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Framing perceived values of education: when perspectives of learning and ICTs are related
Umeå University, Faculty of Social Sciences, Department of applied educational science, Interactive Media and Learning (IML). Umeå University/Department of Applied Educational.ORCID iD: 0000-0001-9981-6349
2016 (English)Doctoral thesis, comprehensive summary (Other academic)Alternative title
Inramning av upplevda värden av utbildning : när perspektiv på lärande och IKT är relaterade (Swedish)
Abstract [en]

This thesis offers dialogue about the relations between learning and Information and Communication Technologies (ICTs). The dialogue is guided by the question of how to design education to increase perceived values of learning. It pays attention to how learners approach learning availabilities in various learning settings based on learners’ perceived values of learning. The aim is to understand the perceived values of learning in order to reflect its relation to ICTs. The field of learning is understood from the perspectives of formal, non-formal and informal learning. The field of ICTs is understood from the perspectives of information, communication and technology. The perspectives of learning and ICTs are chosen as a way to understand them by ‘going back to basics’ to find an origin or a point of departure for reinterpreting and understanding them. This approach has influenced the presentation of the thesis and how it is structured so that dialogic and interpretive research opens up dialogic spaces for reflections regarding the relations between learning and ICTs.

Two studies in two different education systems, formal and non-formal, are included in the thesis work. The data are collected via qualitative methods such as photo interviews and individual and group interviews in which learners’ expressions of learning are in focus. The approach of the included articles that present the two studies was to first understand learning and then relate it to the understanding, potential and use of ICTs. The results and contributions from the articles are summarised via the three perspectives of the perceived values of learning, the relations between learning and ICTs and the influences of perceived values of learning. The theoretical tools, pedagogical attitude and positioning of ICTs guide the discussions and analysis of these perspectives towards the conclusions of the thesis work.

The reader of the thesis can expect a journey along a winding road, which both addresses and involves policies’ and researchers’ implications and conceptions of learning and education. A framework for the perceived values of education when perspectives of learning and ICTs are related is considered to represent the understanding of the coherent whole of the thesis work. Three main contributions of the thesis work are put forth. The first contribution is the framework for perceived values of education, or the perceived value framework (PVF). The second contribution is the understanding of perceived values of learning. The third contribution is the specific photo interviews about learning situations that is considered to be a contribution to already existing methods such as photo-eliciting (Cappello, 2005) and stimulated recall (Haglund, 2003). 

Place, publisher, year, edition, pages
Umeå: Umeå Universitet , 2016. , 93 p.
Series
Doktorsavhandlingar i pedagogiskt arbete, ISSN 1650-8858 ; 67
Keyword [en]
Learning, ICTs, Education, Perceived value, Dialogue, Dialogic perspective, Perceived values of learning, Perceived values of education, Learning situations, Formal education, Non-formal education, Perceived value framework, Photo interviews, Formal learning, Non-formal learning, Informal learning, Information, Communication, Technology, ICT.
National Category
Educational Sciences Learning Pedagogical Work
Research subject
educational work
Identifiers
URN: urn:nbn:se:umu:diva-120249ISBN: 978-91-7601-486-8 (print)OAI: oai:DiVA.org:umu-120249DiVA: diva2:927567
Public defence
2016-06-10, Sal N320, Naturvetarhuset, Johan Bures väg 16, Umeå, 10:00 (English)
Opponent
Supervisors
Available from: 2016-05-19 Created: 2016-05-12 Last updated: 2016-05-26Bibliographically approved
List of papers
1. Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?
Open this publication in new window or tab >>Sweden and informal learning: Towards Integrated Views of Learning in a Digital Media World. A Pedagogical Attitude?
2016 (English)In: Handbuch Informelles Lernen: Interdiziplinäre und Internationale Perspektiven / [ed] Harring, M., Witte, M. D, Burger, T., Weinheim/München: Juventa Verlag, 2016, 217-235 p.Chapter in book (Refereed)
Place, publisher, year, edition, pages
Weinheim/München: Juventa Verlag, 2016
Keyword
Learning, Informal learning, Non-formal learning, Formal learning, Pedagogical attitude, Lärande, Informellt lärande, Icke-formellt lärande, Formellt lärande, Pedagogiskt förhållningssätt
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-110607 (URN)978-3-7799-3295-6 (ISBN)
Available from: 2015-10-23 Created: 2015-10-23 Last updated: 2017-06-08Bibliographically approved
2. The Learners' Expressed Values of Learning in a Media Tablet Learning Culture
Open this publication in new window or tab >>The Learners' Expressed Values of Learning in a Media Tablet Learning Culture
2014 (English)In: Open Learning and Teaching in Educational Communities: 9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014, Proceedings / [ed] Rensing, C., de Freitas, S., Ley, T., Munoz-Merino, P.J., 2014, 458-463 p.Conference paper, Published paper (Refereed)
Abstract [en]

What do learners value as learning and how does this value relate to the use of mobile technology? Inspired by Stimulated Recall and Photo Eliciting, 207 K-9 students took photos (a total of 283 photos) of what they considered learning situations. Using these photos as starting points, we conducted 21 group interviews that generated 293 utterances. From these utterances, seven themes were generated that shows how the learners expressed their values of learning in a rich and diverse way. Without asking explicitly about technology, 33% of the utterances addressed the adoption of media tablets. These statements also revealed that when the learners personally "see" a perceived value for them as individuals, then they label the situation as learning. This study's findings show that identifying what young learners value as learning per se should be considered when designing teaching and learning towards learner-friendly active environments for pro-sumers. These findings also open the door for developing alternative ways for evaluating projects in schools that integrate educational technology.

Series
Lecture Notes in Computer Science, ISSN 0302-9743 ; 8719
Keyword
Media tablets, Learners, Qualitative data, Photo eliciting, Schools
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-98458 (URN)10.1007/978-3-319-11200-8_42 (DOI)000345505800042 ()2-s2.0-84906346567 (Scopus ID)978-3-319-11200-8 (ISBN)978-3-319-11199-5 (ISBN)
Conference
9th European Conference on Technology Enhanced Learning, EC-TEL 2014, Graz, Austria, September 16-19, 2014
Available from: 2015-02-02 Created: 2015-01-22 Last updated: 2016-05-18Bibliographically approved
3. Learning, tablet, culture: coherence?
Open this publication in new window or tab >>Learning, tablet, culture: coherence?
2016 (English)In: Universal Journal of Educational Research, ISSN 2332-3205, E-ISSN 2332-3213, Vol. 4, no 6, 1306-1318 p.Article in journal (Refereed) Published
Abstract [en]

This paper presents understandings of learning in schools where Internet-enabled Information and Communication Technologies (ICTs) are taken for granted. The context is a full-scale 1:1 tablet project in Danish municipality schools where this study bring forward expressions of learning from one class (12-13 year old children) in order to offer interpretations of how the learning is possible to relate to the use of the tablet and the municipality intentions of changing the teaching and learning culture. The aim is a deeper understanding of learning and the learning-tablet relation. The qualitative research involves asking learners to describe learning with the help of their own pictures of learning situations. The learners' expressions of 'what learning is' are related to tablet use and municipality intentions of developing teaching and learning. Five themes show how the learners express learning, in coherence with the municipality's intentions. Key learning outcomes are related to this coherence and to the fact that learners use tablets in 55% of all expressed learning.

Keyword
Tablets, Learning Culture, ICTs in Education, Digital Learning Environments, digitalization, organisation, Surfplattor, lärandekultur, lärande, IKT i Utbildning, digitala lärmiljöer, digitalisering, organisation
National Category
Learning Pedagogical Work
Research subject
utbildningsledarskap; educational work
Identifiers
urn:nbn:se:umu:diva-120681 (URN)10.13189/ujer.2016.040608 (DOI)
Note

Originally included in thesis in manuscript form 

Available from: 2016-05-18 Created: 2016-05-18 Last updated: 2017-12-11Bibliographically approved
4. Learning in non-formal education: is it “youthful” for youth in action?
Open this publication in new window or tab >>Learning in non-formal education: is it “youthful” for youth in action?
2017 (English)In: International Review of Education, ISSN 0020-8566, E-ISSN 1573-0638, Vol. 63, no 2, 235-256 p.Article in journal (Refereed) Published
Abstract [en]

This article offers insights into the practices of a non-formal education programme for youth provided by the European Union (EU). It takes a qualitative approach and is based on a case study of the European Voluntary Service (EVS). Data were collected during individual and focus group interviews with learners (the EVS volunteers), decision takers and trainers, with the aim of deriving an understanding of learning in non-formal education. The research questions concerned learning, the recognition of learning and perspectives of usefulness. The study also examined the Youthpass documentation tool as a key to understanding the recognition of learning and to determine whether the learning was useful for learners (the volunteers). The findings and analysis offer several interpretations of learning, and the recognition of learning, which take place in non-formal education. The findings also revealed that it is complicated to divide learning into formal and non-formal categories; instead, non-formal education is useful for individual learners when both formal and non-formal educational contexts are integrated. As a consequence, the division of formal and non-formal (and possibly even informal) learning creates a gap which works against the development of flexible and interconnected education with ubiquitous learning and mobility within and across formal and non-formal education. This development is not in the best interests of learners, especially when seeking useful learning and education for youth (what the authors term "youthful" for youth in action).

Place, publisher, year, edition, pages
Springer, 2017
Keyword
Non-formal learning, Non-formal education, European Voluntary Service (EVS), Youth, Recognition, Youthpass
National Category
Learning
Identifiers
urn:nbn:se:umu:diva-120682 (URN)10.1007/s11159-017-9631-8 (DOI)000401635400006 ()
Note

Originally published in thesis in manuscript form with title: "Non-formal learning: 'youthful' or 'youthless' for youths in action?"

Available from: 2016-05-18 Created: 2016-05-18 Last updated: 2017-06-26Bibliographically approved

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