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Exploring hybrid learning activities with six-year-olds

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Název: Exploring hybrid learning activities with six-year-olds
Autoři: Wernholm, Marina, PhD, 1972, Patron, Emelie, Danielsson, Kristina, Professor, 1961, Ebbelind, Andreas, Dr, 1975, Palmér, Hanna, 1974
Zdroj: Programme of Symposia.
Témata: designs for learning, digital tools, multimodality, positioning, resources, Pedagogics and Educational Sciences, Pedagogik och 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.
Popis souboru: electronic
Přístupová URL adresa: https://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-132272
https://crecuk-my.sharepoint.com/:b:/g/personal/m_sybilska_crec_co_uk/EbwM9KnW8WJEhP6YqA79vIwBMRKnHcVok2kw53Tvb3BJHw?e=MztLhS
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  Data: Exploring hybrid learning activities with six-year-olds
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  Data: <searchLink fieldCode="AR" term="%22Wernholm%2C+Marina%2C+PhD%22">Wernholm, Marina, PhD</searchLink>, 1972<br /><searchLink fieldCode="AR" term="%22Patron%2C+Emelie%22">Patron, Emelie</searchLink><br /><searchLink fieldCode="AR" term="%22Danielsson%2C+Kristina%2C+Professor%22">Danielsson, Kristina, Professor</searchLink>, 1961<br /><searchLink fieldCode="AR" term="%22Ebbelind%2C+Andreas%2C+Dr%22">Ebbelind, Andreas, Dr</searchLink>, 1975<br /><searchLink fieldCode="AR" term="%22Palmér%2C+Hanna%22">Palmér, Hanna</searchLink>, 1974
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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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RecordInfo BibRecord:
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    Languages:
      – Text: English
    Subjects:
      – SubjectFull: designs for learning
        Type: general
      – SubjectFull: digital tools
        Type: general
      – SubjectFull: multimodality
        Type: general
      – SubjectFull: positioning
        Type: general
      – SubjectFull: resources
        Type: general
      – SubjectFull: Pedagogics and Educational Sciences
        Type: general
      – SubjectFull: Pedagogik och Utbildningsvetenskap
        Type: general
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      – TitleFull: Exploring hybrid learning activities with six-year-olds
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            NameFull: Wernholm, Marina, PhD
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            NameFull: Patron, Emelie
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            NameFull: Danielsson, Kristina, Professor
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            NameFull: Ebbelind, Andreas, Dr
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            NameFull: Palmér, Hanna
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            – D: 01
              M: 01
              Type: published
              Y: 2024
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