Search

Even though the importance of corrective feedback (CF) is widely recognized, there is no agreement on the most effective type of CF for promoting self-regulation. Thus, this study adopts a sociocultural perspective on learning and employs dynamic assessment (DA) as a CF form. DA is considered a theoretically promising approach to CF as it focuses on the learning process rather than the end product. Instead of the common teacher-learner interaction, this study initiates a teacher-learner group interaction with the support of text chat. Text chat helps teachers to cater to all students in the class simultaneously through several chat groups. This longitudinal study was part of an ongoing, university-level three-month English-as-a-second-language course. The findings demonstrate that this collaborative approach facilitates self-regulation through teacher mediation and peer scaffolding, and that the text chat supports implementing DA in the classroom while its features support mediational and reciprocity moves of the DA process.

Design is not neutral but involves ethical aspects, from addressing power dynamics to enabling broader accessibility and inclusion. In industry settings, design leaders can play an essential role in promoting ethical design by, for instance, setting visions, developing and advocating values, and providing guidance for design. Through co-design workshops with ten design leaders working in Sweden, we investigated how these professionals envision the cultivation-that is, the development, promotion, and dissemination-of ethically responsible design. Our study outlines what the participants regard as the main problems that stifle ethical design and designing, and how to practically address them. The findings highlight that design leaders consider the lack of awareness about the ethical dimensions of design to be one of the main problems. Additionally, they point to various strategies for addressing the problems, such as communicating compelling reasons for prioritizing ethics, creating inclusive and welcoming spaces for collaborative problem-solving and learning about ethics, and folding ethics into current practices. This could involve, for instance, adding the dimension of ethics to 'design critique' sessions, or re-evaluating portfolio reviews to prioritize diversity in recruitment. We conclude by discussing design leaders' potential for furthering ethically responsible design, and provide a practical tool, a design brief, to support this endeavor.

This special collection contains articles from participants in the 7th International Designs for Learning Conference – Remediation of Learning. The focus of the conference and the special collection is on current changes in the designs of information and knowledge representations and their consequences on how we understand and evaluate learning and communication. The conference was held in May 2021 and due to the pandemic it was run digitally through Zoom. A total of 43 abstracts were submitted, and all delegates were invited to submit a full paper to the Designs for Learning Journal. Five articles were finally included in the special collection and are presented below, along with an acknowledgement of the abstracts presented during the conference.

User participation is increasingly emphasised in policies guiding social services. However, translating policy into practice is fraught with difficulties. The staff’s approaches to user participation are crucial for the users’ opportunities to participate in decision-making, particularly for users with extensive care needs and reduced autonomy. The aim of this article is to explore how nursing home staff and managers perceive the participation of older residents and what the implications are for residents’ involvement in decision-making in everyday life. Interviews and future workshops were carried out with staff and managers in two Swedish nursing homes. The analysis identified differing and partly conflicting perceptions of user participation that have different implications for the residents’ opportunities to be involved in decisions. The staff’s and managers’ approaches to participation ranged from encouraging independent decision-making to excluding the residents from decisions, depending on the situation and the assessment of residents’ abilities. In addition, the analyses showed that perceptions of participation are intertwined with perceptions of good care and with the staff’s and managers’ understandings of their mission and responsibilities. The findings indicate that increasing user participation in nursing homes requires organisational policies that clarify what user participation is and strategies for implementation in daily practice.

The discussion on the dynamic assessment (DA) - a combination of assessment and instruction - and regulatory scales from implicit to explicit corrective feedback (CF) is relatively new in the CALL context. Applying the notions of Sociocultural Theory, Zone of Proximal Development (ZPD) and Mediation, the present study examines how a DA-based regulatory scale from implicit to explicit CF could be designed to promote language learning in the text chat environment. This was done in collaboration with teachers. Four English-as-a-second-language (ESL) teachers and eight ESL students participated in the study. Using the methodology of design-based research (DBR), the study was conducted mainly in three stages: exploratory stage, first intervention, and second intervention. This study drew on various data. Naturally occurring interaction data such as teachers’ oral conversation transcripts and text chat transcripts were analysed using conversation analysis, while the teachers’ interviews were analysed using thematic analysis. Thus, employing DBR, the present study introduces a three-step regulatory scale that could promote learning in the text chat environment. The findings suggest that the three-step regulatory scale could be used by teachers to identify the learner’s potential and assist them in partial or complete self-regulation. The study will introduce a DA-based regulatory scale to promote language learning in the text chat environment and contribute to the knowledge of DA, ZPD and mediation in the CALL context.

Integrated treatment is recommended for users with a comorbidity of mental illness and substance misuse. However, due to a divided support system, coordinated individual care planning (CIP) and user participation are emphasised to provide users with the necessary support. One way of increasing user participation is through shared decision making. However, the challenges are evident why coordination and user participation are not used in practice as intended. To contribute with knowledge to bridge the gap between the intended CIP process and practice, this study examined the problems and solutions perceived by staff. Future workshops were conducted with 17 staff members from social services and health care. Problems and solutions were identified within three main areas: organisation and staff knowledge, coordination among staff, and staff attitudes and user participation. The problems are in agreement with previous research, but this study contributes with knowledge regarding solutions. Overall, the solutions expressed relate to improving collaboration between providers and users and having more resources to conduct this work. However, the study also assents to the question if CIP is the best way to coordinate support or if integrated treatment should be the future., Samordnad behandling rekommenderas för brukare med psykisk sjukdom och missbruk. Men med det fragmentiserade vård- och stödsystem som erbjuds personer med samsjuklighet betonas en samordnad individuell vårdplanering (SIP) där brukaren själv medverkar för att erhålla nödvändigt stöd. Ett sätt att öka brukarmedverkan är genom delat beslutsfattande. Utmaningarna att förverkliga intentionerna om samordning av vård och stöd, samt att realisera brukarmedverkan i praktiken är dock väldokumenterat. För att bidra med kunskap om hur denna klyfta mellan intentioner och praktik kan överbryggas undersökte denna studie de problem och lösningar som personalen uppfattar. Framtidsverkstäder genomfördes med 17 anställda från socialtjänsten och hälso- och sjukvården. Problem och lösningar identifierades inom tre huvudområden: organisation och personalkunskap, samordning mellan personal och personalens attityder, samt brukarmedverkan. Resultaten identifierar problem som överensstämmer med tidigare forskning, men denna studie bidrar också med kunskap om lösningar till dessa problem. Lösningarna handlar om sätt att förbättra samarbetet mellan personal och brukare, samt resurser och förutsättningar för att genomföra detta arbete.

This article presents and analyses pedagogical patterns, a design support resource, proposed to upper secondary teachers for technology-supported solutions to educational problems intended for teachers with limited experience of teaching with technology. It analyses pedagogical patterns to understand how they reflect the characteristics of learning theories. The analysis is done by applying an existing framework that gathers three spectra consisting of key components of learning: Information–Experience, Individual–Social, and Reflection–Non-reflection. In a workshop series, pedagogical patterns were created by teachers recognised for their use of technology in teaching, and these patterns constitute data for analysis. The components of learning in the pedagogical patterns have been derived from 23 solutions, or learning activities, for effective use of technology through deductive thematic analysis. The analysis reveals that the solutions involve various pedagogical components but that individual and reflective solutions are most common, thus indicating the kind of pedagogy that is considered suitable for less experienced teachers. We conclude that the method suggested for analysis contributes to research within technology-enhanced learning TEL. It can expand knowledge about the pedagogy involved in learning designs that support the use of technology in education. Adopting a participatory design approach in workshops can moreover contribute to the collegial learning of teachers.

Research on how teachers design to support learning and how teachers use different learning designs is still in its infancy. The explorative study reported here aims to approach an understanding of how teachers design learning activities by analysing upper secondary teachers’ design work while using pedagogical patterns. Ten teachers working in pairs of two were invited to design and document learning activities based on pedagogical patterns. The findings reveal that (1) pedagogical patterns inspire teachers to embark on a design process that aligns with their own context, and (2) teachers’ design processes share common general design characteristics and are, among other things, different, dynamic, unpredictable, and unsystematic. It is concluded that knowledge about teachers’ design processes and the use of learning designs may inform researchers on how to develop design-supporting tools and resources.

Corrective feedback (CF) has been proven to be effective in Second Language Acquisition (SLA). With the increased usage of technology in the field of education, learning a second or foreign language in a computer mediated environment is widely discussed in current literature, thus paving the way for research on computer mediated corrective feedback (CMCF). As such, CMCF, especially through tools such as text chat, has gained increasing attention from researchers. Nevertheless, the scholarly focus has often been confined to certain aspects such as peer CF or CF given by native speakers (NS) in telecollaboration projects. As teachers could provide step by step scaffolding to make learners notice their errors and correct them, teachers’ CF in text chat environment could be more useful. However, text chat has rarely been discussed as a mediating tool to provide teachers’ CF. Addressing this potential gap in research, the present study aims to explore the perspectives of university teachers and students on the potential of using text chat for teachers’ CF, while discussing the challenges they would encounter in the process. Applying the sociocultural theoretical framework, the study discusses text chat as a mediating tool and the role teachers could play in assisting learners in the zone of proximal development. The data were collected from five Sri Lankan university teachers and two groups of university students (five in each group) through individual and group interviews, respectively. An Affinity Diagram was employed to analyse the data thematically. The study suggests that teachers’ CF through text chat could play a significant role in a context where learners have high second language anxiety which could be a result of their social, cultural and historical context. Students favour CF through text chat, mostly because it may reduce their anxiety of speaking the language. The study further reveals that teachers are still using conventional means of technology though l

Purpose: Although user participation and shared decision-making in formal statutory coordinated care planning are described as central, they remain to be implemented. The aim of this study is to explore how collaboration and shared decision-making in the social services can be realized in formal care planning activities with people with mental disabilities. Methods: We conducted eight workshops with 12 users and 17 caregivers to investigate existing barriers to and possible solutions for participation in coordinated care planning. Results: Workshop formats and techniques from participatory design generated rich research materials illustrating challenges currently experienced by users and caregivers in care planning work, as well as a large variety of solutions to these challenges. They also illustrated differences in how participation is understood and the conditions required to realize shared decision-making between users and caregivers. Conclusions: An improved coordinated individual plan (CIP) process emerged, based on the active participation of users and caregivers. This process is a familiar and transparent process for users and caregivers, reflecting the needs and preferences of users at all stages. It requires careful preparation and collaboration with the users, as well as caregiver flexibility.

Teachers cannot presume that their learners have the competence to use the technology brought to the classroom. Therefore, the learners’ abilities to use technology may be a concern for teachers. This paper reports on digital competence through an analysis of designs for learning in design patterns, written by upper secondary teachers. Learning activities found in the design patterns were analysed with the aim to understand how teachers perceive the learners’ digital competence when using technology. A framework that compromises digital competence was utilised for inferring the digital competencies. The qualitative analysis of these learning activities reveals that competences of information and data literacy, and of communication and collaboration predominate. By analysing the characteristics of learning activities and hence the teachers’ ideas of technology use in teaching, it is concluded that design patterns can be used to identify the competences teachers believe are relevant for the learners to acquire. The result therefore involves aspects of how teachers perceive learners’ digital competence when using technology in teaching.

This paper discusses a qualitative study which examines the complexity and potential of using Synchronous Computer Mediated Corrective Feedback (SCMCF) for adult learners in English as a Second Language (ESL) classrooms in Sri Lanka. Chat conversation was assumed as the medium through which the teacher provides corrective feedback to the students. Five ESL teachers were interviewed for the study. The data gathered were analysed qualitatively using an affinity diagram which is discussed under an inductive thematic analysis. Findings of the study suggest that there is potential for provision of SCMCF through chat conversations, for teachers believe that SCMCF will improve language skills of the students; moreover, this approach needs only a limited use of technology. However, it was revealed that there could be some complexities, mainly due to teachers’ existing workloads, some ethical aspects, and the low level of technology that is available in certain universities.

Hence, teachers need to consider how their practices affect student engagement. Applying design-based research (DBR), the purpose of this study was to approach influencers of student engagement and explore how teachers and researchers collaboratively could develop learning activities with learning technologies (LTs) to facilitate this. The intervention included an online assessment application, a virtual learning environment (VLE) and an additional tablet for the teacher. The teacher constantly carried the tablet around and used it to access the students’ shared workspace. The intervention was implemented in two classes in an upper secondary school. The study focuses on teachers’ experience and instruction. Three observations of the implementation of learning design and intervention evaluations were analysed. The results indicate that the teachers and researchers could design learning activities that facilitate student engagement. Engagement was facilitated as hindrances to engagement were identified and approached. The suggested solutions shaped the design of the learning activity and included LTs which provided insights into the students’ learning processes and thereby increased the teacher’s ability to scaffold learning and provide timely feedback. The LTs used opened up for additional ways for students to engage with the content, peers and contributions which motivated students to direct their energy toward task. When conditions for learning changed as a result of implementing LTs, both student interaction and teacher practices were affected. However, it was not observed that the teacher would sustain the design without support. This emphasises the need for educational goals and visions to be consistent and communicated to practitioners; otherwise, teachers will not have the guidance needed to advance or evaluate their professional development.

As digitalisation spreads in education, it is vital to understand its relation to student engagement. We used student diaries and observation data to approach student engagement and explore the use of learning technologies on a lesson-to-lesson basis. Results show that a less thought-through use of technologies might lead to unconsidered effects. Positive indicators of the facilitation of student engagement included making the learning process accessible and visible to teachers.

Student engagement is significantly related to school success. With the increasing digitalisation of education, it is essential to explore if student engagement is affected by the uptake of learning technologies (LTs). The aim of this study was to approach what factors students perceive to influence their engagement when learning with technologies. This was done by asking students to report their level of engagement and fill in a questionnaire to evaluate a classroom intervention designed to facilitate engagement. The intervention included a learner assessment application, a virtual learning environment (VLE) And a separate tablet the teacher used to access the shared workspace. These LTs facilitated instant feedback between the teacher and the students and enabled multiple simultaneous dialogues which allowed all students to engage with both content and peers. Results show that students’ invested effort in learning activities were related to their reported levels of engagement. Surprisingly, in this intervention, control and stress showed no correlation with engagement. Some aspects of peer modelling and feedback showed weak correlations, albeit these were non-significant. Instead, students reported that feeling ‘content with one’s outcomes’ and ‘engaging in learner-centred dialogues’ were their main reasons to engage. Moreover, students’ reasons to engage in short tasks were not the same as their reasons to engage with long-term goals, such as completing their assignment. The results show that conditions for learning changed when implementing LTs. As conditions for learning changed, so did students’ reasons to engage. Moreover, insights into students’ reasons to engage and reported levels of engagement to suggest that obtaining this information can be useful to identify students in at-risk zones and offer them the support needed. Orchestration of inclusive engagement and implications for future designs are discussed.