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Teaching for Active Learning in relation to Design and Use of Physical and Digital Space
Umeå University, Faculty of Social Sciences, Department of applied educational science.ORCID iD: 0000-0002-5308-7002
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML).
Umeå University, Umeå University Library, Centre for teaching and learning (UPL).
2019 (English)In: ECER 2019 - European Conference on Educational Research, Hamburg, Germany 3-6 September, 2019: Education in an Era of Risk: the Role of Educational Research for the Future, 2019Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Educational practices are influenced by a complex interaction between different factors of school life and changes in the physical environment can affect teaching practices in different directions (e.g. (Blackmore et al., 2011; Gislason, 2010; Grannäs & Frelin, 2017; Sigurðardóttir & Hjartarson 2016; Stadler-Altmann 2016; Veloso et al 2014; Woolner & Uline, 2019). With this as a starting point, this paper reports on a case study of a school development project in a Swedish upper secondary school. The project initiators (three teachers), wanted to change their teaching to become more student activity based, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom (ALC) model (Baepler et al. 2016). In line with the ALC model, they furnished the classroom with round tables for groups of students, access to whiteboards, and digital facilities i.e. smartboards, interactive pens, projectors, and student laptop access. Hence, a design that implies collaborative work, communication and intense interaction. We employed a participatory design-based research (DBR) methodology to study the teachers’ school development project, concentrating on three phases: the exploration phase, the development phase and the evaluation phase (Holmberg, 2019). This paper focus on a selected sequence of three months of the development phase, exploring teaching in the shift from the traditional classroom to the active learning classroom with regard to possibilities and challenges for students’ active learning. The questions addressed are: What characterize the pedagogical practices in the traditional vs. newly designed classroom in terms of communication and interaction? What characterizes the pedagogical change? The analysis draws on a) video and audio recorded observations of lessons (N=15) in the traditional classroom and in the newly designed classroom, b) teachers’ individual evaluations of lessons based on pre-formulated reflective questions, and c) focus group discussions (N=3) on the topic ‘teaching for students’ active learning’. The data was analyzed using Bernstein’s concepts classification and framing (2000). Preliminary results indicate variations in outcome of pedagogical change depending on how the teachers worked in the traditional classroom. For example, when the students were unaware of working in groups and using digital facilities collectively, this led to challenges in the active learning classroom.

Place, publisher, year, edition, pages
2019.
National Category
Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-163628OAI: oai:DiVA.org:umu-163628DiVA, id: diva2:1355868
Conference
ECER 2019 - European Conference on Educational Research, Hamburg, Germany, 3-6 September, 2019
Note

This paper was part of the symposium "Digital Learning Spaces: Hopes and Risks".

Available from: 2019-09-30 Created: 2019-09-30 Last updated: 2019-11-12Bibliographically approved

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Rönnlund, MariaBergström, PeterTieva, Åse

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