories with UDL principles. The central research questions investigated the professional development and teaching experiences of community college basic skills math instructors in their basic skills math curriculum in the California Community College system using a Smartpen. Interviews were conducted with 4 instructors, 2 of whom also participated in the 2011-2012 community college pilot project of the approach. The analysis consisted of coding and theme development in relation to the experiential learning process and the instructors' andragogy practices. This study identified 4 themes for use in understanding the instructors' experiences teaching with a Smartpen: instructor preparation, technology use and savvy, student needs, and instructor flexibility/adaptability. The study findings are of interest to community college basic math skills instructors, who can use these findings to inform their teaching preparation and teaching approaches, improving pedagogy and helping their students successfully complete their math courses.

Made available in DSpace on 2016-12-12T20:17:54Z (GMT). No. of bitstreams: 1 113752.pdf: 24488142 bytes, checksum: 1e3529af4d6bbcb726d1aa2a4cfe471d (MD5) Previous issue date: 2013-07-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The aim of this study was to evaluate which ergonomic solutions, based on the concepts of usability, accessibility and universal design for learning can be suitable for the development of interfaces for inclusive learning, following the needs of individuals with visual impairment and / or hearing and reporting users experience of designers and students of e-learning. The practical experiment of the study was divided into two phases. Phase 1 involved the execution of analytical evaluation, based on these concepts, a course extension course distance titled " The person with disabilities in the school context," sponsored by the Laboratory of Inclusive Education (Ledi), linked to the Center of Distance Learning (CEAD) in the State University of Santa Catarina (UDESC) developed in virtual environment MOODLE®. Based on the nonconformities found in the interface, was developed a prototype of the same interface (B) proposing usability features and digital accessibility. In phase 2 was conducted an usability evaluation and analysis of user experience, through metrics runtime of tasks and number of errors during the interaction with the interfaces for that, using a questionnaire based on the concepts of GOMS method. The analysis of overall satisfaction was measured using a questionnaire formulated based on the method QUIS. The questionnaire contained 21 questions, built looking to meet user satisfaction. Each question could be answered using a grid with a scale of 1 (completely disagree) to 7 (strongly agree). Participants were four visually impaired (DV) , 3 users with hearing loss (HL), to verify that the interface could be read by these groups of people , 5 designers ( DE) that offered solutions and pointed out possible inconsistencies in the interfaces and 3 students who attended the course (AL), which sought to understand the users who usually attend distance learning courses. The subjects showed positive and negative points that found interacting with the interfaces. The results indicate that non-conformities had the point of view of usability and accessibility in interface A. Some of these points were changed by inserting accessibility features in the prototype interface ( B ) . These enhancements are designed so that they can be applied by teachers and designers to contribute to improving the access of people, including those with disabilities, to distance education. / O objetivo deste estudo foi avaliar quais soluções ergonômicas, fundamentadas nos conceitos de usabilidade, acessibilidade e desenho universal para aprendizagem podem ser adequadas para o desenvolvimento de interfaces de aprendizagem inclusivas, seguindo as necessidades de indivíduos com deficiência visual e/ou auditiva e o relato de experiências de uso de designers e alunos da educação à distância. O experimento prático da pesquisa foi dividido em duas fases. A fase 1 englobou a execução de avaliação analítica, fundamentada nestes conceitos, de um curso do curso de extensão à distância intitulado A pessoa com deficiência física no contexto escolar , promovido pelo Laboratório de Educação Inclusiva (LEdI), vinculado ao Centro de Ensino à distância (CEAD) da Universidade do Estado de Santa Catarina (UDESC) desenvolvido em ambiente virtual MOODLE®. Tendo por base as inconformidades encontradas na interface A, desenvolveu-se um protótipo da mesma interface (B) propondo recursos de usabilidade e acessibilidade digital. Na fase 2, executou-se avaliação de usabilidade e análise de experiência de usuário, por meio das métricas tempo de execução das tarefas e número de erros cometidos durante a interação com as interfaces, para isso, utilizando um questionário construído com base nos conceitos do método GOMS. A análise da satisfação global foi mensurada utilizando questionário formulado com base no método QUIS. Este questionário continha 21 perguntas, construídas procurando conhecer a satisfação do usuário. Cada pergunta podia ser respondida usando uma grade com escala de 1 (discordo completamente) a 7(concordo plenamente). Participaram do estudo 4 portadores de deficiência visual (DV), 3 portadores de deficiência auditiva (DA), para verificar se a interface poderia ser lida por estes grupos de pessoas, 5 designers (DE) que ofereceram soluções e apontaram possíveis inconsistencias nas interfaces e 3 alunos que participaram do curso (AL), onde buscou-se entender os usuários que normalmente frequentam cursos à distância. Os sujeitos da pesquisa apontaram pontos positivos e negativos que encontraram interagindo com as interfaces. Os resultados encontrados apontaram que haviam inconformidades do ponto de vista da usabilidade e da acessibilidade na interface A. Alguns destes pontos foram alterados inserindo recursos de acessibilidade no protótipo (interface B). Tais melhorias foram projetadas de modo que possam ser aplicadas por professores e designers visando contribuir para melhorar o acesso das pessoas, inclusive as que possuem deficiência, à educação à distância.

This study aims to apply a design theoretical perspective on museum educators in a natural sciencemuseum to see which didactic choices they make. This study proceeds from the following questions: How is the scientific content of the exhibition orchestrated? Which semiotic resources do the museum educators uses? How do the museum tutors reason for their didactic choices? The study is based on seven observations of five different museum educators teaching seven different classes in the younger ages in one specific exhibition. It is also based on one interview with three of the museum educators. The design theory of learning, which is the theory that this study is analysed through, is mostly based on the studies by Staffan Selander and Gunther Kress (2010). The result of the investigation shows, in short, that the scientific content is orchestrated like a journey through time where different sceneries represent the geological ages of the earth. The museum educators uses a combination of multiple semiotic resources. The interview showed what the museum educators wanted to be the key words in their teaching: understanding, curiosity, desire, to arouse interest and willingness to take on the science glasses and ask yourself questions like 'How can you know that?' and 'How can you find out?'.

Vi lever i ett allt mer digitaliserat samhälle, och digitala verktyg är en naturlig del av människors vardag. Skolverket har inför hösten 2018 ändrat i styrdokumenten för grundskole-, gymnasie- och vuxenutbildningen för att ge elever en större digital kompetens att kunna hantera den nya digitaliseringen. Med anledning av detta har jag velat ta reda på hur bildlärare idag resonerar kring och arbetar med elevernas digitala kompetens. Jag har även velat undersöka elevernas syn på digital kompetens. Frågeställningarna studien sökt svar på är: Hur resonerar fyra olika bildlärare om, och hur arbetar de med, gymnasieelevers digitala kompetens i ämnet bild? Hur kan en grupp gymnasieelever definiera och gestalta digital kompetens? För att få svar på dessa frågeställningar har intervjuer genomförts med fyra olika bildlärare på fyra olika skolor i Stockholmsområdet, och för att fånga elevernas perspektiv har mina egna elever på gymnasiet fått vara med och undersöka genom scenisk gestaltning vad de anser att digital kompetens är för dem och hur de definierar det. De teorier studien lutar sig på innefattar sociokulturell teori och design för lärande. Jag har också inspirerats av Pierre Bourdieus kapitalsteori. Studien visade att lärarna arbetar på olika sätt med elevernas digitala kompetens. De har själva olika grad av kunskaper inom det digitala, och alla lärarna i studien ville gärna kompetensutveckla sig på området. Elevernas kunskaper på området varierade också, men det framgick ett mönster som visade att elever idag är mindre kunniga gällande datorer än tidigare, vilket kunde bero på att de nu alltmer arbetar på telefoner och surfplattor. Det framkom också att det fanns ett visst mått av motstånd till att arbeta digitalt på bildlektionerna, både från lärarhåll och från elevhåll, och att förväntningarna från eleverna ofta låg på att få arbeta analogt med händerna. Vidare visade studien att det informella lärandet är ett tydligt inslag hos både eleverna och lärarna som själva hittar kunskaper via olika kanaler på internet. Elevernas undersökande genom scenisk gestaltning resulterade i ett gestaltat manifest där de proklamerar att digital kompetens är viktigt för dem. Detta framfördes som ett performance under Konstfacks vårutställning den 17 maj 2018.

Hur kan jag som lärarstudent vid en musikhögskola instudera en operaroll? Jag har undersökt denna fråga genom att observera instuderingsarbetet av rollen som kammarjungfrun Adele från operetten Läderlappen av Johann Strauss. Förutom det konstnärliga arbetet och utforskandet av detta har även perspektivet design för lärande använts som teoretiskt utgångspunkt.  Resultaten tematiseras och systematiseras i huvudrubrikerna Resurser och medel samt Processen. I resultatet framkommer instuderingens komplexitet och vilka beståndsdelar som krävdes. Faktorer i resultatet  som till exempel skratt och dess påverkan i utryck och teknik framkom under processens gång. Föreliggande studie skulle kunna ses som utforskning av procedurer kring instudering som förberedelser inför ett framtida yrkesval, parallellt med utforskandet av de pedagogiska aspekterna av samma procedurer. / How can I – as a teacher student at a college of music – study an opera role? I have examined this question by observing the process of studying the opera role as Adele from The Bat by Johann Strauss. My theoretical perspective is partly based on Design for Learning combined with examining the artistic procedure itself. The results is systemazied under the headers Reasources and tools and The Process.  The result chapter shows the komplexitity in studying and learning an opera role. Laughter as a tool in opera was one of the most interseting results. This investigation could be seen as a preparation for a possible future career at the same time as the pedagogical aspects are examined.

The purpose of this quantitative study was to identify the perceptions of how Universal Design for Learning (UDL) impacts motivation in first-year community college students in rural East Tennessee. This study investigated the effects of UDL on motivation of first-year community college students in East Tennessee. This involved multiple sections of courses participating in a UDL pilot training program with the college’s Instructional Design department. Two of the courses were part of the UDL pilot, and two of the courses were teaching the Standard approved Master Curriculum. The study had a total of 109 participants, and 9 research questions were analyzed at the .05 significance level. Interactivity was significantly higher in the English UDL courses than the Education UDL courses. Rural students and nontraditional students were significantly more motivated in the UDL courses. There was no difference in predicted grades between the UDL and non-UDL courses. While results of this study did not align with other studies being published regarding the success of UDL programs, it provides good groundwork for more in depth studies. It also supports the idea that courses should implement UDL from beginning to end rather than just isolating one module for a UDL design.

The purpose with this study is to problematize implementation of the concept of universal design for learning (UDL), (Meyer, Rose & Gordon, 2014) in higher education. The study focuses on what university teachers express regarding their experiences of the concept of UDL two or three years after having taken part of a series of workshops to learn UDL. The analysis was done using content analysis (Cohen, Manion & Morrison, 2011) and the theoretical framework of Designs for Learning (DFL) was used in order to highlight the results (Marie Leijon & Lindstrand, 2012; Selander, 2008; Selander & Kress, 2010). The results cannot be generalized but imply that UDL, without any particular adaptation for a Swedish context, is a concept for widening participation. After participating in a workshop series on UDL the concept has had a lasting impact with the respondents. The respondents use all three of the main principles of UDL; provide multiple means for engagement provide multiple means for representation and provide multiple means for action and expression. UDL is indicated to be a concept towards student centered learning and teaching, towards improving student’s possibilities of learning to learn and as a concept for manifesting a mindset for widening participation. UDL is by the respondents in this study also seen as a concept to develop widening participation. They see UDL as a concept for management to strategically implement widening participation. which is missing and asked for by the respondents. The possible drawbacks with the concept is just that, that few use UDL, few know about it and there is no recommendation from management to use UDL. Another drawback is that it takes time implementing UDL, though some respondents point out that it saves time in the end.

Denna studie syftar till att undersöka hur förskollärare talar om sitt sätt att designa undervisning i förskolan för att alla barn ska erbjudas förutsättningar att delta, kommunicera och skapa mening i sina lärprocesser. Studien har som utgångspunkt att bidra med kunskap om vilka resurser förskollärare använder i sin undervisning för att kunna erbjuda alla barn meningsskapande och kommunikation. I studien har en kvalitativ ansats använts som metod, vilket innebär att data har samlats in genom semistrukturerade intervjuer som sedan har analyserats utifrån ett multimodalt och designorienterat perspektiv. Medverkande i studien är sex förskollärare från totalt tre olika förskolor. I resultatet framkommer det att de didaktiska frågorna, barnens intresse samt mindre barngrupper är en utgångspunkt i hur förskollärare väljer att designa undervisning. Resultatet visar även att bild, tecken och material samt utformandet av miljön ses som viktiga resurser för att förskollärare ska kunna erbjuda alla barn förutsättningar för kommunikation och meningsskapande. / The aim of this study is to investigate how preschool teachers talk about their ways of design for education in preschool to offer all children the opportunity to participate, communicate and create meaning in their learning processes. The starting point of this study is to contribute knowledge about which resources preschool teachers use in their teaching to be able to offer all children meaning-making and communication. The study is based on a qualitative approach, which means that data have been collected through semi-structured interviews and have been analyzed from a multimodal and design-oriented perspective. Participating in the study are six preschool teachers from three different preschools. The results show that the didactic questions, children’s own interests and smaller groups of children are a starting point in how preschool teachers choose to design for teaching. The results also show that pictures, signs and materials as well as the design of the environment are seen as important resources for preschool teachers to be able to offer all children opportunity for communication and meaning-making.

The aim of this study is to contribute to the knowledge about how pupils design their learning in programming. It is mainly the learning process, how pupils deal with problems in programming and how they become, are and remain engaged in the tasks, which is of interest. Programming can be understood in many ways; coding, a digital competence, creativity, or ways to solve problems. The digitalisation of society has also evoked a need to learn programming from an early age in compulsory school. In this study, programming is seen as a part of the digital competence that all pupils should have the opportunity to develop, which is a common thread that runs throughout compulsory school.   The study was conducted during programming lessons at three science centres in Sweden. The centres had previous experience in teaching programming. This was used at the time of the study by schools that in this way could offer pupils to try programming even before it became part of the compulsory teaching. The lessons were adapted for novices in programming and were conducted as part of the regular school day for pupils in grades 1-8.   The theoretical framework is based on design-oriented theory with a focus on how settings and design for learning includes both opportunities and dilemmas for learning. It provides a basis for the analysis of pupils’ approaches when learning programming as well as how different types of engagement relates to their design in learning. The results are presented in two articles, which contribute with different aspects of learning. Together the articles provide a picture of pupils’ learning design within programming in compulsory school.    The first article highlights knowledge of five different approaches that pupils used to solve assignments using programming. The qualitatively different ways that pupils used during the observed lessons were mathematically, trial and error, step-by-step, routine as well as aesthetically.  Each of these approaches allows pupils to use and practice different abilities that are important for programming. The abilities are compared to, but not equal to computational thinking (CT), which (in its turn) is linked to competencies that are important for an active participation in a digital society.    The second article contributes to the understanding of how behavioural, emotional, and cognitive engagement can be identified when pupils are learning programming. To understand how the different types of engagement are individually important, yet intertwined and influencing each other, is keen knowledge. The results show how different types of engagement become visible during programming lessons. Furthermore, it is discussed how the pupils’ identified engagement can be related to how their learning process is designed.  In the study, taken as a whole, the results of the two articles show how pupils become designers in their programming learning process. The pupils designed their learning throughout their learning process regarding to the settings, to the approach they used and in the way they became engaged. / Studiens övergripande syfte är att fördjupa kunskapen om hur elever designar sitt lärande i programmering. Det är främst elevernas lärandeprocess, hur de tar sig an problem inom programmering och hur de blir, är och förblir engagerade i uppgifterna, som är av intresse. Programmering kan förstås på många olika sätt, kodning, en digital kompetens, kreativitet eller sätt att lösa problem. Digitaliseringen i samhället har även aktualiserat behovet av att lära sig programmering redan från tidig ålder i grundskolan. I denna studie ses programmering som en del av den digitala kompetens alla elever ska ha möjlighet att utveckla och som finns med som en röd tråd genom hela grundskolan.    Studien genomfördes under programmeringslektioner på tre science centers i Sverige. Science center har lång erfarenhet av att undervisa i programmering för barn och unga. Detta nyttjades vid tidpunkten för studien av skolor som på det sättet kunde erbjuda eleverna att prova på programmering redan innan det blev en del av den obligatoriska undervisningen. Lektionerna var anpassade för nybörjare i programmering och genomfördes som en del av skoldagen för elever i årskurs 1-8.    Det teoretiska ramverket har utgångspunkt i designorienterad teori, med fokus på hur iscensättning och design för lärande, som omfattar både möjligheter och dilemman för lärande. Ramverket ger en grund för hur elevers lärprocess och engagemang för att lära sig programmering kan analyseras.   Resultaten redovisas i form av två artiklar som tillsammans ge en bild av design för och i lärande under programmeringslektioner. Den första artikeln bidrar med kunskap om fem olika tillvägagångssätt (i artikel 1 på engelska, approach) som elever använde för att lösa uppgifter med hjälp av programmering. De kvalitativt olika sätt som eleverna använde under de observerade lektionerna var matematiskt, fel- och försök igen, steg-för-steg, rutin samt estetiskt. Var och ett av dessa tillvägagångssätt gav eleverna möjlighet att använda och träna olika förmågor som är viktiga för att kunna programmera. Förmågorna jämförs, men likställs inte med datalogiskt tänkande (CT) vilket kan anses vara knutet till kompetenser som är viktiga för att aktivt kunna delta i ett digitalt samhälle.   Den andra artikelns kunskapsbidrag är att förstå hur beteendemässigt, emotionellt och kognitivt engagemang kan identifieras när elever programmerar. Att förstå hur de olika typerna av engagemang är viktiga var och en för sig, samtidigt som de är sammanflätade och påverkar varandra, är angelägen kunskap. Resultaten visar hur olika typer av engagemang blir synliga under programmeringslektioner. Vidare diskuteras hur elevernas identifierade engagemang kan relateras till hur deras lärprocess designas.   I den sammanlagda studien visar resultaten från de båda artiklarna på hur elever blev designers för och i sitt lärande i programmering. Eleverna designade sitt lärande genom hela lärprocessen med hänseende till iscensättningen, vilka tillvägagångssätt de använde och hur de hade möjlighet att vara engagerade på olika sätt.

Tidigare forskning visar att lärare med hjälp av multimodalitet och meningsskapande resurser kan skapa meningsskapande undervisning som främjar elevers lärande men att det finns hinder i form av lärares kompetens och tolkning av styrdokumenten. Syftet med denna studie är att få en inblick i hur några svensklärare tillsammans uppfattar och beskriver hur de skapar multimodala lärandesituationer i ämnet svenska för årskurs 4–6. Studien belyser därför dels hur sex svensklärare definierar multimodalitet och hur de använder sig av multimodalitet och meningsskapande resurser i planering, ledning och genomförande av svenskundervisning, dels hur de resonerar om multimodalitet i relation till individuell kompetens och tolkning av styrdokument. Den här studien har sin utgångspunkt i Selander och Kress (2021) design för lärande och är därför den som ligger till grund för den här studiens syn på lärande, lärarens roll och innebörden av språk. Datainsamlingen har genomförts i form av fokusgruppssamtal och har sedan analyserats genom en tematisk analys.  Resultatet visar att svensklärarna i studien är osäkra på begreppet multimodalitet men att de använder sig av multimodalitet och dess meningsskapande resurser genomgående i planering, ledning och genomförande av svenskundervisning, dock genom omedvetna handlingar. Resultatet visar även att individuell kompetens och tolkning av styrdokument i relation till multimodalitet kan skapa svårigheter för svensklärarna men att det handlar främst om tidsbrist för användandet och svensklärarnas utveckling av det. En slutsats är att svensklärare är motiverade och vill bli medvetna om användningen av meningsskapande resurser för att utveckla sin roll som lärare för att främja elevers lärande. / Research shows that teachers using multimodality and meaning-making recourses can create meaningful teaching situations that helps students’ learning but that there are obstacles in teachers’ competence and interpretation of the curriculum. The purpose of this study is to gain an insight into how some Swedish teacher together describe how they create multimodal learning situations in the Swedish subject for grades 4-6. The study highlights how six Swedish teachers define multimodality and how they use multimodality and meaning-making resources in planning, management, and implementation of teaching. It also highlights how the Swedish teachers discuss multimodality in relation to individual competence and interpretation of the curriculum.  This study has its foundation in Selander and Kress (2021) design for learning and is therefore this study’s view of learning, the role of the teacher and the meaning of language. The data has been carried out in the form of focus group discussions and then been analyzed through a thematic analysis.  The results show that Swedish teachers in this study are uncertain about the concept multimodality but that they are using it consistently when teaching the Swedish subject, in unconscious actions. The result also shows that individual competence and interpretation of the curriculum can create difficulties in the use of multimodal tools due to time limits and a conclusion therefore is that Swedish teachers are motivated to become aware of their use of multimodal tools to develop their roles as teachers to improve student learning.