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Arnseth, Hans Christian & Domanchin, Morgane Barbara
(2024).
The role of prototyping in the co-design of innovative immersive learning experiences.
Vis sammendrag
In educational policy, the importance of societal challenges that require interdisciplinary approaches in the classroom is emphasized. We provide insights from a co-design project where teachers and researchers explored emerging learning designs supported by immersive technologies. Teachers face considerable practical pedagogical uncertainties in how to design for cross-disciplinary learning, but teacher-researcher collaboration could provide powerful contexts for developing educational practices (Goldman, Hmelo-Silver & Kyza 2022). We are particularly interested in examining the role of prototypes in co-design processes and their functions as shared objects for developing pedagogy. We take a sociocultural approach, focusing on prototypes as objects of activity and mediational means for developing pedagogy (Säljö, 2010). In co-design work prototypes become means for engaging with and understanding the world, and they are emergent and entangled with the everyday life of the classroom. According to Pink, et al. (2022) prototypes are situated and contextualized by their creation and use and they are inserted into activities that are already in motion. They invite exploration, experimentation and evaluation in and through practice. We have been inspired by design ethnography and have anchored emerging design suggestions in practitioners’ local concerns (Pink, et al. 2022). Traces of the co-design process were analyzed across the datacorpus collected throughout our 15-month project. Data consisted of videorecords, pictures, documents and informal interviews. Three interdisciplinary prototypes of learning activities were developed to be framed around different approaches to ‘the body’ as a conceptual learning goal in relation societal challenges related to health and wellbeing. Through detailed analysis of prototyping, we found that they became useful for exploring a complex problem without a clear solution. Prototyping became a way of understanding the problem, conceptualizing it and for introducing technologies and practices that might provide solutions. Prototypes became a way of framing the emerging learning design, so that it could be talked into being and fitted to local contexts. Thus, prototyping became a continuous process of developing and trying new pedagogical ideas and concepts. Prototypes also have an existence after the project finished, morphing into new ideas and following new pathways through the actions of the participants. Thus, prototyping contributed to opening new futures rather than offering simple solutions. There is a long tradition for democratic and participatory approaches to developing pedagogy in the Nordic countries emphasizing the autonomy of teachers as participants in co-design of learning and teaching. This research contrasts with more technocratic approaches to making change in schools, by focusing on how prototypes become emergent tools for exploring and testing new concepts for interdisciplinary teaching and learning.
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Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf
(2023).
Co-designing for Immersive Learning Experiences in the Classroom .
Vis sammendrag
This research draws on a teacher-led innovation project to create digitally mediated learning experiences targeting the theme of “Health and Wellbeing”. Over a year, high school teachers, students and researchers co-designed three interdisciplinary learning activities involving immersive technologies such as virtual reality (VR) and augmented reality (AR) as well as social media. Each of the three learning activities represents flexible innovative learning ecologies targeting students’ deep learning. By adopting a design-ethnographic approach and social interaction analysis of the development process, the findings provide insight into the designed activities as reflective of broader learning ecologies. In addition, we discuss the potential of immersive technologies to support students’ talk and engagement in small groups. The study documents the development of new teaching and learning practices targeting societal level challenges.
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Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian
(2022).
Engasjerende dybdelæring med AR og VR
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Arnseth, Hans Christian & Domanchin, Morgane Barbara
(2022).
Pedagogisk innovasjon med AR og VR: Muligheter og utfordringer.
Vis sammendrag
I denne forelesningen vil vi presentere DigiLiv-prosjektet som utvikler innovative læringsdesign innen temaet folkehelse og livsmestring. Hovedmålet med prosjektet er å utvikle tverrfaglige undervisningsopplegg hvor virtuell virkelighet (VR) og utvidet virkelighet (AR) gir mer engasjerende, relevant og dybdeorientert læring for elevene. I samarbeid med lærere, designere og forskere utvikler vi innovative praksisnære undervisningsopplegg i videregående opplæring. I denne presentasjonen vil vi, i tillegg til å beskrive innovasjonsprosessen, analysere hvordan AR og VR kan støtte læring i idrettsfag og samfunnsfag.
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Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf
(2022).
Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary
Education.
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Vasbø, Kristin Beate; Silseth, Kenneth & Arnseth, Hans Christian
(2022).
Building community in the classroom through interdisciplinary health and life skills education.
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Ernstsen, Sigrid; Furberg, Anniken & Arnseth, Hans Christian
(2022).
Enriching wellbeing competencies by bridging students’ personal experiences with canonical resources in collaborative interdisciplinary settings.
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Furberg, Anniken & Arnseth, Hans Christian
(2022).
The role of students’ personal experiences in a collaborative interdisciplinary project about well-being.
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Pettersen, Kenneth; Arnseth, Hans Christian & Silseth, Kenneth
(2021).
Ecotones and connected block play in a Nordic pre-school .
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Jornet Gil, Alfredo; Arnseth, Hans Christian & Smørdal, Ole
(2019).
Makerspaces in the Making: Reconfiguring Cultures of Facilitation across the Kindergarten and the Science Museum.
I Blum-Ross, Alicia; Kumpulainen, Kristiina & Marsh, Jackie (Red.),
Enhancing Digital Literacy and Creativity. Makerspaces in the Early Years.
Routledge.
ISSN 9780367197889.
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Silseth, Kenneth & Arnseth, Hans Christian
(2019).
Chronotope and narrative in classroom dialogue: Aspects of meaning making in science education.
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Arnseth, Hans Christian; Silseth, Kenneth & Hanghøj, Thorkild
(2018).
Chronotope, identity and science learning.
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Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole
(2018).
Making Collaborating. A Cultural-Historical approach to pedagogical innovation.
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Jornet, Alfredo; Arnseth, Hans Christian & Smørdal, Ole
(2018).
Makerspace-Making. Tensions and opportunities in design-based inquiry across kindergarten and museum.
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Pierroux, Palmyre; Krange, Ingeborg; Silseth, Kenneth; Jornet, Alfredo & Arnseth, Hans Christian
(2014).
Field Trips to Science Museums: A Study of Students’ Sense-Making when Interacting with Exhibits.
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Isdal, Edith; Haavie, Jon; Sem, Idunn; Nesnass, Richard; Toussaint, Jeremy & Smørdal, Ole
[Vis alle 17 forfattere av denne artikkelen]
(2013).
Prototype Workshop ved Norsk Teknisk Museum.
Vis sammendrag
En 2 ukers workshop på Norsk Teknisk Museum med mål om
å idégenerere, konseptualisere, prototype og brukerteste interaktive museumsinstallasjoner.
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Bjørnestad, Elisabeth; Arnseth, Hans Christian & Ludvigsen, Sten Runar
(2013).
Kunnskapsløftet-hva sier forskningen.
Norsk pedagogisk tidsskrift.
ISSN 0029-2052.
s. 351–354.
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Erstad, Ola; Arnseth, Hans Christian & Gilje, Øystein
(2011).
Becoming a learner: Some methodological challenges in researching learner identities (Symposium: Expanding Cultural and Activity Theory to Research The Learning and Identity Practices of Contemporary Youth).
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Krange, Ingeborg & Arnseth, Hans Christian
(2009).
Students' meaning making in science - solving energy problems in a technology rich environment.
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Ottestad, Geir & Arnseth, Hans Christian
(2008).
Skolens digitale tilstand ITU Monitor 2007.
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Ottestad, Geir; Arnseth, Hans Christian & Kløvstad, Vibeke
(2008).
ICT IN LEARNING: LESSONS FROM A NORWEGIAN NATIONAL SURVEY.
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Arnseth, Hans Christian & Hatlevik, Ove Edvard
(2008).
Om bruk av resultater fra prøve i digital kompetanse.
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Arnseth, Hans Christian & Hatlevik, Ove Edvard
(2008).
Prøve i digital kompetanse.
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Furberg, Anniken Larsen & Arnseth, Hans Christian
(2007).
"I am right and you are wrong" Analysing the management of disagreements and conflict in collaborative learning.
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Furberg, Anniken Larsen & Arnseth, Hans Christian
(2007).
Analysing students' interaction in science education.
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Furberg, Anniken Larsen & Arnseth, Hans Christian
(2007).
Analysing management of disagreement and conflict in students' collaborative learning.
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Furberg, Anniken Larsen & Arnseth, Hans Christian
(2007).
Analysing students' disagreements.
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Arnseth, Hans Christian
(2006).
Computer Games. Text, Narrative and Play.
Digital kompetanse.
ISSN 0809-6724.
1(2).
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Arnseth, Hans Christian
(2005).
Fact finding versus collaborative inquiry - analysing collaborative inquiry learning as part of institutional practices.
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Arnseth, Hans Christian
(2004).
Literacy and media-convergence - Becoming a member of an online gaming community.
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Arnseth, Hans Christian & Ludvigsen, Sten
(2004).
Systemic versus interpretative approaches to CSCL: Findings and future steps.
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Arnseth, Hans Christian
(2003).
Managing Institutional Concerns in Collaborative Learning.
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Arnseth, Hans Christian
(2002).
Analyzing learning and knowledge building as part of discursive activities.
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Arnseth, Hans Christian; Guribye, Frode; Ludvigsen, Sten & Wasson, Barbara
(2002).
Dealing with epistemic diversity in multidisciplinary projects.
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Arnseth, Hans Christian & Solheim, Ivar
(2002).
Making Sense of Shared Knowledge.
Vis sammendrag
In this paper we explore issues to do with intersubjectivity and shared knowledge in human activity. We discuss these issues by contrasting two different views of language and communication, one being a model developed by Clark and Brennan, the other being a situated action approach. Clark and Brennan¿s model has gained substantial popularity in CSCL research. We develop our argument by presenting illustrative analyses of two data extracts concerned with the development of shared knowledge, the negotiation of goals and the conditional relevance of technological tools. We conclude that Clark and Brennan¿s model retains a communication-as-transfer view of language and communication, and that a situated action approach is more suitable for grasping the complex dynamics of joint activity.
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Arnseth, Hans Christian
(2001).
Språk, tenkning og teknologi.
[Internett].
Oslo : ITU.
Vis sammendrag
Diskursanalyse som teori og forskningsmetode har fått en stigende popularitet i samfunns- og humanvitenskapene. I denne artikkelen vil jeg presentere diskursanalyse som en mulig innfallsvinkel til å studere relasjoner mellom læring og teknologi.
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Arnseth, Hans Christian; Ludvigsen, Sten; Mørch, Anders Irving & Wasson, Barbara
(2001).
Collaboration and Problem Solving in Distributed Collaborative Learning.
Vis sammendrag
Ethnomethodology and Conversation Analysis are utilised as resources for analysing distributed collaborative learning. Thematically we are interested in how a group of students manage their task, how they keep a joint focus, and how technology features in their activity. We present and analyse extracts of data from a group collaborating in a groupware system called TeamWave Workplace. We conclude that in collaborative problem solving the interpretation of the task and the problem solving process, is something that is jointly and continuously produced by the participants throughout their interaction. Another finding is concerned with how the participants utilise technology to perform actions. Technology does not determine action but is rather closely intertwined with the activities in which the students are engaged.
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Arnseth, Hans Christian
(1999).
Resonnering i interaksjon.
Vis sammendrag
Tema for denne innledningen handler om hvordan elevers resonnering utvikles i samspill med andre elever og med lærer.
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Arnseth, Hans Christian
(1998).
Dag Østerberg. Arkitektur og Sosiologi i Oslo - en sosiomateriell fortolkning.
Utflukt.
ISSN 0804-9327.
Vis sammendrag
Dag Østerbergs bok, som ble lansert for en tid tilbake, har skapt betydelig kontrovers i hovedstadspressen. De unge intellektuelle kulturjournalister har tydeligvis blitt provosert av Østerbergs manglende ovasjoner til det urbane liv. Østerbergs til tider melankolske samtidsdiagnose rammer derimot ikke byen ene og alene, men den kan også forstås som en generell kulturkritikk rettet mot den vulgære nyliberalisme som dominerer de samtidige økonomiske og politiske samfunnsforhold. I tillegg gir boken innsikt i menneskers væren i verden - i vår erfaring i og av våre materielle omgivelser. På denne måten omhandler Østerbergs bok strukturelle trekk ved den menneskelige erfaring av virkeligheten, og nettopp i dette ligger det genuint filosofiske perspektivet i boken. Dette perspektivet bidrar til å heve den over en ren estetisering av byen, dvs. byen forstått som glinsende overflate med neonlys, reklame og et yrende kafè- og folkeliv.
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Frölich, Trude; Krange, Ingeborg; Arnseth, Hans Christian & Arge, Erlend
(2009).
World Beside i klasserommet.
World Beside.
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Arnseth, Hans Christian & Hatlevik, Ove Edvard
(2008).
Osloprøven i digital kompetanse for elever på 5. trinn og i VG 1 Analyse og diskusjon av elevers besvarelser på flervalsoppgaver.
ITU.
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Arnseth, Hans Christian; Hatlevik, Ove Edvard; Kløvstad, Vibeke; Kristiansen, Tove & Ottestad, Geir
(2007).
ITU Monitor.
Universitetsforlaget.
ISSN 978-82-15-01219-3.
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Arnseth, Hans Christian
(2004).
Discourse and artefacts in learning to argue. Analysing the practical management of computer supported collaborative learning.
Unipub forlag.