Syftet med denna studie är att undersöka vilken potential en digital multimodal loggbok kan ha som digital bro mellan studenter och lärarutbildare under den verksamhetsförlagda delen av utbildningen (VFU) för att stötta studenterna i deras profession- och kunskapsutveckling, med hjälp av sociosemiotiska resurser, såsom digitala verktyg. Jag har undersökt hur en grupp yrkeslärarstudenter använder de sociosemiotiska resurser som erbjuds i den multimodala loggboken under deras VFU, för att kommunicera kunskaps- och professionsutveckling via en digital bro till lärosätet. Genom textanalys, inspirerad av hermeneutiken – och i termer av ett vidgat textbegrepp – undersöks studenternas arbete i de digitala, multimodala loggböckerna. Resultatet redovisas och diskuteras med fokus på studenternas användning av sociosemiotiska resurser och multimodaliter. Valet av textanalys som metod föregicks av en önskan att identifiera de faktorer som påverkade kommunikationen via digitala broar i en digital multimodal loggbok. Undersökningen omfattade 13 loggböcker som har analyserats från helhet till del vid fem tillfällen. Resultatet visar att de studenter som hade digitala förkunskaper kunde kommunicera sina förväntningar och sitt lärande i loggböckerna med hjälp av de erbjudna sociosemiotiska resurserna. De studenter som hade begränsade digitala förkunskaper har inte använt de resurser som erbjöds vilket resulterade i att det åsyftade meningsskapandet gick förlorat i denna kontext. / The purpose of this study is to investigate what potential a digital multimodal logbook can have as a digital bridge between students and teacher educator during the practice-based part of the education, to support students in their professional development as well as in their development of knowledge. Socio-semiotic resources, such as digital tools, were used for this purpose. I have studied how a group of student teachers use the semiotic resources offered in the digital multimodal logbook during the practice-based part of their education, aiming to communicate their professional development and their knowledge development by a digital bridge to the university. By using text analysis, influenced by a hermeneutic model, I have studied what can facilitate, but also prevent students' work in the logbooks and the result are discussed in relation to the concept of semiotic resources and multimodality. Through a text analysis, influenced by a hermeneutic modell – in terms of an expanded text concept – are the students work in the digital multimodal log books investigated. The results are reported and discussed with a focus on the students’ use of socio-semiotic resources and multimodalities. The reason for using text analysis as a method was a desire to identify factors that could influence communication through digital bridges in a digital multimodal logbook. The study contained 13 logbooks who have been analysed from whole to parts at four occasions. The results show that students with digital knowledge could communicate their expectations and their learning by using the socio-semiotic resources that were offered. Students with limited basic digital knowledge did not use the resources they were offered which resulted in the fact that they lost the opportunity to create meaning in this context by using the offered resources.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:kau-79304 |
| Date | January 2020 |
| Creators | Ådefors, Annica |
| Publisher | Karlstads universitet, Institutionen för pedagogiska studier (from 2013) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | Swedish |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
Page generated in 0.0031 seconds