Figure 3 - uploaded by Karin Bolldén
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Example of a discussion forum. (Edited screenshot by Karin Bolldén. Permission to use screenshot granted by itslearning © .)

Example of a discussion forum. (Edited screenshot by Karin Bolldén. Permission to use screenshot granted by itslearning © .)

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Article
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The aim of this article was to analyse relations between online teaching practices and their virtual material arrangements. Two higher education online settings were studied using an online ethnographic approach in which observation of the teaching process was of central importance. The first setting was a course in education carried out on itslear...

Contexts in source publication

Context 1
... Coffee shop contained a discussion forum dedicated to informal discussion among students, and the Local tutor forum had a supporting function concerning university-specific matters. The main way to communicate in the course conference was in writing, using asynchronous text messages in discussion forums (see Figure 3). When creating a message it was also possible to insert an audio and/or video recording, but these functions were not used in the course. ...
Context 2
... Coffee shop contained a discussion forum dedicated to informal discussion among students, and the Local tutor forum had a supporting function concerning university-specific matters. The main way to communicate in the course conference was in writing, using asynchronous text messages in discussion forums (see Figure 3). When creating a message it was also possible to insert an audio and/or video recording, but these functions were not used in the course. ...

Citations

... Therefore, purposive sampling concentrated on lecturers teaching English Communication, Academic Writing, Research Methods, Mathematics and Life Skills. Email invitations were sent to twenty-five prospective participants who were potentially accessible according to the research timeline (Bolldén 2016). This resulted in the recruitment of ten participants who were actively deploying Kahoot! ...
... Lecturer J's human agency was stifled, and any substantive learning which may have taken place was rendered invisible. Reflexively, Lecturer J questioned the extent of their situated knowledge of the learners' actions during gamification as their pedagogical objectives were obstructed (Bolldén 2016): ...
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Online gamification is an innovative educational practice, yet little is known about how the socio-material imbrications entailed in this pedagogical approach influence educator professional identities. Adopting a social-material sensibility to examine lecturer professional identities, this qualitative study mobilises visual-elicitation interviews and observations to understand the nuanced lecturer identity positions emanating from Kahoot! gamified practice in a Middle East college. Following a socio-material narrative analysis, the imbrication of people and Kahoot! reveals four distinct identity positionings underpinned by the material affordances and constraints of gamification. This study contributes to the growing body of research into how subject positions are manifested through the imbrications of human actors and materiality, revealing that the enactment of Kahoot! is not a neutral process, but one which may have transformative effects for lecturer professional identities in the higher education gamification context.
... They frequently found that to employ materials effectively and meaningfully, language teachers often assumed the role of materials evaluators or analysts, making real-time decisions to adapt existing materials in ways that accommodate diverse students' needs within a dynamic classroom system. By analysing multiple data sources, such as observation data, interviews, and documents, Bolldén (2016) found that language teachers who adapted their teaching and materials use in online teaching needed to analyse virtual material arrangements so that they could understand how they functioned in their online classes. Taken together, these studies show that language teachers' analysis and adaptation of materials are indispensable to their effective use of materials in classroom and online teaching. ...
Article
This report reviews studies on language teachers as materials developers in language education, particularly focusing on how language teachers act as materials users, materials analysts, and materials designers when engaging with language learning and teaching materials. We contend that the three dimensions of materials development – that is, materials use, materials analysis, and materials design – intersect with one another, and that language teachers play a critical role in all three. Therefore, this review concludes with a research agenda that centres on language teachers as materials developers to expand our understanding of their roles in materials development.
... Perspectiva de análisis: una aproximación sociomaterial En este estudio se asumió una perspectiva sociomaterial, la cual implica modificar el lugar pasivo, neutral y apolítico otorgado a los objetos y las tecnologías, sin caer en una concepción determinista que asuma que estos construyen, "impactan" o transforman de manera mecánica los mundos humanos. Se trata, en cambio, de incorporar en el análisis una mirada relacional en la que lo material es constitutivo de lo social y no solo parte del "contexto o trasfondo" de las prácticas sociales (de Souza, 2019;Boellstorff, 2016;Bolldén, 2015;Law, 2009, Latour, 2008Pickering, 2001). ...
... Entre las distintas aproximaciones sociomateriales esta investigación se inspira en la sociología de la traducción, más conocida como teoría del actor-red (en adelante ANT por su sigla en inglés), la cual encuentra sus raíces en los trabajos pioneros de Callon (1986), Law (1986) y Latour (1988) y cuenta ya con importantes contribuciones al campo educativo (Bolldén, 2015;Albornoz, Bustamante & Jiménez, 2012;Fenwick & Edwards, 2012;Fenwick, Edwards & Sawchuk, 2011). Es necesario precisar que, en lugar de una teoría que trata de explicar por qué suceden ciertas cosas, ANT pude concebirse como un conjunto de herramientas analíticas orientadas a observar, describir y registrar cómo actores diversos se ensamblan o no se ensamblan en ciertos casos particulares. ...
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Although educational innovation ecosystems are currently promoted globally, little is yet known about their effects and configurations in specific contexts. This article presents the results of a study that sought to understand how the Educational Innovation Ecosystem in Bogotá (Colombia) is configured, by carrying out analysis of its nodes (assemblages) and controversies. The study draws on a comparative case study, supported theoretically and epistemologically in the sociology of translation, better known as actor-network theory. The findings show the fragility of the notion of an ecosystem when certain conditions (such as the availability of teachers’ time or their conceptions of innovation with ICT) and certain key actors (such as school principals), essential in connecting the nodes of an innovation ecosystem, are not taken into account. The findings are relevant to the field of social sciences and especially to those interested in the sociology of education.
... The practical turn in social theory allows us to challenge taken-for-granted distinctions (technology/ society; online/offline; real/virtual; outside/inside) and pre-established categories such as formal, non-formal an informal education. Conversely, the practical turn focuses on the field of practices and relational dynamics, which are open to creative and disruptive enactments (Schatzki, 2001;Bolldén, 2016;Knorr-Cetina, 2001). To this extent, if new empirical studies make that practical turn, it could be possible to deepen de discussion about the typology of political practices proposed in the present article, instead of circulating traditional categories or oppositions as several scholars still do. ...
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Article
Although digital activism and mobilization around education is booming worldwide, few educational studies have addressed the relationship between education and activism mediated by digital technologies. This article explores how the scientific literature has conceptualized the relationship between education and activism mediated by digital technologies through a systematic review of international studies published between 1996 and 2016. The research uses thematic analysis to identify emergent patterns and relationships in the scientific literature. Thus, 392 articles were reviewed, and 40 were selected for a more detailed analysis. The findings show that it is necessary to problematize certain conceptual distinctions that some studies make (e.g., formal, non-formal, informal education). We propose a new typology of political practices, which transcend this type of distinctions present in the scientific literature. Conclusions address a necessary integration of a “practical turn” when analyzing the links between activism, digital technologies, and education since this approach allows one to challenge the binary distinctions and oppositions identified in the scientific production of knowledge.
... This opens up possibilities for future research which can target the question of how OTPD can foster teacher reflection on a large scale. Next to that, Bolldén (2016) and Philipsen et al. (2017) indicate that the examination of online teaching roles is an important feature in the process of TPD for online and blended learning. In this respect the DD programme and the study presented here could have focused more on these online teaching roles, given their importance in the TPD process for online and blended learning (Baran, Correia, & Thompson, 2011). ...
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This paper aims to shed light on our understanding of how teacher reflection could be fostered through online teacher professional development. In this respect, the presented paper starts from three theoretical foundations, namely: the characterization of online teacher professional development, logic modelling and finally fostering teacher reflection. Based on these foundations, a logic model is constructed and subsequently used to analyze an online teacher professional development program. The examined online teacher professional development trajectory is the Digital Didactics program, which originated in Flanders (Dutch speaking part of Belgium). 20 participants and 4 coaches participated in the study presented. The results indicate that reflection was fostered through several online teacher professional development program features. The reflective practices that formed the main outcomes of this study were mainly from a behavioral, attitudinal and a social nature. The conclusions drawn can inform both theory and practice on how online teacher professional development could instigate teacher reflection.
... (b) Mode of educational delivery: This view often contrasts the face to face (traditional) and e-learning (modern) and blended learning (mix of traditional and modern). In this view, e-learning is seen as an extension of the pace, space, time, and sequence of learning using the technologies from the traditional setup (Bolldén 2016;Gros 2016;Sinclair et al. 2016). Here, synchronous or asynchronous delivery of learning or instructional material is discussedusually to define the spatial and temporal distances between the provider of the learning content, the content, the learning facilitator, and the learner. ...
Article
Engagement with theories and theoretical frameworks in the planning and conduct of research about library instruction, in conjunction with the existing evidence base, can help researchers develop coherent conceptual models to justify the research approach and importance of the research produced. This column describes some of the limitations of common evaluation approaches that lack explicit theoretical framing and provides definitions of concepts that allow practitioners and researchers alike to explore and understand the complexities of educational encounters. Using an illustrative study with a theoretical framework applying sociomaterialism and related theories, this article presents arguments for in-depth explorations of informatics education through qualitative research.
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The study aimed to explore the problems of teachers in teaching mathematical contents through the online mode during COVID-19 in Nepal. A cross-sectional survey study was carried out among 415 mathematics teachers from basic school to the university level. A self-constructed questionnaire was administered online, and the data were analyzed using the t-test, ANOVA, and the hierarchical multiple regression. The result shows that Algebra, Statistics, Vectors, Geometry, and Analysis are problematic areas for teachers teaching mathematics online. The institution types, ICT training status, and years of using the laptop by teachers at the secondary level were found to be the key factors determining the problem of mathematical content teaching during online instruction although the level of problems varied with respect to the teachers' age and experience at the university level.
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Book
This is the fifth volume of the popular ALiEM Faculty Incubator - International Clinician Educator Blog joint project: Education Theory Made Practical, Volume 5. This project is made possible in part with funding by the Government of Ontario and through eCampusOntario’s support of the Virtual Learning Strategy. To learn more about the Virtual Learning Strategy visit: https://vls.ecampusontario.ca
Article
The covid 19 pandemic has greatly affected the whole world including the education spectrum. In this study, the researcher described the realizations, challenges, and coping strategies of teachers on the sudden shift of classes to online teaching during the pandemic. It also aimed to propose an assistance program to improve the experience of teachers in online teaching. It was conducted using a qualitative phenomenological research design where the researcher interviewed 8 college instructors in an extension campus using a validated interview guide. The following themes emerged in view of their realizations on the sudden shift to online teaching: Realizations on the Use of Technology, Realizations on the Effectiveness of Online Teaching, Realizations on the Teachers’ and Students’ Safety.The following themes were unveiled in view of their challenges on the sudden shift to online teaching: Technological Challenges, Students’ Concerns, Work From Home Set Up. The following themes were disclosed in view of their coping strategies on the sudden shift to online teaching: Provision of Consideration for Students and Study for Instruction. The following themes sprouted in view of the Proposed Assistance Program on the sudden shift to online teaching: Technical Assistance and Teachers’ Welfare.