DESIGNS FOR LEARNING #2/11

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gunver majgaard, morten misfeldt & jacob nielsen:

How design-based research and action research contribute to the development of a new design for learning

øystein gilje:Two lenses on texts and practices: Analysing remixing practices across timescales

marie leijon:Presenting as a matter of design – exploring designs for learning

rikke øgreen & staffan selander:

Interview with Jonas Löwgren

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Editorial:

eva insulander

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gunver majgaard, morten misfeldt & jacob nielsen:

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How design-based research and action research contribute to

the development of a new design for learning

øystein gilje:

Two lenses on texts and practices:

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Analysing remixing practices across timescales

marie leijon:

Presenting as a matter of design

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– exploring designs for learning

rikke øgreen & staffan selander:

Interview with Jonas Löwgren

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DESIGNS FOR LEARNING/VOLUME 4/NUMBER 2/DECEMBER 2011

Editorial staff

Thorkild Hanghøj, University of Aalborg, Denmark Birgitte Holm Sørensen, University of Aalborg, Denmark Eva Insulander, Stockholm University, Sweden Anna-Lena Kempe, Stockholm University, Sweden Susanne Kjällander, Stockholm University, Sweden Karin Levinsen, University of Aalborg, Denmark Fredrik Lindstrand, University of Gävle, Sweden Staffan Selander, Stockholm University, Sweden Eva Svärdemo Åberg, Stockholm University, Sweden Tore West, Stockholm University, Sweden Anna Åkerfeldt, Stockholm University, Sweden Rikke Ørngreen, University of Aalborg, Denmark

Legally responsible: Staffan Selander Advisory board

Mikael Alexandersson, Gothenburg University, Sweden

Anders Björkvall, Stockholm University, Sweden Andrew Burn, University of London, Great Britain Kirsten Drotner, University of Southern Denmark,

Denmark

Love Ekenberg, Stockholm University, Sweden Ola Erstad, University of Oslo, Norway

Chaechun Gim, Yeungnam University, South Korea Sven Erik Hansén, Åbo Akademi University, Finland Torlaug L Hoel, Norwegian University of Technology

and Science, Norway

Ria Heilä-Ylikallio, Åbo Akademi University, Finland Glynda Hull, University of California, Berkeley, USA Carey Jewitt, University of London, Great Britain Søren Kjørup, Roskilde University, Denmark Susanne V Knudsen, Vestfold University, Norway Gunther Kress, University of London, Great Britain Per Ledin, Örebro University, Sweden

Theo van Leeuwen, University of Technology Sydney, Australia

Jonas Linderoth, Gothenburg University, Sweden Svein Lorentzen, University of Trondheim, Norway Sten Ludvigsen, University of Oslo, Norway Åsa Mäkitalo, Gothenburg University, Sweden Palmyre Pierroux, University of Oslo, Norway Robert Ramberg, Stockholm University, Sweden Klas Roth, Stockholm University, Sweden Svein Sjöberg, University of Oslo, Norway Roger Säljö, Gothenburg University, Sweden Elise Seip Tønnesen, Agder University, Norway Johan L. Tønnesson, University of Oslo Norway Barbara Wasson, University of Bergen, Norway Christoph Wulf, Freie Universität, Berlin, Germany Bente Aamotsbakken, Vestfold University, Norway

ISSN 1654-7608 © The authors, 2011 © Designs for Learning, 2011 DidaktikDesign, Stockholm University. Graphic Design:

AMGD/Anders Malmströmer Grafisk Design Layout:

Anna Åkerfeldt

DESIGNS FOR LEARNING/VOLUME 4/NUMBER 2/DECEMBER 2011

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The 3rd international conference

Designs for Learning

25-27 april 2012, Copenhagen, Denmark

The Third Designs for Learning Conference will explore learning environments. The conference will be organized around empirical research methods and theoretical development in relation to designs for - and in - learning.

The conference is hosted by Department of Learning & Philosophy Aalborg University, Copenhagen, Denmark.

Keynote speakers:

Julian Sefton-Green, Professor, University of Nottingham

Diana Laurillard, Professor, London Knowledge Lab, Institute of

Education, London University

Jonas Löwgren, Professor, School of Arts, Communication and

Media, Malmø Univertity

Birgitte Holm Sørensen, Professor, Department of Education,

Learning and Philosophy, Aalborg University

Staffan Selander, Professor, Department of Education, Stockholm

University

Conference website: http://designsforlearning2012.aau.dk

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DESIGNS FOR LEARNING/VOLUME 4/NUMBER 2/DECEMBER 2011

Editorial

By

eva insulander

,

Stockholm University, Sweden

In this issue, there is a focus on the usability of new digital technology and me-dia in formal and non-formal learning settings. Three different articles and one interview address this theme from the perspective of design. However, the notion of design is being explored from two somewhat different positions. Øystein Gilje and Marie Leijon use it as an analytical concept in the articles, as it highlights the creative aspects of learning and communication. In an article by Majgaard, Misfeldt and Nielsen and in an interview with professor Jonas Löwgren, it refers instead to a creative process of developing specific tools that, for instance, can be used to support communicating and learning. Both these approaches contribute to an understanding of collaborative and learning processes.

In the first article Majgaard, Misfeldt and Nielsen, has a focus on method-ology and gives an account of how action research and design-based research has been used in a case study. The case study includes a development of an educational robotic system called Number blocks, with the intention to sup-port young pupils’ learning in mathematics.

In the following article, Gilje looks at how young people edit and remix media into new kinds of creative texts (re-design). The author uses video data from a documentary project in a media studies class, in an upper secondary school. His analysis highlights how meaning-making can be understood in relation to different timescales, on a social- and micro level.

The last article, Marie Leijon discusses, from a design-oriented and multi-modal perspective on “Learning Design Sequences”, issues of learning and interpretation in courses on digital media production. Her study of student teachers’ work with film points at the potentials for learning when these films are presented and discussed. During the presentation, participants act as both authors and readers of text. This phase include the teachers’ setting of the scene as well as selection and use of available resources in the learners’ a proc-ess of meaning-making, which may be understood as a learning sequence in itself.

Marie Leijon and Øystein Gilje are both examining aspects of filmmaking practices, using a multimodal approach to communication, which enables

DOI:http://dx.doi.org/10.16993/dfl.37

DESIGNS FOR LEARNING/VOLUME 4/NUMBER 2/DECEMBER 2011

tailed analyses of the potentials of semiotic resources, seen in relation to the participants’ sign making. Their research is equally based on an interest in the social aspects of learning, which is also a premise in the work of Majgaard, Misfeldt and Nielsen. The emphasis in their research is on active participation and user input.

In this issue, Staffan Selander and Rikke Ørngreen meets with Jonas Löw-gren, professor of interactive design and the co-founder of School of arts and communication (K3) in Malmö. Professor Jonas Löwgren gives an account of his work to converge interaction design with media and communication stud-ies, and provides interesting reflections of the similarities and possible differ-ences between interaction design and collaborative media design, as well as between everyday design and professional design.

Eva Insulander