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  • 1.
    Diamantopolou, Sophia
    et al.
    University of London, UK.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Lindstrand, Fredrik
    University of Gävle, Sweden.
    Making meaning in museum exhibitions: design, agency and (re-) representation2012Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 5, nr 1-2, s. 11-28Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    Diamantopolou Insulander Lindstrand
  • 2.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    The transformation of creativity in entrepreneurial learning in teacher education: a critical reflection.2016Ingår i: Australian Journal of Teacher Education, ISSN 1835-517X, Vol. 41, nr 6, s. 35-51Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose of this study is to examine how students on a teacher education programme interpret entrepreneurial learning. The study was performed in Sweden, based on a design theoretical and multimodal perspective on learning and communication which provides the basis for how we understand learning processes in early teacher education. The sample consists of course literature, teachers' PowerPoint presentations and handouts, and narrative texts written by students. The meaning given to entrepreneurial learning is presented from the analysis of the setting, in the teaching materials and the transformation in the students' texts. We conclude that entrepreneurial learning seeks to challenge traditional, authoritarian ways of teaching. However, it appears to be necessary in order to develop entrepreneurial abilities. There is a difficulty in finding a balance between control and freedom.

  • 3.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Eva, Insulander
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Natural Science and Technology: Interpretations of Entrepreneurial Learning in Early Years of Education2015Ingår i: International Journal for Infonomics, ISSN 1742-4712, Vol. 1, nr 1, s. 2-5Artikel i tidskrift (Refereegranskat)
  • 4.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Perspectives on Entrepreneurial Learning in the Early Years of Education2015Ingår i: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 4, nr 3Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive and realize it in practice. To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

     

  • 5.
    Ehrlin, Anna
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Perspectives on entrepreneurial learning in the early years of education2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Questions regarding entrepreneurship have become a matter of great importance in Sweden as well as in the European Union at large. Since 2009, the government decided that entrepreneurial learning is to be conducted throughout the entire public school system in Sweden, from preschools to higher education. Because entrepreneurial learning is a fairly new concept to professionals in schools and preschools, our study contributes to the development of knowledge concerning how teachers perceive it and realize it in practice. Our questions are: What are the meanings that Swedish pre- and primary school teachers ascribe to the notion of ‘entrepreneurial learning’?, Within what areas do pre- and primary school teachers perceive that entrepreneurial learning happens? What are the possibilities and constraints in realizing entrepreneurial learning in schools and preschools?

    To study the meaning that the Swedish pre-and primary school teachers ascribe to the notion of entrepreneurial learning, a stimulated recall method was adopted. The study was conducted in Sweden in 2014 and involved preschools and primary schools. The sample consists of three preschools with children 3-5 years old and two primary schools, one represented by a mixed group of children from preschool-class to grade 3 and the other by a preschool-class group. The results show that teachers’ understanding of entrepreneurial learning is connected to entrepreneurial learning as entrepreneurship, entrepreneurial learning as science and technology, and entrepreneurial learning as personal development.

    The theoretical framework for the study is an understanding of learning and development informed by a sociocultural perspective (Vygotskij, 1978; Lave & Wenger, 1991; Rogoff, 2003). A basic point of departure is that learning and development are situated in and an inseparable aspect of social practices (Säljö, 2000). In the analysis we consider teachers’ thoughts, understandings, and expressions as socially constructed and situated in certain practices. As an analytical tool we also use the concept zone of proximal development, or ZPD (Vygotskij, 1978).

    In the study, we have highlighted both possibilities and constraints for entrepreneurial learning in schools and preschools. The meanings that Swedish pre- and primary school teachers ascribe to the notion of ’entrepreneurial learning’ are situated in the different communities of practice (Lave & Wenger, 1991). Each school and preschool have had to do its own interpretations of what this concept entails and the understanding and interpretation of what the concept entails become dependent upon single individuals. One strategy that occurs is to connect entrepreneurial learning to a philosophy or way of working that is already known. At the same time, we see this as a strategy to make the preschool or the school externally visible, for parents, principals, and responsible authorities. Our study also shows that the activities associated with entrepreneurial learning make possible learning within the zone of proximal development (Vygotskij, 1978). In the category entrepreneurial learning as entrepreneurship, we can see that teachers design activities where children can collaborate with peers and communities outside the school. In the category entrepreneurial learning as science and technology, the teachers offer situations that challenge children’s everyday scientific knowledge. The activities within the category entrepreneurial learning as personal development also make it possible for children to think originally and to pursue an idea in collaboration with others.

  • 6.
    Eva, Insulander
    et al.
    Stockholm University, Sweden.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Stranne, Staffan
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Assessment and recognition in the music and history classroom: A challenge for teacher Autonomy2017Ingår i: International Journal of Pedagogies and Learning, E-ISSN 1833-4105, E-ISSN 1833-4105, Vol. 12, nr 1, s. 63-74Artikel i tidskrift (Refereegranskat)
  • 7.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Artefacts, spaces, visitors. A study of meaning-making in museums.2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper presents the results from a thesis on design and communication in museums. The main purpose of the thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.

    A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.

    The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.

  • 8.
    Insulander, Eva
    Stockholm University, Sweden.
    Book Review: Multimodality: A Social Semiotic Approach to Communication2011Ingår i: Visual Communication, ISSN 1470-3572, E-ISSN 1741-3214, Vol. 10, nr 4, s. 593-595Artikel, recension (Övrigt vetenskapligt)
    Ladda ner fulltext (pdf)
    Insulander
  • 9.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Design and engagement: making meaning in a museum exhibition2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    Within the field of museum education, the conceptualization of learning has been just as changing as within research on learning at large. From an interest in visitors’ behaviour, to a shift towards cognitive and individual constructivist interpretations, we can now notice an increasing interest among museum researchers towards both democratic perspectives and social and cultural theories of learning (Säljö, forthcoming). This paper discusses the theoretical and methodological approaches used in a study on museum visitors’ meaning making. Trough the use of a design theoretic and multimodal perspective, the study of meaning making directs the focus to the learners’ sign making and design activities in relation to a specific subject matter (Rostvall & Selander, 2008, Kress, 2009).  

         The study was conducted at the Historical museum in Stockholm, with the aim of comparing the design and the affordances for meaning making in two different exhibitions. Yet another aim was to describe and analyse how the participating visitors represented their interest in the exhibitions, including what meanings they made. Using a mixed methods approach to the collection of data, with video documentation, visitors’ own digital photographs and maps plus interviews, it was possible to get a rich account of the visitors’ different ways of engaging in the exhibitions. The methodological considerations were guided by an interest in transformation of meaning, and how learning can be represented. The participants were asked to take pictures with a digital camera as they navigated the exhibition, and to draw maps of the exhibition after the visit. The paper also discusses the consequences of these tasks, in terms of the claims that can be established in relation to the data.

         The methodology puts forward the visitors’ design activities. It opens up for an analysis of the different sets of data and takes into account the relation between them. The results from the study bear a relation to the question of learning. Here, learning is understood as a creative and transformative sign making process, described in terms of the learners’ agency and activity rather than being connected to results. The study makes visible how the participants frame the exhibition from their personal experiences and identity. Visitors’ different ways of making meaning from the exhibitions are described in terms of expressive, narrative and meta reflective engagement.

  • 10.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Design för lärande på museum2011Ingår i: Kreativitet och mångfald: Kulturarvspedagogik för ett nytt decennium. Konferensrapport., 2011, s. 55-63Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
    Abstract [sv]

    Design för lärande är ett teoretiskt perspektiv som erbjuder oss redskap för att beskriva och förstå lärande på ett delvis nytt sätt (Rostvall & Selander, 2008; Selander & Kress, 2010). Ett designteoretiskt perspektiv för bland annat fram hur kreativitet och formande aktiviteter är en del av allt lärande, oavsett miljö och situation. I den här presentationen kommer jag att lyfta fram några centrala begrepp och visa hur jag tillämpar begreppen för att studera museibesökares möte med utställningar.

    I avhandlingen Tinget, rummet, besökaren undersökte jag vilket slags meningsskapande och engagemang som museibesök ger upphov till hos besökare, och hur man som forskare kan dokumentera sådana subtila processer (Insulander, 2010).  Undersökningen utgick från antagandet att varje utställning har specifika möjligheter och begränsningar för lärande. Men samtidigt som utformningen av utställningen till viss del blir styrande för de besökare som ser den, så finns där ändå mängder av möjligheter för besökarna att själva skapa mening. På så sätt görs utställningen om till något nytt då den ”om-designas” vid varje besök.

    I studien följde jag besökare i par på deras väg genom två olika kulturhistoriska utställningar. Besökarna fick också själva dokumentera sina visiter genom att ta egna fotografier samt rita kartor över den utställning som de besökt. Genom den teoretiska ansatsen uppmärksammas de transformationsprocesser som sker och val som görs när såväl utställningsproducenter som besökare visar fram sin förståelse av historiska skeenden.

  • 11.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Döden och besökaren: Om villkor för lärande i en utställning2008Ingår i: Design för lärande / [ed] Anna-Lena Rostvall och Staffan Selander, Stockholm: Norstedts Akademiska Förlag , 2008, 1, s. 182-194Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Learning as Design: an example from the museum2008Konferensbidrag (Refereegranskat)
    Abstract [en]

    Over the past years, the museum has come to appear as a new arena for communication and learning, where visitors actively can engage in the construction of meaning of exhibitions. In this article, I discuss how the concept of design directs our attention towards the creative, dynamic and social aspects of learning. When used in relation to exhibitions, design signifies both the organization of a setting, and the process where the learner, out of her own interest, makes choices and selections and thereby creates her own understanding of the content. I will use empirical data from an ongoing study as an example, where I examine both the semiotic resources for learning in an exhibition, and the visitors’ meaning making in the exhibition - their reading of the text.

  • 13.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Museologiske perspektiv på formidling i kunstmuseer: Hovedsynspunkter fra nyere forskning påformidling I kunstmuseer2009Konferensbidrag (Övrigt vetenskapligt)
    Abstract [sv]

    Följande text avser att ge en bild över forskningsläget när det gäller området museer och lärande. Min utgångspunkt är museologisk, genom att jag intresserar mig för museernas verksamhet i vid bemärkelse, men också didaktiskt, genom att jag särskilt intresserar mig för villkoren för lärande på museer. Till detta hör även ett intresse för hur vi kan studera tecken på lärande.

  • 14.
    Insulander, Eva
    Stockholm Institute of Education, DidaktikDesign, Sweden.
    The exhibition as amultimodal pedagogical text2007Ingår i: NaMu, Making National Museums Program, Setting the Frames, 26–28 February, Norrköping, Sweden / [ed] Peter Aronsson, Magdalena Hillström, 2007, s. 127-135Konferensbidrag (Refereegranskat)
    Abstract [en]

    In recent years; museum professionals; visitors and politicians have directed their interest towards the museum as a new arena for communication and learning. In this article; I explore the museum as an educational site from a multimodal and social semiotic approach. This approach implies a view of communication and learning as a social process of sign-making; where the meaning of a message is realised across several resources or modes of communication. As an example; I study the characteristics and the design of an archaeological exhibition at the Museum of National Antiquities in Stockholm; Sweden. The exhibition is described and explored as a multimodal pedagogical text. In my ’reading’ of the text; I examine how the design encourages a specific reading path and how it creates coherence through ’framing’ and through the use of colour. I examine how meaning is made through objects; text; image and sound.

  • 15.
    Insulander, Eva
    Stockholms universitet.
    The museum as a semi-formal site for learning2008Ingår i: Medien Journal, ISSN 1025-9473, Vol. 32, nr 1, s. 48-57Artikel i tidskrift (Övrigt vetenskapligt)
  • 16.
    Insulander, Eva
    Stockholms universitet.
    Tinget, rummet, besökaren: Om meningsskapande på museum2010Doktorsavhandling, monografi (Övrigt vetenskapligt)
    Abstract [en]

    The main purpose of this thesis is to describe and analyse how museum visitors engage with and make meaning from what is being offered to them in terms of the various resources made available in two exhibitions. Yet another purpose is to describe and analyse the design of these exhibitions. The empirical data stems from observational studies at the Museum of National Antiquities in Stockholm, and includes the investigation of two exhibitions: Prehistories I and II. Eight ‘visiting pairs’ were videotaped and the tapes were multimodally transcribed and analysed. Data also includes digital photos and maps produced by the visitors. In a comparative analysis, descriptions of the exhibitions and their analysis and the visitor study are discussed in relation to earlier research and to the issue of learning.

    A design-oriented and multimodal perspective on learning is used as a theoretical and methodological framework. The different visits are compared and the visitors’ responses are discussed as different forms of engagement. The results are interpreted within an institutional perspective connected to contemporary discourses within museum studies. The exhibitions are considered as an expression of the museums’ ambition to adjust to a pressure for change. Both exhibitions are, in a greater or less degree, considered as examples of ‘new’ exhibitions in that they rhetorically put forward visitors’ participation, cultural rights, post colonial perspectives and immaterial aspects of cultural heritage.

    The study presents learning as a social and sign-making activity. It stress how meaning-making and learning happens as a transformation in several steps. As visitors engage in different semiotic resources in the exhibitions’ design, they form new signs through their representations – as a ‘re-design’ of the exhibition – which in turn give them new possibilities for making meaning.

  • 17.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Utställningen, besökaren och lärandet2007Ingår i: Museipedagogen, lärandet och framtiden: Dokumentation av föreningen för 5undervisning i svenska museers (FUISM) konferens på Statens historia museum 15-16 oktober 2007 / [ed] Eriksson, L. & Ljunggren, P, Stockholm: Statens historiska museer , 2007, s. 9-18Kapitel i bok, del av antologi (Övrig (populärvetenskap, debatt, mm))
  • 18.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Ehrlin, Anna
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Sandberg, Anette
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Entrepreneurial learning in Swedish preschools: Possibilities for and constraints on children's active participation2015Ingår i: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 185, nr 10, s. 1545-1555Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The website of the Swedish National Agency for Education states that preschools are to promote entrepreneurial learning. Many Swedish preschools, therefore, have started to work consciously with entrepreneurial learning as a way of fostering pupils' creativity and ability to make their own decisions. This article investigates whether and how children in different preschool settings receive support and recognition in their efforts to make sense of the world around them. Nine preschool teachers and children from three preschools participated. Three video observations were conducted focusing on the work of each team of teachers. Our study challenges the assumption that an entrepreneurial learning design enhances pupils' learning, creativity, and decision-making. Even though the ambition is to encourage such abilities, our observations demonstrate that the learning design and setting do not always give children the opportunity to be creative. © 2015 Taylor & Francis.

    Ladda ner fulltext (pdf)
    fulltext
  • 19.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Johansson, Peter
    Mälardalens högskola, Akademin för innovation, design och teknik, Innovation och produktrealisering.
    Säfström, Carl Anders
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Recognition and assessment of entrepreneurship skills within educational, industrial and cultural sector – Outlines for a comparative case study2013Konferensbidrag (Refereegranskat)
    Abstract [en]

    Entrepreneurship and innovation has gained an increased focus in Sweden, as well as in the rest of the European Union, during the last decades. Entrepreneurship is listed as one of eight key competences for lifelong learning (EU-Parliament, 2006) and in 2012 the Swedish government released “the Swedish Innovation Strategy” as a key strategy for Sweden to remain a strong economy (Government Offices of Sweden, 2012). An important part of this strategy entrepreneurial learning and entrepreneurship have been included in the Swedish national school curriculum (Skolverket, 2011), making it mandatory for all Swedish elementary and secondary schools to prepare the young for their future as an entrepreneurial work force. The language of entrepreneurial learning is adopted from the industrial sector where skills such as, for example creativity are emphasized, in order to make it possible to bring new ideas and products out on expanding and globalized markets. Entrepreneurship has also been introduced to the cultural sector in Sweden, through a governmental initiative in 2009. The term has emphasized the need of museums to become economically self-sufficient without loosing their traditional role. Cultural entrepreneurship is, just as theoretical ideas about learning, nowadays central to many museums. The current development give rise to questions of how meaning is attributed to entrepreneurship, as it is introduced in new and dispersed institutional contexts.

    The aim of this paper is to present and discuss a forthcoming comparative case study on how entrepreneurship is enacted in three different sectors; educational, industrial and cultural sectors. The study investigates how knowledge and competence associated with entrepreneurship is recognized by the participants and how this approach contributes to the design of learning environments. By doing cross-sectorial comparisons the objective of the study is to provide perspectives on entrepreneurship and entrepreneurial learning in school.

    The following sets of research questions have been established to meet the objectives of the study:

    How do the representatives from different sectors define entrepreneurship? How is it defined in local policy documents?

    How do different sectors design for entrepreneurship and entrepreneurial learning?

    What is recognized as entrepreneurial knowledge and skills?

    How does, what is recognized as entrepreneurship in the school context, change the very understanding of education?

    Institution-theory is used as a theoretical perspective to examine how entrepreneurship is being recognized and evaluated in different learning settings. What counts as meaningful and what is recognized as valuable knowledge is always dependent on the social framing.  Institutions, such as schools, workplaces and museums, are guided by rules, routines and conventions which regulate the agency of the participants. The institutional frame implies that certain actions and ways of regarding knowledge become normative. The notion of institution entails the idea that individuals are part of a collective set of regulations that has been shaped over time (Douglas, 1986, Berger & Luckman 1966/1991, Searl 1995). What has been selected and considered relevant and valuable knowledge in a certain context, is depending on the cultures of recognition that has been established (Selander & Kress, 2010).

     

    The project is designed as a comparative case study with an ethnographic oriented approach. A total of three cases are selected, one from each sector. Data will be derived from document studies, observations and interviews with participants from the different contexts, and used as a basis for comparison. There will be a strategic selection of participating contexts, in the sense that our aim is to study settings that are considered to be in the fore front when it comes to realizing a vision of entrepreneurship. Part A, Educational, will be conducted in a compulsory school, Part B, Industrial, will be conducted in an organization with proven experience of developing entrepreneurial skills. Part C, Cultural, will be conducted in a museum that has a clear focus on entrepreneurship and is driven primarily by commercial objectives.

    A review of earlier research has shown that the notion of entrepreneurship, as used in education, appear to be insufficiently theorized. The study will contribute to didactic research by examining how meaning is attributed to a specific knowledge area (entrepreneurship) and how different assessment practices are shaped and articulated in different settings. Earlier research has primarily been conducted within each sector while this study takes a wider, institutional perspective. An expected outcome of the project is that it will provide a critical perspective on entrepreneurial learning as a concept. We will in addition to this also be able to discuss what impact entrepreneurial ideas have for the very understanding of what education in schools is.

  • 20.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Lindstrand, Fredrik
    Designteori för museer2010Konferensbidrag (Övrig (populärvetenskap, debatt, mm))
  • 21.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Lindstrand, Fredrik
    Past and present – multimodal constructions of identity in two exhibitions2008Ingår i: Comparing: National Museums, Territories, Nation-Building and Change. NaMu IV, Linköping University, Norrköping, Sweden 18–20 February 2008 / [ed] Peter Aronsson & Andreas Nyblom, Linköping: Linköping University Electronic Press, 2008Konferensbidrag (Refereegranskat)
  • 22.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lindstrand, Fredrik
    Faculty of Education and Business Studies, University of Gävle, Sweden.
    Towards a social and ethical view of semiosis: Examples from the museum2013Ingår i: Multimodality and Social Semiosis: Communication, Meaning-Making, and Learning in the Work of Gunther Kress, Taylor & Francis, 2013, s. 223-236Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 23.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Lindstrand, Fredrik
    Konstfack, Stockholm, Sweden.
    Selander, Staffan
    Stockholms Universitet, Sweden.
    REMAKE. Representation, resurser och meningsskapande.: Medeltiden som kunskapsområde i olika lärmiljöer2015Rapport (Övrigt vetenskapligt)
  • 24.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Selander, Staffan
    Artefatcs, spaces, visitors. A design oriented and multimodal approach to learning.2010Konferensbidrag (Refereegranskat)
    Abstract [en]

    This paper discusses the methodological implications of using a design-oriented and multimodal perspective on learning, in a research study of museum visitors’ meaning-making (Rostvall & Selander, 2008; Selander, 2008; Kress, 2010). Learning is viewed as a sequence of sign making activities, in which individuals transform semiotic resources and form a new representation of their understanding of a specific subject matter.

         The main objective of the study was to describe and analyse how museum visitors engage with what is being offered to them in terms of the various resources made available in the exhibitions. Yet another objective was to describe and analyse the design of the exhibitions. The collection of data was conducted at the Museum of National Antiquities in Stockholm, and included the investigation of two exhibitions: Prehistories I and II. We use the analytical concepts of the ideational, interpersonal and textual meta-functions to discuss the exhibitions’ meaning potentials and design (Halliday 1978; 2004; Björklund Boistrup & Selander 2008). The visitor study included several methods for collecting data. Eight visits were videotaped and multimodally transcribed. Data also included digital photos and maps produced by the visitors. Short interviews were conducted concerning the visitors’ maps and photographs. The analysis of data was guided by the use of a model of Learning Design Sequences (Selander, 2008).

         The framework puts forward a few central concepts. The concept of design is used to direct attention to the organizing principles of the exhibitions, where different resources are applied and combined in order to represent meanings about prehistory. Setting is used as a notion to interpret how the design is organized physically and as an expression of the institutional framing. Design is central also for the description and analysis of visitors’ navigation in the exhibition, since meaning-making is understood as a creative activity where the visitors form their own ‘learning paths’ through the transformation and formation of semiotic resources. Framing is the notion we use to understand how visitors, in these social encounters, frame the exhibition in relation to their identity. Signs of learning is used to discuss how visitors, through their representations, have changed their capacity to make signs as an indication of their learning.

         The study makes visible how the participants frame the exhibition from their personal experiences and identity. They transform the available resources in the exhibitions and ‘re-design’ a unique exhibition. The study puts forward the complexity of learning and underlines that meaning-making and learning can be understood as a transformational process in several steps.

         Finally, we discuss some aspects of meaning-making and learning, not necessarily seeing them as the same kind of activities. Even if meaning-making can be understood as an orientation towards the world (which in some sense includes learning), learning might take place even though the meaning is not yet constructed or even intended.

     

  • 25.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Selander, Staffan
    Designs for learning in museum contexts2010Ingår i: The museum as forum and actor. / [ed] Fredrik Svanberg, Stockholm: The museum of national antiquities , 2010, 1, s. 39-53Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 26.
    Insulander, Eva
    et al.
    Stockholms universitet.
    Selander, Staffan
    Stockholms universitet.
    Designs for learning in museum contexts2009Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 2, nr 2, s. 8-20Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    This article presents a new theoretical and methodological way of studying museum visitors’ involvement and meaning-making at a museum exhibition. Our approach draws predominantly on a design-theoretic and multimodal analysis of learning and communication. This approach is mainly concerned with a) the design aspects of learning resources; b) the learners’ engagement and communication; c) their way of transforming given signs to produce (redesign) their own representations in relation to d) personal engagement as well as a specific areas of knowledge. Multimodality pays special attention to the interplay between different modes in communication. In the article, we use a design-theoretic, multimodal approach to analyse visitors’ engagement. This is done by filming the visitors in pairs to see how they walk through the exhibition, where they stop, what they talk about and how their conversation develops. They are also given cameras so they can take photos of those parts of the exhibition they find especially interesting. Afterwards, the visitors are asked to draw a map of the exhibition and they are also interviewed. We also present a model of how to categorize forms of engagement.

  • 27.
    Insulander, Eva
    et al.
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation. Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Svärdemo Åberg, Eva
    Stockholms universitet, Sweden.
    Vilken kunskap erkänns i det systematiska kvalitetsarbetet?: Om oförenliga tankestilar i dagens förskola2014Ingår i: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 7, nr 12, s. 1-18Artikel i tidskrift (Refereegranskat)
    Abstract [sv]

    Denna studie skall ses i relation till den intensifierade "bedömningskultur" som har utvecklats inom dagens utbildningssystem. Syftet är att diskutera hur det dualistiska uppdraget i läroplanen hanteras i förskolors systematiska kvalitetsarbete, genom att studera vilken innehållslig och relationell kunskap som kommer till uttryck och erkänns. Studien bygger på videoobservationer av förskollärares planering, arbete och uppföljning inom tre arbetsprocesser i två olika förskolor. Det teoretiska ramverket består av ett multimodalt och designteoretiskt perspektiv och används i kombination med Ludwik Flecks arbete om tankestilar och tankekollektiv. Analysen visar att läroplanens mål hanteras på motstridiga sätt och det kommer till uttryck i interaktionsmönster, som uppvisar spår från oförenliga tankestilar.

    Ladda ner fulltext (pdf)
    Insulander & Svärdemo Åberg 2014
  • 28. Knudsen, Susanne V
    et al.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Selander, Staffan
    Graf, Hansen, Illum Hansen, Haugen, Magnus Honvedt, Maagerø, Olsen, Radtka, Runestad, Wahlmann Olsen, Wikman, m. fl.
    Internasjonalforskning på læremidler – en kunnskapsstatus2011Rapport (Övrigt vetenskapligt)
  • 29.
    Lindstrand, F.
    et al.
    Konstfack University, College of Arts, Crafts and Design, Stockholm, Sweden.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, Utbildningsvetenskap och Matematik.
    Selander, S.
    Systems Sciences, Stockholm University, Kista, Sweden.
    Mike the Knight in the neo-liberal era: A multimodal approach to children's multi-media entertainment2016Ingår i: Journal of Language and Politics, ISSN 1569-2159, E-ISSN 1569-9862, Vol. 15, nr 3, s. 337-351Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Goal-oriented learning seems to be a ubiquitous demand for almost all kind of play activities today. This demand, the article argues, is related to a specific neoliberal discourse about the "superchild". The article shows how this discourse is articulated multimodally in a number of media texts aimed at young children based around a trans-medial brand; Mike the Knight.

  • 30.
    Lindstrand, Fredrik
    et al.
    University of Gävle, Sweden.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Setting the ground for engagement – multimodal perspectives on exhibition design2012Ingår i: Designs for Learning, ISSN 1654-7608, Vol. 5, nr 1-2, s. 30-49Artikel i tidskrift (Refereegranskat)
    Ladda ner fulltext (pdf)
    Lindstrand Insulander
  • 31.
    Selander, Staffan
    et al.
    Stockholms Universitet.
    Insulander, Eva
    Mälardalens högskola, Akademin för utbildning, kultur och kommunikation.
    Lindstrand, Fredrik
    Högskolan i Gävle.
    Museet, utställningen, besökaren: Meningsskapande på en ny arena för lärande och kommunikation2010Ingår i: Resultatdialog 2010: aktuell forskning om utbildning och lärande, Stockholm: Vetenskapsrådet , 2010, s. 149-155Kapitel i bok, del av antologi (Övrigt vetenskapligt)
1 - 31 av 31
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