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Exploring hybrid learning activities with six-year-olds

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Názov: Exploring hybrid learning activities with six-year-olds
Autori: Wernholm, Marina, Patron, Emelie, Danielsson, Kristina, Ebbelind, Andreas, Palmér, Hanna
Informácie o vydavateľovi: Linnéuniversitetet, Institutionen för pedagogik och lärande (PEL), 2024.
Rok vydania: 2024
Predmety: positioning, designs for learning, Educational Sciences, resources, digital tools, multimodality, Utbildningsvetenskap
Popis: This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.
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Jazyk: English
Prístupová URL adresa: http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-132272
Prístupové číslo: edsair.od.......681..ae8923a18d05029bd154cb5a2c61c495
Databáza: OpenAIRE
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  Data: This paper aims to explore how pupils' positioning, competencies and meaning-making emerge in hybrid learning activities when they create digital animations in different subjects. Children of today have never lived in an analogous world but in a hybrid reality where the physical and the digital are so intertwined that they cannot be separated (Wernholm, 2020). The qualitative project draws on the frameworks of social semiotics (Kress et al., 2001) and Designs for Learning (Selander, 2008), where teaching and learning are seen as a multimodal design. As part of the Design for Learning framework, the Learning Design Sequence model is used as an analytical tool. Data has been generated by filming when pupils, in pairs or small groups, create digital animations in different subjects. The children’s digital animations were also used to get them to tell their stories about what they had done and what their intentions behind certain actions were (cf. Wernholm & Reneland-Forsman, 2019). The researchers were sensitive and paid particular attention to the children’s nonverbal communication to ascertain genuine consent to participation. Preliminary results indicate that when pupils participate in hybrid learning activities by creating digital animations together, they position themselves in relation to each other and the tablet. Furthermore, they draw on their previous experiences and competencies to make meaning. Thus, this project contributes by providing implications for the early years of schooling by showing how the use of digital tools can put a variety of children’s competencies into play and support their meaning-making in different subjects.
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              Y: 2024
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