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Making the shift from the traditional classroom to the active learning classroom: possibilities and challenge
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap, Interaktiva medier och lärande (IML).
Umeå universitet, Samhällsvetenskapliga fakulteten, Institutionen för tillämpad utbildningsvetenskap.ORCID-id: 0000-0002-5308-7002
Umeå universitet, Umeå universitetsbibliotek (UB), Universitetspedagogik och lärandestöd (UPL).
2019 (Engelska)Ingår i: Fjärde nationella konferensen i pedagogiskt arbete i Umeå 19-20 augusti 2019: Abstractbok, 2019Konferensbidrag, Muntlig presentation med publicerat abstract (Refereegranskat)
Abstract [en]

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 towards student active learning, and as part of that change they designed and prepared a classroom inspired by the Active Learning Classroom model (Baepler et al. 2016). The aim was to increase the understanding of possibilities and challenges when changing the pedagogical practice. The research questions addressed: What characterise the pedagogical practices in the traditional vs newly designed classroom in terms of communication and interaction between teachers and students, and what characterises the pedagogical change? A participatory design-based research (DBR) methodology was applied in three phases: the exploration phase, the development phase and the evaluation phase. 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 ALC. 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 analysed using Bernstein’s concepts of 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.

Ort, förlag, år, upplaga, sidor
2019.
Nationell ämneskategori
Pedagogiskt arbete
Forskningsämne
pedagogiskt arbete
Identifikatorer
URN: urn:nbn:se:umu:diva-163629OAI: oai:DiVA.org:umu-163629DiVA, id: diva2:1355875
Konferens
Fjärde nationella konferensen i pedagogiskt arbete, Umeå, Sverige, 19–20 augusti, 2019
Tillgänglig från: 2019-09-30 Skapad: 2019-09-30 Senast uppdaterad: 2019-11-12Bibliografiskt granskad

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Bergström, PeterRönnlund, MariaTieva, Åse

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Interaktiva medier och lärande (IML)Institutionen för tillämpad utbildningsvetenskapUniversitetspedagogik och lärandestöd (UPL)
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