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Digital teknologi og livsmestring i fremtidens skole (DigiLiv) (avsluttet)

Hvordan kan AR og VR støtte elevers dybdelæring? Og hvilken rolle kan organisasjoner i nærmiljøet spille for elevenes læring og kompetanseutvikling?

Illustrasjonsfoto: Colourbox

Om prosjektet

I prosjektet DigiLiv vil vi utvikle tverrfaglige læringsdesign innen temaet folkehelse og livsmestring hvor nye digitale teknologier som virtuell virkelighet (VR) og utvidet virkelighet (AR) spiller en sentral rolle som læringsressurser. Vi vil skape innovative læringsmiljøer som gir elever muligheter til å erfare abstrakt kunnskap på engasjerende og meningsfulle måter og som gjør læring meningsfull gjennom å koble klasserommet til relevante kunnskapspraksiser i nærmiljøet. For å realisere dette vil vi benytte designbaserte metoder som innebærer et tett samarbeid mellom forskere, skoler og virksomheter i nærmiljøet.

Bakgrunn

Prosjektet er treårig og involverer forskere, elever og lærere ved en videregående skole i Oslo, ungdom som er med i idrettslag og lokalsamfunnet rundt skolen. Vi benytter design-baserte metoder i prosjektet, samt sosiokulturelle og situerte perspektiver på læring og teknologibruk.

Finansiering

Programmet Innovasjon i offentlig sektor, Norges forskningsråd

Samarbeidspartnere

Utdanningsetaten i Oslo kommune (prosjekteier), Institutt for pedaogikk, Universitetet i Oslo (prosjektledelse) og Fakultet for lærerutdanning og internasjonale studier ved OsloMet, en videregående skole og et idrettslag.

Arnseth, Hans Christian; Silseth, Kenneth; Steier, Rolf & Domanchin, Morgane (2026). Learning Across Virtual and Real Bodies: Analysing Students Meaning Making of Anatomy Models. Journal of Computer Assisted Learning (JCAL). ISSN 0266-4909. 42(6). doi: 10.1002/jcal.70346. Fulltekst i vitenarkiv Vis sammendrag
Background We explore how digital three‐dimensional (3D) representations support students' rich, multimodal meaning making and embodied interaction with the physical and digital environment in the context of sports science. While research shows that 3D representations may improve students' understanding, we lack knowledge about how and why they support meaning making and learning. Objectives Our primary objective is to provide a detailed analysis of how students make meaning of muscles and movement by combining digital 3D representations with other cultural tools. Methods We provide analyses of 3 dyads of upper secondary students' (16–17‐year olds) collaborative problem solving. The pedagogical design emerged through teacher‐researcher collaboration, and we apply interaction analysis to video data collected during its implementation. We used a sociocultural approach as an analytical framework focusing on learning as meaning making mediated by material and cultural tools. Results and Conclusions We found that students shift between using the digital 3D representation and their own bodies as resources for meaning making about the human body conceived as both a biomechanical system and a lived experience. The mobilisation of a whole range of cultural resources as well as the teacher's facilitation enables the students to engage in rich meaning making of the human body and its functioning.
Domanchin, Morgane; Silseth, Kenneth; Arnseth, Hans Christian & Steier, Rolf (2025). Collaborative learning with tablets: Analysing students' meaning making of 3D body models in upper secondary education. British Journal of Educational Technology (BJET). ISSN 0007-1013. 57(2), s. 482–507. doi: 10.1111/bjet.70019. Fulltekst i vitenarkiv Vis sammendrag
This paper explores the use of a shared tablet within the context of collaborative learning among a teacher and upper‐secondary students (aged 16–17). We analyse how various resources are mobilised for joint meaning making. Drawing on video‐recorded episodes, this qualitative case study shows how human and digital resources emerge when students collaboratively make meaning of body‐related concepts using a shared tablet and how these resources support learning. The findings identify seven types of resources that were used when making meaning of body concepts while interacting with an application related to muscles and kinesiology. These resources include: 3D visualisations, students' prior knowledge, personal narratives, instructional video, the app's side menu, tactile functionalities and bodily representations. This paper offers insights for designing collaborative learning instructions involving tablets to support the co‐creation of meaning in small groups.
Silseth, Kenneth; Steier, Rolf Erik Jorgenson & Arnseth, Hans Christian (2024). Exploring students’ immersive VR experiences as resources for collaborative meaning making and learning. International Journal of Computer-Supported Collaborative Learning. ISSN 1556-1607. doi: 10.1007/s11412-023-09413-0. Fulltekst i vitenarkiv

Se alle arbeider i NVA

Arnseth, Hans Christian & Domanchin, Morgane Barbara (2024). The role of prototyping in the co-design of innovative immersive learning experiences. Fulltekst i vitenarkiv 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.
Arnseth, Hans Christian; Silseth, Kenneth; Domanchin, Morgane Barbara & Steier, Rolf (2024). Learning about Anatomy across Virtual and Real Bodies. Fulltekst i vitenarkiv
Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2024). Co-constructing an interdisciplinary VR learning activity in upper secondary education. Fulltekst i vitenarkiv
Arnseth, Hans Christian (2024). DigiLiv. Digital teknologi og livsmestring i fremtidens skole. Fulltekst i vitenarkiv
Domanchin, Morgane Barbara; Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2023). Co-designing for Immersive Learning Experiences in the Classroom. Fulltekst i vitenarkiv 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.
Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2022). Co-developing Immersive Learning Experiences in Interdisciplinary Projects in Upper Secondary Education. Fulltekst i vitenarkiv
Silseth, Kenneth; Domanchin, Morgane Barbara & Arnseth, Hans Christian (2022). Engasjerende dybdelæring med AR og VR. Fulltekst i vitenarkiv
Arnseth, Hans Christian & Domanchin, Morgane Barbara (2022). Pedagogisk innovasjon med AR og VR: Muligheter og utfordringer. Fulltekst i vitenarkiv 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.
Arnseth, Hans Christian & Peterson, Thomas Fjeldvik (2022). Engasjerende dybdelæring med AR og VR. Fulltekst i vitenarkiv
Arnseth, Hans Christian (2022). Pedagogisk innovasjon med AR og VR. Fulltekst i vitenarkiv
Arnseth, Hans Christian; Silseth, Kenneth & Steier, Rolf (2022). Co-developing Immersive Learning Experiences - Pedagogic Innovation with new Digital Technologies. Fulltekst i vitenarkiv
Alfarnes, Vidar; Arnseth, Hans Christian & Silseth, Kenneth (2022). Om å gjøre det abstrakte forståelig. [Journal]. Skolemagasinet. Fulltekst i vitenarkiv