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Häll, Lars O
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Publications (10 of 18) Show all publications
Jahnke, I., Bergström, P., Mårell-Olsson, E., Häll, L. & Kumar, S. (2017). Digital Didactical Designs as research framework: iPad integration in Nordic schools. Computers and education, 113, 1-15
Open this publication in new window or tab >>Digital Didactical Designs as research framework: iPad integration in Nordic schools
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2017 (English)In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 113, p. 1-15Article in journal (Refereed) Published
Abstract [en]

In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.

Keywords
Media in education, Improving classroom teaching, Pedagogical issues, Interactive learning environments
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-135313 (URN)10.1016/j.compedu.2017.05.006 (DOI)000406728400001 ()
Projects
Designs of Digital Didactics – What Designs of Teaching Practices Enable Deeper Learning in Co-located Settings?
Funder
Swedish Research Council, 721-2013-774
Available from: 2017-05-23 Created: 2017-05-23 Last updated: 2018-06-09Bibliographically approved
Bergström, P. & Häll, L. O. O. (2016). Pedagoginen suunnittelu digitaalisissa oppimisympäristöissä: Kaarina 1:1 tablettikoulut - puolivälin muistiinpanoja (1ed.). In: Marko Kuuskorpi ja Keijo Sipilä (Ed.), Opetuksen digitalisaatio, uudet oppimisympäristöt ja uusi pedagogiikka: (pp. 56-63). Kaarina: Kaarinan kaupunki
Open this publication in new window or tab >>Pedagoginen suunnittelu digitaalisissa oppimisympäristöissä: Kaarina 1:1 tablettikoulut - puolivälin muistiinpanoja
2016 (Finnish)In: Opetuksen digitalisaatio, uudet oppimisympäristöt ja uusi pedagogiikka / [ed] Marko Kuuskorpi ja Keijo Sipilä, Kaarina: Kaarinan kaupunki , 2016, 1, p. 56-63Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Kaarina: Kaarinan kaupunki, 2016 Edition: 1
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-127686 (URN)978-952-68159-9-2 (ISBN)978-952-68159-8-5 (ISBN)
Available from: 2016-11-18 Created: 2016-11-18 Last updated: 2018-06-09Bibliographically approved
Bergström, P., Häll, L., Kuuskorpi, M. & Jahnke, I. (2016). Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms: Perspectives on Content and Meaning. In: Leading Education: The Distinct Contributions of Educational Research and Researchers. Paper presented at The European Conference on Educational Research (ECER), Dublin, August 23-26, 2016.. European Educational Research Association, Freie Universität Berlin
Open this publication in new window or tab >>Teacher's Didactical Design in Finnish 1:1 Tablet Classrooms: Perspectives on Content and Meaning
2016 (English)In: Leading Education: The Distinct Contributions of Educational Research and Researchers, European Educational Research Association, Freie Universität Berlin , 2016Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper reports on the first year of a two-year study in Finland about Finnish teachers didactical design in one-to-one (1:1) tablet classrooms. In it's simplest form 1:1 means that each student and teacher is equipped with a computing device. In this study all students and teachers are equipped with an Apple iPad. Compared to other European countries (EUN, 2013) the digitalisation of Finnish schools progress at a slow rate where the ratio of computers per child in year 7-9 is among the lowest, but has started to increase. The project is conducted during the transition from the 2004 national curriculum to the 2016 national curriculum. Researchers indicate that equipping each student with a digital device is a great challenge for the so-called ecology of the classroom (Håkansson Lindqvist, 2015). Aspect of digitalisation concerns wireless Internet access (WiFi) and cloud computing. Such technologies highlight the notion of what content students have access to and how content is shared among teachers and students. Traditionally, teaching have been organised with textbooks while with 1:1 computing students got access to a great number of new resources that possibly challenges the thinking of what represents content. However, it is not the content per se that create students learning experience, it is how the teacher design students' learning expedition (Jahnke, Norqvist and Olsson, 2014) with the curriculum and the content.

Aim and research questions: The aim of this paper is to contribute to knowledge about teachers' didactical design in schools with one-to-one tablet programs.

- What characterises the students' interaction with the content in one-to-one tablet contexts?

- How can we understand the teachers' didactical design based on the relationship between the privileging features of the one-to-one tablet context in relation to the teaching practice?

Place, publisher, year, edition, pages
European Educational Research Association, Freie Universität Berlin, 2016
Keywords
didactical design, content, meaning, one-to-one
National Category
Pedagogical Work
Research subject
educational work
Identifiers
urn:nbn:se:umu:diva-127111 (URN)
Conference
The European Conference on Educational Research (ECER), Dublin, August 23-26, 2016.
Available from: 2016-11-11 Created: 2016-10-31 Last updated: 2018-06-09Bibliographically approved
Söderström, T., Häll, L. O., Nilsson, T. & Ahlqvist, J. (2015). Computer Simulation Training in Health Care Education: Fuelling Reflection-in-Action?. Journal Simulation & Gaming, 45(6), 805-828
Open this publication in new window or tab >>Computer Simulation Training in Health Care Education: Fuelling Reflection-in-Action?
2015 (English)In: Journal Simulation & Gaming, ISSN 1046-8781, E-ISSN 1552-826X, Vol. 45, no 6, p. 805-828Article in journal (Refereed) Published
Abstract [en]

Background Drawing on Donald Schön’s concepts, this article investigates the links between computer simulation training and the concepts of reflection-on-action and reflection-in-action while participating in dental and nursing trainingAim This article explores how collaborative simulation training and collaborative conventional training affect students’ reflection processes when learning to interpret radiographic images.Method This qualitative study uses interviews from 11 nursing and 18 dental students to compare the experiences of conventional training (CON-dental students) with intra-oral radiography simulation (SIM-dental students) and cervical spine simulation training (nursing students).Results The analysis showed that the simulation and conventional training influenced reflective thought processes in different ways. The SIM students concentrated on the visual information before and after they made their choices, whereas the CON students, in the absence of three-dimensional characters and reference points, focused on discussions and mutual agreements within the group to achieve a solution. The visual feedback and opportunities for manipulation provided by the simulation training encouraged the SIM-students to examine their assumptions and actions (to reflect-in-action) while solving the task. Prior knowledge served as a theoretical and methodological scheme guiding the learners’ actions and directed their reflection on their existing anatomical knowledge.Conclusions SIM and CON training provide different conditions for students’ reflective thought processes, and these differences influence how well the groups learn radiological principles.

Place, publisher, year, edition, pages
Sage Publications, 2015
Keywords
cervical spine simulator, collaborative learning, computer simulation training, experiential learning, health care education, higher education, intra-oral knowing-in-action, peer-group adjustment, prior knowledge, radiography simulation, reflection- in-action, reflection-on-action, reflective learning, three-dimensional visualization, virtual microscopy
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-101201 (URN)10.1177/1046878115574027 (DOI)
Available from: 2015-03-24 Created: 2015-03-24 Last updated: 2018-06-07Bibliographically approved
Häll, L. O., Jahnke, I. & Bergström, P. (2015). Digital Didactical Designs for tablets: experiences from Finland. In: : . Paper presented at 11th International Conference on Computer Supported Collaborative Learning (CSCL), 2015. Gothenburg, Sweden.
Open this publication in new window or tab >>Digital Didactical Designs for tablets: experiences from Finland
2015 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This study explores how teachers use tablets for learning in secondary schools. The use of tablets in compulsory school education is increasing (Balanskat et al. 2013), and research is has to some extent focused on the affordances and potential of the technology. Calls have been made for research on emergent teaching designs, classroom practices and learning. Part of a larger research effort this paper draws upon observations of, and subsequent interviews with teachers using tablets in their 1:1 Finnish secondary school classrooms. This allows description and comparison of teachers and their different Digital Didactical Designs (DDD) in practice. Grounded in Jahnke's DDD model (e.g. Jahnke et al. 2013), and informed by CSCL research, this paper identifies patterns and challenges in tablet-supported didactical designs. The discussion focus on opportunities to enhance the interactions between learners and their partners that enhances tcollaborative learning with tablets in secondary school education.

Keywords
secondary school, teachers, technology, student learning, didactics, design, collaboration
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-121367 (URN)
Conference
11th International Conference on Computer Supported Collaborative Learning (CSCL), 2015. Gothenburg, Sweden
Available from: 2016-06-01 Created: 2016-06-01 Last updated: 2018-06-07Bibliographically approved
Häll, L. O. (2013). Developing educational computer-assisted simulations: Exploring a new approach to researching learning in collaborative health care simulation contexts. (Doctoral dissertation). Umeå: Umeå universitet
Open this publication in new window or tab >>Developing educational computer-assisted simulations: Exploring a new approach to researching learning in collaborative health care simulation contexts
2013 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

Health care education is developing and simulations, in different guises, are gaining increasing attention as a means of overcoming tensions between instructional models and educational objectives. The role of simulations is, however, yet to be fully defined and will be dependent on the actual impact simulations on educational practice. Research need to better understand this impact and contribute to developing simulation practices. There is, therefore, a strong need for research that can balance scientific stringency and practical utility. This presents a challenge in a field that is biased in favor of laboratory experiments where theoretical accounts are also rare. This thesis explores a new theoretical and methodological approach, as a means of meeting this challenge. It draws upon Rose Luckin's Ecology of Resources framework for redesigning learning contexts (2010) and it attempts to explore relations between learning context, learner interactions, and learning outcomes, in order to identify opportunities for the development of educational simulation practice. In researching different types of health care simulations in their own right, arguments have been made that it is necessary to strive for smaller and more useful generalizations. In response to this challenge, this thesis delineates one type of simulation context: collaborative educational computer-assisted simulation (ECAS) in health care education. After reviewing previous research on related topics, a model of this type of context has been developed. Based on this general model, the particular subfield of collaborative radiology in ECAS has been analyzed and researched. Four articles on this topic present empirical contributions that address different relations between context, learner interactions, and learning outcomes in collaborative radiology in ECAS. The first one explores how moving from a static tool to an ECAS changes what learners talk about, how they talk about it, and how they develop during training. The second one explores in more detail relations between the features of ECAS, the content of learner interactions, and the impact on learning. The third one explores how context design impacts peer interaction, and the fourth compares more and less successful groups in order to identify needs and opportunities for development of the learning context. The empirical data are used to discuss relations between learning context, learner interactions, and learning outcomes, and how collaborative scripts may be potentially useful in the development of collaborative ECAS in health care education. Such scripts could support for instance explicit dialogue about relations between context-dependent doing and subject-specific principles, thorough engagement with simulation feedback and inclusion of all simulations participants. A new path for health care simulation research is suggested, including a move beyond laboratory experiments towards dealing with the messiness of actual educational practice, a move beyond universal generalizations towards smaller-scale context considerate and more practically useful generalizations.

Place, publisher, year, edition, pages
Umeå: Umeå universitet, 2013. p. 140
Series
Akademiska avhandlingar vid Pedagogiska institutionen, Umeå universitet, ISSN 0281-6768 ; 103
Keywords
education, computer simulation, collaboration, health care, context, design, ecology of resources.
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-64296 (URN)978-91-7459-555-0 (ISBN)
Public defence
2013-02-15, Humanisthuset, Hörsal F, Umeå universitet, Umeå, 10:00 (Swedish)
Opponent
Supervisors
Projects
Learning Radiology in Simulated Environments
Available from: 2013-01-25 Created: 2013-01-22 Last updated: 2018-06-08Bibliographically approved
Häll, L. O. & Söderström, T. (2012). Designing for learning in computer-assisted health care simulations. In: J.Ola Lindberg & Anders D. Olofsson (Ed.), Informed design of educational technologies in higher education: enhanced learning and teaching (pp. 167-192). Hershey, PA: Information Science Reference
Open this publication in new window or tab >>Designing for learning in computer-assisted health care simulations
2012 (English)In: Informed design of educational technologies in higher education: enhanced learning and teaching / [ed] J.Ola Lindberg & Anders D. Olofsson, Hershey, PA: Information Science Reference , 2012, p. 167-192Chapter in book (Refereed)
Abstract [en]

This chapter is about designing for learning in educational computer-assisted simulations (ECAS) in health care education (HCE). This is an area in need of an informed educational framework for analysis and design, on a research level as well as on a practice level. Drawing upon the works of Luckin (2008, 2010), an Ecology of Resources framework is proposed, which, informed by experiences from the research field (Gaba, 2004; Issenberg et al., 2005), can support researchers as well as practitioners in analyzing and designing health care simulations. Using this framework, we will discuss original empirical data from two studies from the Learning Radiology in Simulated Environments project, and more specifically how changes in design, or adjustments to the Ecology of Resources, impact the simulation process. Data include video-recorded observations of collaborative simulation training, a student questionnaire directly after training and later follow-up interviews. We will illustrate the usefulness of the framework and point out some challenges and suggestions for future development and research.

Place, publisher, year, edition, pages
Hershey, PA: Information Science Reference, 2012
Keywords
collaboration, computer, education, health care, learning, simulation, theory.
National Category
Pedagogy
Research subject
education
Identifiers
urn:nbn:se:umu:diva-39430 (URN)10.4018/978-1-61350-080-4.ch010 (DOI)9781613500804 (ISBN)9781613500828 (ISBN)9781613500811 (ISBN)
Available from: 2011-01-27 Created: 2011-01-27 Last updated: 2019-06-04Bibliographically approved
Häll, L. O. (2012). Exploring collaborative training with educational computer assisted simulations in health care education: An empirical ecology of resources study. Creative Education, 3(6A), 784-795
Open this publication in new window or tab >>Exploring collaborative training with educational computer assisted simulations in health care education: An empirical ecology of resources study
2012 (English)In: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 3, no 6A, p. 784-795Article in journal (Refereed) Published
Abstract [en]

This study explores collaborative training with educational computer assisted simulations (ECAS) in health care education. The use of simulation technology is increasing in health care education (Issenberg et al., 2005; Bradley, 2006), and research is addressing the techniques of its application. Calls have been made for informing the field with existing and future educational research (e.g. Issenberg et al., 2011). This study investigates and examines collaboration as a technique for structuring simulation training. Part of a larger research and development project (Häll et al., 2011; Häll & Söderström, 2012), this paper pri- marily utilizes qualitative observation analysis of dentistry students learning radiology to investigate the challenges that screen-based simulation technology poses for collaborative learning. Grounded in Luckin’s ecology of resources framework (Luckin, 2010) and informed by computer-supported collabora- tive learning (CSCL) research, the study identifies some disadvantages of free collaboration that need to be dealt with for collaboration to be a beneficial technique for ECAS in health care education. The dis- cussion focuses on the use of scripts (Weinberger et al., 2009) to filter the interactions between the learner and the more able partner, supporting the collaborative-learning activity and enhancing learning with ECAS in health care education.

Keywords
Collaborative Learning, Collaborative Scripts, Computer Simulation, Design, Dentistry Education, Ecology of Resources
National Category
Educational Sciences
Research subject
Education
Identifiers
urn:nbn:se:umu:diva-63731 (URN)10.4236/ce.2012.326117 (DOI)
Projects
Learning Radiologi in Simulated Environments
Available from: 2013-01-05 Created: 2013-01-05 Last updated: 2018-06-08Bibliographically approved
Söderström, T., Häll, L., Nilsson, T. & Ahlqvist, J. (2012). How does collaborative 3D screen-based computer simulation training influence diagnostic skills of radiographic images and peer communication?. Contemporary Educational Technology, 3(4), 293-307
Open this publication in new window or tab >>How does collaborative 3D screen-based computer simulation training influence diagnostic skills of radiographic images and peer communication?
2012 (English)In: Contemporary Educational Technology, ISSN 1309-517X, Vol. 3, no 4, p. 293-307Article in journal (Refereed) Published
Abstract [en]

This study compares the influence of two learning conditions – a screen-based virtual reality radiology simulator and a conventional PowerPoint slide presentation – that teach radiographic interpretation to dental students working in small collaborative groups. The study focused on how the students communicated and how proficient they became at radiographic interpretation. The sample consisted of 36 participants – 20 women and 16 men – and used a pretest/posttest group design with the participants randomly assigned to either a simulation-training group (SIM) or conventional-training group (CON) with three students in each collaborative group. The proficiency tests administered before and after training assessed interpretations of spatial relations in radiographs using parallax. The training sessions were video-recorded. The results showed that SIM groups exhibited significant development between pretest and posttest results, whereas the CON groups did not. The collaboration in the CON groups involved inclusive peer discussions, thorough interpretations of the images, and extensive use of subject-specific terminology. The SIM group discussions were much more fragmented and included more action proposals based on their actions with the simulator. The different learning conditions produced different results with respect to acquiring understanding of radiographic principles.

Place, publisher, year, edition, pages
Eskişehir, Turkey: Anadolu University, 2012
Keywords
Educational computer based simulations, Collaborative learning, Health care education, 3D Simulations, Peer communication
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-61140 (URN)
Available from: 2012-11-07 Created: 2012-11-06 Last updated: 2018-06-08Bibliographically approved
Söderström, T., Häll, L. O., Ahlqvist, J. & Nilsson, T. (2012). How Group Size and Composition Influences the Effectiveness of Collaborative Screen-Based Simulation Training: A Study of Dental and Nursing University Students Learning Radiographic Techniques. World Journal on Educational Technology, 4(3), 180-193
Open this publication in new window or tab >>How Group Size and Composition Influences the Effectiveness of Collaborative Screen-Based Simulation Training: A Study of Dental and Nursing University Students Learning Radiographic Techniques
2012 (English)In: World Journal on Educational Technology, ISSN 1309-1506, E-ISSN 1309-0348, Vol. 4, no 3, p. 180-193Article in journal (Refereed) Published
Abstract [en]

This study analyses how changes in the design of screen-based computer simulation training influence the collaborative training process. Specifically, this study examine how the size of a group and a group’s composition influence the way these tools are used. One case study consisted of 18+18 dental students randomized into either collaborative 3D simulation training or conventional collaborative training. The students worked in groups of three. The other case consisted of 12 nursing students working in pairs (partners determined by the students) with a 3D simulator. The results showed that simulation training encouraged different types of dialogue compared to conventional training and that the communication patterns were enhanced in the nursing students ́ dyadic simulation training. The concrete changes concerning group size and the composition of the group influenced the nursing students’ engagement with the learning environment and consequently the communication patterns that emerged. These findings suggest that smaller groups will probably be more efficient than larger groups in a free collaboration setting that uses screen-based simulation training.

Place, publisher, year, edition, pages
Academic World Education & Research Center, 2012
Keywords
computer assisted simulation training, simulations, higher education, communication
National Category
Pedagogy
Identifiers
urn:nbn:se:umu:diva-67922 (URN)
Available from: 2013-04-08 Created: 2013-04-08 Last updated: 2018-06-08Bibliographically approved
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