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

✍ Scribed by Crina Damsa (editor), Antti Rajala (editor), Giuseppe Ritella (editor), Jasperina Brouwer (editor)

• Publisher: Routledge
• Year: 2023
• Tongue: English
• Leaves: 350
• Edition: 1
• Category: Library

✦ Synopsis

Re-Theorising Learning and Research Methods in Learning Research explores the latest developments in the field of learning theory, offering an overview of emerging methods and demonstrating how recent research contributes to furthering understanding of learning. This book illustrates how theory and methods inform one another, facilitating advancements in the field, while addressing the ways in which societal and technological change create a need for adapting approaches to examining learning.

Drawing on an international team of contributors, this book comprises 17 chapters and three commentaries, thematically organised into three broad sections:

• emerging theories and conceptualisations of learning and how they drive methodological development
• new methods or innovative use of existing methods and their contribution to theory development
• theories and methods that emerge in connection with societal changes

Both novice researchers and more experienced scholars will benefit from an overview of recent theoretical and methodological advances in the learning research field. This is an invaluable resource for researchers in the learning and educational research field and will also support Masters and PhD students to understand how learning theories and research methodology in the field have been evolving in recent years.

✦ Table of Contents

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