Generalizations 27# Møller, C. H., & Bonde, J. (2019)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Møller, C. H., & Bonde, J. (2019)

Reference:

Møller, C. H., & Bonde, J. (2019). Rumlig organisering for læring: Arkitektstuderendes oplevelser af en tegnesal til 180 personer. Dansk Universitetspædagogisk Tidsskrift, 14(27), 98–117. https://doi.org/10.7146/dut.v14i27.112642

 

Abstract:

Denne undersøgelse handler om arkitektstuderendes oplevelse af at studere i en tegnesal på 750 m2 med 180 studerende. Casen er et obligatorisk kursus for førsteårsstuderende og det empiriske afsæt er studerendes ugentlige logbøger, interviews og egne noter fra forfatterne, der er ansvarlige undervisere. Der anlægges det perspektiv, at læring konstitueres i dynamiske fællesskaber af aktør-netværk af bl.a. mennesker, traditioner, rum og materialitet (Latour, 2005; Akrich 1992, Lave & Wenger 2003; Keiding, 2012; Tanggaard & Szulevicsz 2013). Undersøgelsen udfolder oplevede fordele og ulemper ved at studere i tegnesalen, ligesom den peger på præsentationer i plenum, antallet af personer og kurset 1:1 dimension, som centrale opmærksomhedspunkter.

 

Testable hypothesis?:

Nej: "I  denne  undersøgelse  stiller  vi  forskningsspørgsmålet:  Hvordan  oplever  de  studerende  kur-sets rumlige organisering i relation til egen læring?" s99

 

Method/materials:

"Undersøgelsens  empiriske  grundlag  er  sammensat:  Vi  har  dels  som  gennemgående  og  an-svarlige  undervisere  løbende  taget  noter,  film  og  fotos  og  diskuteret  forskellige  emner  via  mails og på møder med vores kollegaer, hvilket giver en automatisk dokumentation. " 

"Det  er  obligatorisk  for  denne  type  kurser,  at  de  studerende  leverer  en  digital  logbog,  som  indeholder  refleksioner  over  kurset,  deres  gruppearbejde,  personlige  overvejelser  etc.  Log-bøgerne er personlige og ikke en direkte evaluering af kurset. "

"Derudover  har  vi  anvendt  den  formelle og afsluttende evaluering, som udsendes til alle studerende ved kursets afslutning. Her kan de studerende give deres holdninger og vurderinger til kende anonymt. Endelig blev der  7  måneder  efter  udvalgt  4  tilfældige  studerende  fra  forskellige  institutter  til  deltagelse  i  semistrukturerede og kvalitative interviews (Tanggaard & Brinkmann, 2010)."

s103

"Der er en høj svarprocent på logbøger. Vi anslår at den ligger på omkring 90 %, hvilket samlet set  giver  648  logbøger.  Der  er  udtaget  61  relevante  passager  i  logbøgerne,  og  de  er  i  ud-gangspunktet sorteret i forhold til kursets uger." s104

 

Statistical generalizations:

None

 

Comments:

I have flagged this study as type 1 (see typology).

 

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Forfatterne får det til at se let ud, fuldstændigt at forholde sig til det konkrete materiale. Et sprogligt mesterstykke ikke engang ved et uheld at komme til at lave statistiske generaliseringer.

Generalizations 26# Lindén, J., Kanninen, M., Kupiainen, R., & Annala, J. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Lindén, J., Kanninen, M., Kupiainen, R., & Annala, J. (2019)

Reference:

Lindén, J., Kanninen, M., Kupiainen, R., & Annala, J. (2019). Sensing the Same Space – Spatial Understanding and Engagement in Higher Education. Dansk Universitetspædagogisk Tidsskrift, 14(27), 83–97. https://doi.org/10.7146/dut.v14i27.112640

 

Abstract:

The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education. The starting point is that educational space is not a pre-set institution or only a physical space but a social construction. As such, space is a crucial element in the learning process and student engagement.

In the paper, basic concepts of educational space and spatiality are discussed. The complexity of the relations between spatial understanding and student engagement is demonstrated by referring to a specific drama and theatre course as a case example. The case was a joint master-level course between two European universities (in UK and Finland) where multiple online platforms were used.

By the means of the learning space in the case, we discuss the nexus of spaces, comprising a dynamic spatial plurality across the learning environments. Blurring boundaries between formal and informal spaces seems to give room for meaningful and embodied experiences - social, situational and emotional connectedness with students in different places. Formal ICT solutions of digital learning do not automatically pay enough attention to spatial aspects of learning and engagement. Understanding the connections between spatial thinking and the meanings of engagement and senses of belonging brings vital elements to the development of digital learning and learning environments. Parallel with the discussions of the distinctive role of interaction and communication in digital environments, spatial understanding can offer an important contribution to increase understanding of personal meanings of learning. Based on the theoretical reflections of the presented case, bodily experiences of the sense of “sharing a space” appears to interrelate with the feelings of belonging and ownership in learning.

 

Testable hypothesis?:

Nej: "The aim of this theoretically oriented review is to examine the role of space and spatial thinking in the changing teaching and learning environments in higher education." s83

"We examine 1) the theoretical conceptions of space and place and their connec-tions to student engagement, 2) the telepresence classroom as a nexus of spaces, and 3) learning networks and trajectories. " s85

 

Method/materials:

"The course was structured around the telepresence setting, where two lecture rooms from two different European countries were virtually connected together to create an illusion of a one shared space. The goal of this setting was to examine how bodily experiences of for ex-ample standing on the same floor would affect the spatial experience and learning process-es. By referring to the experiences in this case, our goal is to understand and explore how technological settings could relate to engagement and the formation of a social space and place in HE." s85

"The project was arranged in 2016, with 15 students from Tam-pere and 20 students from Coventry (Kanninen, Syrjä & Gorman 2016).3 They were divided into six groups to work together in both Finnish and English. The students were encouraged to experiment with the technology to test its limitations" s86

 

Statistical generalizations:

1) "The way how both teach-ers and students described the bodily experiences of sensing the shared space is an example of the connections between space and engagement to studies." s94 Det antages at der er en forbindelse mellem "space" og "engagement i studier". 

2) "Blurring boundaries between formal and informal spaces gave room for meaning-ful and embodied experiences – social, situational, and emotional connectedness with stu-dents in different places. The described learning trajectories, processes where virtual spaces were made “own” surprisingly fast, opened up new interesting questions about the role and meaning of digital environments in pedagogic practice." s94 Det antages at interaktionerne skabt i denne iteration af fænomenet er permanente nok til at vi bør antage dem.

Comments:

I have flagged this study for generalizations of type 4 (see typology).

In the first quotation it is a assumed that there is a connection between "...space..." and "...engagement to studies.". That the experience is an "example" of this connection means that the researchers assume the existence of the phenomenon (the connection) apriori and include this example as empirical support. 

In the second quote it is implied that if you want to give students room "...for meaningful and embodied experiences – social, situational, and emotional connectedness with stu-dents in different places." you can simply blurr "boundaries between formal and informal spaces...". 

Generalizations 25# Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019)

Reference:

Hilli, C., Nørgård, R. T., & Aaen, J. H. (2019). Designing Hybrid Learning Spaces in Higher Education. Dansk Universitetspædagogisk Tidsskrift, 14(27), 66–82. https://doi.org/10.7146/dut.v14i27.112644

 

Abstract:

As Hybrid Learning Spaces move beyond distinctions between online and offline

spaces, they challenge divisions between teacher/student roles, formal/informal

contexts and analogue/digital communication and media. This article presents the concept of hybridity in higher education through a concrete example of a trans-national hybrid course collaboration between three teachers and thirty students at Aarhus University, Denmark and Åbo Akademi University, Finland. The course design is examined through theories on hybrid pedagogy, learning spaces and media ecology to suggest five design principles for Hybrid Learning Spaces. The paper argues that higher education has the potential of inviting students to learn in the world, with the world and for the world, in a way that cuts across traditional dichotomies and barriers.

 

Testable hypothesis?:

Nej: "The overall research question that the article pursues is this: What are the characteristics of Hybrid Learning Spaces and their pedagogy and what are some general design principles for developing Hybrid Learning Spaces?" s66-67

 

Method/materials:

"The case presented here was a course collaboration between “Design: theory, method & practice” (20 ECTS), part of the MA in ICT-Based Educational Design, Aarhus University, Denmark and “Pedagogical Perspectives on Digitization” in General and Adult Education, Åbo Akademi University (5 ECTS) from February to May 2019. The planning of the course took place in the fall of 2018. Both universities were offering courses related to educational design or digital learning which made the courses eligible for collaboration. The Hybrid Learning Space evolved around the use of Google Drive, Zoom and WordPress which supported student collaboration on an online book with the title Digital Change in Education. The two groups of students were equal in size and consisted of approximately 15 participants from each university. They were divided into three groups following the three topics of the course; hybrid pedagogy, value-sensitive design and learning spaces. Each of the authors of this paper was assigned one group to mentor according to research interest and to support the group during the course. Through prior experience and scholarship, the three teachers held the pedagogical and digital competences to execute the course (Bates, 2005; Harasim, 2012)." s74

 

Statistical generalizations:

1) "When teaching and learning take place in Hybrid Learning Spaces as described in this article, higher education has the potential of inviting the students to learn in the world, with the world and for the world in a way that cuts across traditional dichotomies and barriers." s78-79'

2) "This article has explored the characteristics of Hybrid Learning Spaces and their pedagogy. It suggested  five  general  design  principles  for  developing  and  designing  Hybrid  Learning    Spaces.  Hybrid  pedagogy  means  mixing  different  parts  to  create  something  new  and  it    includes different spaces, platforms, people, and resources to do so. Hybridity celebrates and values  dialogues  between  people  in  different  kinds  of  physical  and  digital  networks  and    contexts that support hybrid or fluid forms of becoming and being in, with and for the world. The suggested design principles scaffold and promote Hybrid Learning Spaces as intentional and  reflective  educational  practice  in  higher  education;  1)  rhizomatic  places  and  knowledge  forms,  2)  dissolving  dichotomies  in  education,  3)  creating  a  niche  in  the  environment,  4)  breadth and depth of the collective and 5) value-sensitive spaces. The design principles are in constant dialogue with each other and with the surrounding contexts." s78

3) "In order for this to happen, it is necessary that teachers and educational developers take on the  challenge  of  becoming  hybrid  in  their  thinking  and  practice  as  well  as  undertake  the    pedagogical  responsibilities  that  come  with  these  new  breeds.  Participants  in  the  Hybrid  Learning Space need to work together and be there with and for their fellow participants to scaffold  and  sustain  connectivity  and  belonging  in  networks  as  they  work  together  by  com-bining the digital and analogue, online and offline, process and product, university and world, synchronous  and  asynchronous,  formal  and  informal  dimensions  of  the  shared  learning  space" s79

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

The first quote is a direct statistical generalization (type 4), because it holds an assumption that "When teaching and learning take place in Hybrid Learning Spaces..." there is an increased potential for some effect, however vaguely and idealistically described.

The second quote is an example of an implicit, statistical generalization in the form of a list of suggestions that presumably, when followed, will have positive effects (type 5).

The third quote, like the second is also a list, although unordered, of suggestions or demands (due to the word "necessary"), which live on the assumption that a certain behavior will have certain effects in the future.  

Generalizations 24# Kappelgaard, L. H. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Kappelgaard, L. H. (2019)

Reference:

Kappelgaard, L. H. (2019). Stressdiskurser i det senmoderne lærerliv. Studier I læreruddannelse Og -Profession, 4(1), 228–248. Hentet fra https://tidsskrift.dk/SLP/article/view/117989

 

Abstract:

Arbejdsrelateret stress blandt lærere udgør en stigende udfordring i de Skandinaviske

lande. I Danmark er stress og andre psykiske belastningsreaktioner årsag til

halvdelen af alle tidlige invalidepensioneringer. Gennem arbejdslivsfortællinger fra

lærere, invalidepensionerede lærere samt øvrige aktører i folkeskolen, sætt er artiklen

fokus på oplevede udfordringer i lærergerningen. Gennem artiklen konkluderes

det, at der i særlig grad opleves udfordringer i relation til ændrede forventninger fra

det omkringliggende samfund og det politiske system, som har betydning for den

måde lærerens rolle og ansvarsområde anskues på. Desuden italesætt es det som

udfordrende at balancere mellem nærhed og distance i relationsarbejdet. Slutt eligt

beskriver nogle lærere, hvordan det kan være vanskeligt at tale åbent om oplevede

stressbelastninger – både hos sig selv og kollegaer, hvilket kan vanskeliggøre at

man kommer udfordringer til livs.

 

Testable hypothesis?:

Nej: "Hvilke diskurser om den stigende forekomst af arbejdsrelateret stress og tidlig invalidepensionering i lærerfaget producerer og reproducerer lærere og øvrige relevante aktører?" s230

 

Method/materials:

"Datamaterialet, som anvendes i artiklen, består af ca. 25 timers lydop-tagelser af samtaler med forskellige aktører i lærerfaget. Hovedparten af samtalerne var individuelle, mens to af samtalerne blev gen nemført som gruppesamtaler. De aktører, jeg var i berøring med, havde følgende subjekt-positioner i feltet – Aktørerne er anony miserede:" s233

Liste med detaljer omkring i alt 10 personer

 

Statistical generalizations:

Ingen. Forskeren formår i den grad at italesætte sine fund på en sådan måde at der ikke kan drages tvivl om hvorvidt det er informanternes udsagn der gives udtryk for.

 

Comments:

I have found no statistical generalizations in this study. Type 1 (see typology).

Overview of the project

 My project visualized (as text in bubbles)

Here is the defence. 

Here is a short overview of my findings so far.

Generalizations 23# Møller, T. E., Schrøder, V., & Rehder, M. M. (2019)

At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Møller, T. E., Schrøder, V., & Rehder, M. M. (2019)

Reference:

Møller, T. E., Schrøder, V., & Rehder, M. M. (2019). Lærerfaglig teknologiforståelse: – digitale teknologiers rekonfiguration fra uddannelse til praksis. Studier I læreruddannelse Og -Profession, 4(1), 125–143. Hentet fra https://tidsskrift.dk/SLP/article/view/117983 

 

Abstract:

Denne artikel undersøger digitale teknologiers rekonfi guration i skiftende uddannelseskontekster.

Fra et efteruddannelsesforløb om teknologiforståelse, det 21.

århundredes kompetencer og nye lærerroller følger vi to læreres implementering af

et undervisningsforløb på deres skole, der er inspireret af erfaringer med Padlet-teknologien,

som de har gjort sig i forbindelse med efteruddannelsesforløbet. Selvom

undervisningsforløbet i skolen omhandler kreativitet og kollaboration, bruger

børnene Padlet-teknologien på uventede og ifølge lærerne upassende måder, som

rækker ud over skolens legitime videnspraksis. Vi peger i artiklen på behovet for

en lærerfaglig teknologiforståelse i læreres efteruddannelsesforløb, der indbefatt er

digitale teknologiers rekonfi guration i situerede praksisser, og som favner teknologi

som en kulturkraft.

 

Testable hypothesis?:

Nej: "Hvordan ændrer relationen mellem ny pædagogisk praksis og ny digital teknologi sig fra uddannelseskontekst til skolepraksis? " s126

 

Method/materials:

"Vi har produ-ceret data i form af videofi lmede kvalitative interviews med de ott e lærere før og efter deres deltagelse i udviklingsforløbet, og vi har produceret felt-noter og foretaget videoobservationer i forbindelse med lærernes deltagelse i udviklingsforløbet. Ligeledes har vi fulgt to af de ott  e lærere tilbage i skolen, hvor disse to lærere har afprøvet et undervisningsforløb, som er forberedt i forbindelse med deres deltagelse i udviklingsforløbet." s130

 

Statistical generalizations:

1) ". Det er altså ikke alene lærernes teknologiforståelser, der har indfl ydelse på udviklingen af nye undersøgende, producerende og kritiske læreprocesser i skolens praksis. Det har også stor indfl ydelse, hvorvidt sko-lekulturen som sådan er præget af en kulturorienteret eller en instrumentel teknologiforståelse. " s141

2) "En  udfordring  ikke  kun  den  enkelte  lærer,  men  også  skolekulturen  som  sådan  kan  imødegå  ved  i  højere  grad  at  inddrage  en  kulturorienteret  teknologiforståelse begrebsmæssigt og praktisk." s141

 

Comments:

I have flagged this study for generalizations of type 4 and 5 (see typology).

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Det første citat er en direkte, statistisk generalisering hvori det på baggrund af otte interviews antages at man har påvist at "lærernes teknologiforståelser" "ikke alene" har indflydelse på en række meget vage aspekter af læreprocesser "i skolens praksis". "...skolekulturen"s præg har også indflydelse. Et epistemologisk vidtrækkende og spøjst udsagn.

Andet citat er en anbefaling som indeholder en implicit, statistisk generalisering. Det er angiveligt blevet vist at i lignende fremtidige situationer vil en "kulturorienteret teknologiforståelse" være behjælpelig. 

Generalizations 22# Christiansen, R. B., Nortvig, A.-M., & Hejsel, T. (2019)

 At the current stage this project is about finding statistical generalizations in qualitative, danish educational research. That is to check my assumption that there is a tendency to make statistical generalizations on the basis of observations which cannot support such generalizations.

I will be posting excerpts from all those studies which to me seem problematic. This post is part of that and this is a link to the first post in the line.

Christiansen, R. B., Nortvig, A.-M., & Hejsel, T. (2019)

Reference:

Christiansen, R. B., Nortvig, A.-M., & Hejsel, T. (2019). “Jeg er nogle gange kun én YouTube-video foran børnene”: Læreres forståelser og første erfaringer med Teknologiforståelse som forsøgsfag på grundskolens mellemtrin. Studier I læreruddannelse Og -Profession, 4(1), 33–55. Hentet fra https://tidsskrift.dk/SLP/article/view/117979

 

Abstract:

Faget teknologiforståelse er nyt i folkeskolens fagrække, og indhold samt metoder

skal udvikles til relevante læreprocesser. Artiklen her fokuserer på læreres erfaringer

med, forståelse af og forslag til, hvordan mellemtrinsfaget Teknologiforståelse

kan udfoldes.

Med teoretisk udgangspunkt i Mishras og Koehlers TPACK-model (2006) og

metodisk afsæt i grounded theory forsøger artiklen at bidrage med kategoriseringer

af læreres konkrete erfaringer og evalueringer af både det nye fags indholdsområde,

det didaktiske område og det teknologiske område samt overlappene mellem dem.

 

Testable hypothesis?:

Nej: "Forskningsspørgsmålet, vi besvarer i denne artikel, lyder derfor: Hvilke forståelser, erfaringer og udfordringer har lærere med undervisning i for-søgsfaget Teknologiforståelse som fag på mellemtrinnet?" s35

 

Method/materials:

"Samtalen i grupperne varede ca. 45 minutt er, og der deltog ca. ott e ressource-personer i hver gruppe. Efter endte gruppesamtaler, hvor fokus var på opnåede erfaringer, blev der samlet op og diskuteret videre i et samlet plenum. Data fra alle samtaler blev lagret som lydfi  l og delt mellem artiklens forfatt  ere med hen-blik på fælles meningskondensering, kategorisering, analyse og fortolkning." s43

 

Statistical generalizations:

1) "I sammenhæng med ovenstående peger vores analyser på, at ikke alene det faglige indhold, men også fagdidaktikken er et element, som skal udvik-les i forhold til det nye fag. Mange lærere trækker naturligvis på erfaringer og viden fra undervisning i deres øvrige fag, men da det ses, at eleverne i dett e fag på dett e tidspunkt i forsøget har meget forskellige forudsætninger både indledningsvist og efterfølgende, kan der peges på, at en fagdidaktisk udvikling af især diff  erentiering med og om teknologi kan være nødvendig. Lærerne  fremhæver  i  den  forbindelse,  at  der  er  behov  for  udvikling  af  en  helt ny kultur for dett e fag, både hvad angår indhold og didaktik." s53

 

Comments:

I have flagged this study for generalizations of type 1 (see typology).

 

(Rest in danish in order to avoid the extra work of having to translate quotes - i might on request)

Der er i princippet tale om en statistisk generalisering implicit i en liste med forslag til forandring. Studiet er dog så vagt skrevet at det ikke ved første gennemlæsning var muligt at udlede hvorvidt det har statistisk kræft (det er dog kvalitative data). Det kræver simpelthen en gennemlæsning mere før jeg kan vurdere om der er tale om ikke-underbyggede statistiske generaliseringer.