Re-theorising Learning and Research Methods in Learning Research (New Perspectives on Learning and Instruction)

Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
Preface
Foreword
Acknowledgements
List of Contributors
Introduction
	A diverse and evolving research field
	Re-theorising theory and methods
	Section A: From theory to methodology
	Section B: From method(ology) to theory
	Section C: Societal challenge unleashing change in research on learning and instruction
	This book’s contribution to the learning research field
	References
Chapter 1: Researching the learning of knowledge transformation
	Introduction
	Theoretical outset: context dependency and the need to learn knowledge transformation
		Knowledge as situated
		Context-level framework for analysing situational characteristics
		Conceptualising knowledge transformation and the learning of knowledge transformation
	Empirical illustration: investigating student-teachers’ knowledge transformation
	Methodological challenges and necessary developments in researching the learning of knowledge transformation
		Empirical investigation of learning knowledge transformation
		Identifying instances of knowledge transformation
		Identifying the learning of knowledge transformation
		Distinguishing between contexts
	Concluding discussion
	References
Chapter 2: Ecological perspectives on learning and methodological implications for research
	Introduction
	Ecologies and learning: definitions
	Ecological perspectives as theoretical frameworks
		Person-focused perspectives
		Relations-focused perspectives
		Community-focused perspectives
	Investigating learning ecologies: topologies of units of analysis
	An empirical case: Fast Food da Politica
		Description
		Analysis and discussion
	Reflection: ecological notions as analytical instruments
	Conclusions
	Acknowledgements
	References
Chapter 3: Dialogic learning with the “more-than-human world”: Insights from posthuman theorising
	Introduction
	Dialogic learning revisited with posthuman theories
	Methodological consequences and implications
	A posthuman view of dialogic learning and its methodological implications
	Discussion and conclusion
	References
Chapter 4: Learning in dialogues through aesthetic experiences: Some theoretical and methodological issues
	Introduction
	What do we mean by ‘aesthetic experience’?
		The original works of Vygotsky and Dewey
	What do we learn from current research on transformative aesthetic experience?
	Methodological implications and challenges
	From theory to methodological discussion
		The ‘event’ and its context
		Analysis of the moves
	Implications for education and research practices
	Conclusions
	Acknowledgement
	Notes
	References
Chapter 5: Analytical–methodological entanglements: On learning to (re)notice what, where, when, why and by whom in the re-search enterprise
	Epistemic justice as a dimension of noticing
	On heterogeneity and counter-stances. Normal-languaging and normal-diversities
	Analytical–methodological entanglements: SWaSP framings
	So what does LES gain from SWaSP framings?
	Coda. Learning to (re)notice
	Notes
	References
Chapter 6: Commentary on Section A: Theoretical research driving methodological development
	Introduction
	Responses
	From identity thinking to dialogic thinking
	Linking theory to research design
	References
Chapter 7: The dynamics of social networks: Towards a better understanding of selection and influence mechanisms in social capital building
	Introduction
	Stochastic actor-oriented modelling
		Data for SAOM
		Analysis and modelling in SAOM
	How SAOM can provide new insights into social capital theory?
		Social selection: homophily and propinquity
		Social influence mechanisms
	Empirical illustration
	Conclusion and discussion
	Note
	References
Chapter 8: Making visible what seems to be invisible in mathematical problem-solving : Integrating qualitative methods
	Introduction
	A qualitative approach to mathematical tasks
		The a priori analysis
		Thinking aloud
		The protocol analysis
	Applying the combination of methods
		Mathematical a priori analysis of Question 1
	Thinking aloud and protocol analysis
	Conclusions
	Acknowledgements
	Notes
	References
Chapter 9: Towards a cognitive theory of visual expertise: Methods of inquiry
	Introduction
	Methods of inquiry in the science of visual expertise
	Towards a cognitive theory of visual expertise
		Three assumptions of a cognitive theory of visual expertise
		Two memory stores in a cognitive theory of visual expertise
		Eight processes in a cognitive theory of visual expertise
	Discussion
	References
Chapter 10: The multi-method autobiographical approach and its contribution to the Funds of Identity theory
	Introduction
	The multi-method autobiographical approach
	“Identity artefacts” as a source of students’ funds of identity
	Empirical illustration. The educational project “Who am I?”
	Final discussion and conclusion
	Note
	References
Chapter 11: Methodological explorations of the study of access, inclusion and participation in and across digital/physical space and time boundaries
	Introduction: new mobilities or new ways of doing ethnographies?
	Doing multiple-scale, “thick” ethnography and its promises for sociomateriality
	Outline of the projects and empirical illustrations
		Illustration 1: Virtual sites for learning?
		Illustration 2: Driving simulators and the (im)mobility of learners
	Openness, mobility and entanglement through a selective permeability lens
	Notes
	References
Chapter 12: Untangling sociomateriality: Tracing socio-discursive and materially embodied aspects of knowledge-creating learning through Making-Process-Rugs
	Introduction
	Epistemic role of materiality in artefact-mediated knowledge creation
	Analytical framework of Making-Process-Rug
	Conducting a macro-level Making-Process-Rug analysis and visualising video data
	Selecting significant meso- and micro-level events to capture the epistemic roles of materiality
	Discussing the theoretical and methodological implications
	Acknowledgements
	References
Chapter 13: Reflection – how methodological innovation contributes to theory development: A new materialist approach
	Introduction
	Using innovative methods to study different but related theoretical concepts
	Investigating how learning relations (not individual learning) develop
	Learning how entangled learning relations between human and non-human actors develop
	How entangled development with epistemic artefacts leads to new concepts of identity and knowledge development
	How entangled development in dispersed learning environments leads to theories about coordination and the emergence of boundaries
	Conclusion
	References
Chapter 14: Learning analytics and societal challenges: Capturing value for education and learning
	Introduction
	The value of LA for education and learning
	Examples of LA: generating benefits
		Case 1: Analytics about student collaboration for the teacher
		Case 2: Analytics-informed personalised scaffolds for self-regulated learning
		Case 3: Academic path learning analytics to support student engagement
		Reflection on the cases
	Ethics, transparency, accountability, and skills to uphold ownership and privacy
		Ethics
		Transparency
	Accountability
		Skills to uphold ownership and privacy
	Conclusions
	References
Chapter 15: Distributed design: Learning to work with novel potentialities of digital 3D technology
	Introduction
	Zooming out: developmental learning as a result of complex networks of activities
	Research case: two ways of using the BIM in a construction project
	Zooming in: analysing the face-to-face collaboration with combined 3D models
	Conclusion
	References
Chapter 16: Hybridising in and out-of-school learning
	Introduction
	Coinciding societal developments
	Consequential research designs
	Empirical illustration: Dis/continuities in a summer science school
		Data collection
		Findings
	Discussion
	Acknowledgements
	Notes
	References
Chapter 17: Re-conceptualising the space–time of teachers’ professional development
	Introduction
	The challenges of evolving space–time relations in contemporary learning
	Conceptualising space–time as chronotope
	Empirical illustration: examining teachers’ professional development paths across formal and informal space–times
	Conclusions and further directions
	Note
	References
Chapter 18: Using mixed methods social network analysis to study teacher collaboration for migrant inclusion in a Swedish school
	Introduction
	A meeting of theory and methods
	Empirical illustration
		Study context
	The MMSNA and inclusive pedagogy theory approach: analysing collaboration for inclusion
		Stage one: Trends in collaboration for supporting migrant students
		Stage two: The migrant student support network in practice
		Stage three: Mixing methods and models of migrant integration
	Discussion
	Notes
	References
Chapter 19: Utopian Methodologies to Address the Social and Ecological Crises Through Educational Research
	Introduction
	Educational Research and Planetary Crises
	Utopian Methodologies
	An Empirical Illustration
	Discussion and Conclusions
	Acknowledgements
	Notes
	References
Chapter 20: Research on learning during times of crisis
	Introduction
	Social change or social crises
	Dialoguing across chapters
		Human-centred technologies
	The self across hybridised sites of learning
	Designing and researching concrete utopias
	Final thought: affect in times of crisis
	References
Index