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Holmqvist Olander, Mona
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Ljung-Djärf, A., Wennås Brante, E. & Holmqvist Olander, M. (2014). "A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education. Journal of Education and Training Studies, 2(1), 19-30
Åpne denne publikasjonen i ny fane eller vindu >>"A gigantic pedagogical leap": the process of shifts during three learning study projects in Swedish early childhood education
2014 (engelsk)Inngår i: Journal of Education and Training Studies, ISSN 2324-805X, Vol. 2, nr 1, s. 19-30Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Swedish early childhood education (ECE) offers a curriculum-based preschool for children aged one to five, and a preschool class for children aged six years. Activities in these programs have traditionally been based on play and having fun, avoiding structured activities with formal learning objectives. Due to indications that Swedish ECE has failed to use its resources to stimulate children’s learning, the revised ECE curriculum now contains discernible learning objectives. This study analyses the process by which preschool teachers shifted their emphasis when participating in an learning study based on three projects conducted in Swedish ECE practice. In total, 14 preschool teachers, 95 children (2–6-year-olds), and five researchers participated. The objects of learning were: (1) 3D geometrical forms (2–3-year-olds), (2) organic decomposition (4–5-year-olds), and (3) the concept ‘twice as" (6-year-olds). The empirical material comprises 278 pre-, post-, and delayed post-tests, twelve planning meetings, and nine teaching activities. The results indicate that, during the projects, the initial focus on mere play expanded to include a focus on the object of learning. Three modes of change were discerned in how (1) the activities were framed, (2) the learning was perceived, and (3) the learning activities were conducted.

Emneord
learning study, variation theory, early childhood education, play and learning
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11520 (URN)10.11114/jets.v2i1.186 (DOI)
Tilgjengelig fra: 2013-12-23 Laget: 2013-12-23 Sist oppdatert: 2014-06-16bibliografisk kontrollert
Holmqvist Olander, M. & Bergentoft, H. (2014). Theory-based instruction: a key to powerful improvements when learning to regulate body tension in an upper secondary school. International Journal for Lesson and Learning Studies, 3(1), 24-45
Åpne denne publikasjonen i ny fane eller vindu >>Theory-based instruction: a key to powerful improvements when learning to regulate body tension in an upper secondary school
2014 (engelsk)Inngår i: International Journal for Lesson and Learning Studies, ISSN 2046-8253, E-ISSN 2046-8261, Vol. 3, nr 1, s. 24-45Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose – The purpose of this paper is to explore in what way gradually increasing teachers’ theory-based instruction affects the students’ learning outcomes, illustrated by the example of learning how to regulate body tension in the upper secondary school.

Design/methodology/approach – In total, 72 students from four classes participated in the study. The way the students were offered to understand “regulation of tension” was designed by variation theory, and the method used was learning study, an iterative process whereby the results from the first lesson are the basis for the design of the next implementation in a new group of students.

Findings – There is a significant increased learning outcome in all four lessons, but in Lesson D, where the highest increase (129 percent) was found, all students improved their results. The use of the theoretical framework had effect on the teachers to vary only the most important aspects in the instruction in the last cycle, where the features chiselled out during the study (e.g. heart rate, respiration, muscle tension) were contrasted more clearly, which had an impact on the students’ learning. Based on the theoretical framework, the teachers got more skilled at experiencing what should vary and what should be kept invariant in order to facilitate the students’ learning. In the last intervention, the teachers found one pattern of variation which was more powerful than the previous. In this one, the physical activities were kept invariant, but different responses of the sympathetic nervous system were contrasted, one at a time, to establish knowledge of different bodily responses to tension.

Originality/value – Learning study has mainly been used in subjects such as Mathematics or other theoretical issues but this paper describes in what way learning study can be used in PE. So second, the result of this study contributes to knowledge about how students’ learning outcome in PEH can increase by directing focus on an object of learning rather than actual learning activity. The object of learning in this study is to learn to regulate tenseness and the learning outcomes have been analyzed in the perspective of variation theory.

Emneord
Body tension, Discern, Learning study, Variation, Variation theory
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11627 (URN)10.1108/IJLLS-03-2013-0014 (DOI)
Tilgjengelig fra: 2014-01-13 Laget: 2014-01-13 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Holmqvist Olander, M. & Olteanu, C. (2013). Bridging the gap between theory and practice by the use of iterative processes. Journal of Education and Learning, 2(1), 230-239
Åpne denne publikasjonen i ny fane eller vindu >>Bridging the gap between theory and practice by the use of iterative processes
2013 (engelsk)Inngår i: Journal of Education and Learning, ISSN 1927-5250, Vol. 2, nr 1, s. 230-239Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study is to study learning the positional ten base notation by the increase of students’ test scores during the learning study process. Five teachers, one researcher and 53 students participated. Three research lessons in three different groups of students were conducted. The improvement in the third lesson (C) correlates with the more developed theoretical based assumptions the design is made, which resulted in a pattern of variation that stronger pointed out the aspect needed to discern to understand the object of learning in a new and more developed way. The differences in the third research lesson (C) was significant** p=0.005 while the differences in research lessons A and B were not significant.

Emneord
base 10 positional notation, compulsory school instruction, action research, learning study, teacher development
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-10432 (URN)10.5539/jel.v2n1p230 (DOI)
Tilgjengelig fra: 2013-04-24 Laget: 2013-04-24 Sist oppdatert: 2013-04-24bibliografisk kontrollert
Wennås Brante, E., Holmqvist Olander, M. & Nyström, M. (2013). Exploring the impact of contrasting cases in text and picture processing. Journal of Visual Literacy, 32(2), 15-38
Åpne denne publikasjonen i ny fane eller vindu >>Exploring the impact of contrasting cases in text and picture processing
2013 (engelsk)Inngår i: Journal of Visual Literacy, ISSN 1051-144X, Vol. 32, nr 2, s. 15-38Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Multimodal learning materials are frequently met in education assuming enhanced learning outcomes. This study examined whether contrasts in such materials are likely to support reading comprehension for all readers. Young adults (n=46) met either text-only or text+picture material. Participants (19 with low phonological awareness [PA] and 27 controls with high PA) thereafter answered open interview questions to check for reading comprehension. Learning materials were designed to focus readers on aspects critical to understanding the content by the use of contrasts; eye-tracking was used as method. Well-known pictures aided information recall, but contrasts described in the text were most effective for learning.

Emneord
reading comprehension; phonological ability; text-picture integration; qualitative analysis, contrasts, multimodal learning
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11593 (URN)
Forskningsfinansiär
Swedish Research Council, 721-2010-5379
Tilgjengelig fra: 2014-01-07 Laget: 2014-01-07 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Holmqvist Olander, M. (Ed.). (2013). Learning study i förskolan. Lund: Studentlitteratur
Åpne denne publikasjonen i ny fane eller vindu >>Learning study i förskolan
2013 (svensk)Collection/Antologi (Annet vitenskapelig)
Abstract [sv]

Lärande är ett område som alla människor berörs av och utvecklar varje dag, oavsett var vi befinner oss. Det lärande författarna behandlar i den här boken är det avsiktliga och planerade lärandet för små barn i förskola och förskoleklass. Förskolans uppdrag har förflyttats från att i hög grad ha varit omsorgsinriktat till att alltmer riktas mot lärande. Denna förändring ska ske utifrån små barns betingelser att lära och inte utifrån de former för lärande som finns i grundskolan.

Författarna utgår från en modell som framgångsrikt använts i skolan för att utveckla barnens lärande, ’learning study’, men i boken beskrivs hur modellen anpassats och förändrats till de betingelser som gäller för små barns lärande. Att arbeta med ’learning study’ i förskolan innebär systematiska och noggranna observationer av barnens förmågor och utvecklingsbehov, som sedan ligger till grund för skapandet av aktiviteter för barnen i syfte att utveckla deras lärande i riktning mot läroplanens mål.

Boken riktar sig till dig som student på utbildning till lärare i förskola och förskoleklass. Den vänder sig dessutom till verksamma lärare som redan arbetar i dessa skolformer.

sted, utgiver, år, opplag, sider
Lund: Studentlitteratur, 2013. s. 164
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11009 (URN)978-91-44-09298-0 (ISBN)
Tilgjengelig fra: 2013-08-27 Laget: 2013-08-27 Sist oppdatert: 2013-08-27bibliografisk kontrollert
Holmqvist Olander, M. (2013). Learning study i förskolan och förskoleklassen. In: Mona Holmqvist Olander (Ed.), Learning study i förskolan: (pp. 23-36). Lund: Studentlitteratur
Åpne denne publikasjonen i ny fane eller vindu >>Learning study i förskolan och förskoleklassen
2013 (svensk)Inngår i: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, s. 23-36Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur, 2013
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11010 (URN)978-91-44-09298-0 (ISBN)
Tilgjengelig fra: 2013-08-27 Laget: 2013-08-27 Sist oppdatert: 2013-08-27bibliografisk kontrollert
Holmqvist Olander, M. (2013). Lärandeobjekt och kritiska aspekter. In: Mona Holmqvist Olander (Ed.), Learning study i förskolan: (pp. 119-128). Lund: Studentlitteratur
Åpne denne publikasjonen i ny fane eller vindu >>Lärandeobjekt och kritiska aspekter
2013 (svensk)Inngår i: Learning study i förskolan / [ed] Mona Holmqvist Olander, Lund: Studentlitteratur, 2013, s. 119-128Kapittel i bok, del av antologi (Annet vitenskapelig)
sted, utgiver, år, opplag, sider
Lund: Studentlitteratur, 2013
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-11013 (URN)978-91-44-09298-0 (ISBN)
Tilgjengelig fra: 2013-08-27 Laget: 2013-08-27 Sist oppdatert: 2013-08-27bibliografisk kontrollert
Ljung-Djärf, A., Holmqvist Olander, M. & Wennås Brante, E. (2013). Patterns of variation: a way to support and challenge early childhood learning?. Creative Education, 4(7A1), 33-42
Åpne denne publikasjonen i ny fane eller vindu >>Patterns of variation: a way to support and challenge early childhood learning?
2013 (engelsk)Inngår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, nr 7A1, s. 33-42Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The purpose in this article is to elaborate on how the use of patterns of variation designed by variation theory can challenge and develop the early childhood education (ECE) practice. The analysis is based on six learning study (LS) projects conducted in Swedish ECE. A LS is a systematical, theoretical based de- velopment of teacher professionalism, often in close cooperation with researchers. The projects included 17 teachers, 140 children and 7 researchers. The video documented empirical material consists of 16 analysis meetings, 14 interventions and 407 pre-, post-, and delayed posttests. Each project is a concrete example of the use of patterns of variation to increase early childhood learning. In all cases a tendency of qualitative changes in children’s ways of discerning the object of learning could be noticed. The purpose is to search for how this can be understood from a variation theoretical perspective. The main focus is on changed ways of performing the interventions to search for how patterns of variation were used to create and capture the learning situations throughout the projects. One of our findings is that we have seen that it takes more than one intervention for the teachers to capture which aspects of the object of learning are critical in the targeted group, but as the iterative process allows them to try out the design more than once, they manage to find them. The second finding is that the teachers changed focus from taken for granted assumptions of each child to focusing on their own design to facilitate the child’s learning. Finally, the aspect supposed to be discerned has to vary against an invariant background to be discerned by the chil- dren, and to separate the principle from the representation is needed to be able to generalize their new knowledge.

Emneord
Patterns of Variation, Variation Theory, Learning Study, Early Childhood Education
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-10823 (URN)10.4236/ce.2013.47A1005 (DOI)
Tilgjengelig fra: 2013-08-08 Laget: 2013-08-08 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Holmqvist Olander, M. & Burman, H. (2013). Social review as a tool for developing social skills: using contrasting cases. SAGE Open, 3(2), 1-8
Åpne denne publikasjonen i ny fane eller vindu >>Social review as a tool for developing social skills: using contrasting cases
2013 (engelsk)Inngår i: SAGE Open, ISSN 2158-2440, E-ISSN 2158-2440, Vol. 3, nr 2, s. 1-8Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

The aim of this study is to, based on a theory of learning, compare in what ways two different cases of the use of self-monitoring videotapes for developing social skills in adolescents with autism spectrum disorder (ASD) facilitates social behavior studied with a micro-level approach. Two verbal 15-year-old male students with ASD and cognitive disabilities were filmed for 20 min in three different situations. Student A (Adam) was shown contrasting videotaped examples of his desired/ undesired behaviors and questioned about his perceptions. Based on variation theory, the conjecture to use contrasts to enhance learning has been implemented. Student B (Bill) was videotaped in three different situations on three different occasions, and his behavior was analyzed before and after the intervention by counting incidents of deviant behavior in all nine videos. Both participants expressed increased awareness of their behavior and were able to sustain change, and Bill decreased deviant behavior in one of the focused situations (practical instruction) from 37 to 3 incidents after 6 months.

Emneord
behavioral sciences, nonverbal, interpersonal communication, human communication, communication studies, communication, social sciences, education, educational measurement and assessment, learning disabilities, special education
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-10451 (URN)10.1177/2158244013494385 (DOI)
Tilgjengelig fra: 2013-04-24 Laget: 2013-04-24 Sist oppdatert: 2017-12-06bibliografisk kontrollert
Holmqvist Olander, M. & Ljung-Djärf, A. (2013). Theoretical appropriation in pre-school teachers’ expressions after in-service training. Creative Education, 4(7A2), 11-16
Åpne denne publikasjonen i ny fane eller vindu >>Theoretical appropriation in pre-school teachers’ expressions after in-service training
2013 (engelsk)Inngår i: Creative Education, ISSN 2151-4755, E-ISSN 2151-4771, Vol. 4, nr 7A2, s. 11-16Artikkel i tidsskrift (Fagfellevurdert) Published
Abstract [en]

Purpose: The aim of this article is to describe pre-school teachers’ learning of a theoretical framework, introduced in an in-service training by describing the ways they implicitly and explicitly appropriate the theoretical framework. Methods: This paper is the second analysis from a course evaluation that aimed to develop a group of 24 pre-school teachers’ knowledge and use of learning study. The empirical material was collected after a course funded by the Swedish National Agency of Education. The participants (n = 24) were all highly experienced pre-school teachers selected by their municipal employers. The course consisted of literature studies, theoretical discussions and practical work in the form of a learning study project focusing on the teachers’ own practices. They were divided into seven groups. Each group conducted one learning study. After the course, the pre-school teachers answered an evaluation and one of the questions analyzed here was: “Has your understanding of childrens learning developed during the course and, if so, in what way?” The answers were analyzed to show whether and how the theoretical framework was appropriated and expressed in their practice. Results: The result shows that all teachers understood the meaning of the concept of“variation” in the theoretical framework to mean variation of aspects of the content instead of variation of methods. Half of the teachers (n = 12) also used the concepts of variation theory properly, even if the question did not require them to do so. In total, 12 out of 24 participants used the concepts from the theoretical framework, namely: object of learning, critical aspects, variation, simultaneity and discernment.

Emneord
In-Service Training, Pre-School, Variation Theory, Learning Study, Appropriation, Course Evaluation
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-10826 (URN)10.4236/ce.2013.47A2003 (DOI)
Tilgjengelig fra: 2013-08-08 Laget: 2013-08-08 Sist oppdatert: 2017-12-06bibliografisk kontrollert
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