LTERC SEMINAR SERIES PRESENTS

Designs for learning - individual and institutional formations of meaning

Presenter: Professor Staffan Selander, Didactic Science at the Department of Didactic Science and Early Childhood Education, Stockholm University

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Abstract

Discuss the new learning design approach undertaken at Didaktic Design.

Speaker Bio

Staffan Selander has a position as professor in Didactic Science at the Department of Didactic Science and Early Childhood Education, Stockholm University. He is also honorary professor at The Academy of Turku, Finland. A major part of Selander's research has focused learning from hermeneutic, socio-cultural and semiotic perspectives, especially questions concerning interpretation, representation, engagement and design by ways of (pedagogic) texts, pictorial illustrations and virtual artefacts. During the last four years, he (and his research team) has developed the approach called "designs for learning -a double perspective". Previously Selander has also studied curriculum theories, pedagogic texts, educational leadership and professionalization processes.

Selander has been in charge of various research projects concerning multimodal texts, toys, aesthetic learning processes, digital learning resources and learning in semi-formal contexts. He has been the president of IARTEM (www.iartem.no) and today he is the scientific leader of the research team DidaktikDesign at Stockholm University (www.didaktikdesign.nu), where he has tutored 26 doctoral students. He is the coordinator of an international project on informal learning at museums as well as of a new doctoral program in didactics, and he organized the first international on "Designs for Learning" conference in Stockholm, March 3-4, 2008. Selander is the co-editor of two e-journals: The IARTEM e-journal and Designs for Learning.

His two recent publicationswith Gunther Kress examine the concept of learning design which is relevant for all educators:
Kress, G., Selander, S. (in press). "Designs for learning - individual and institutional formations of meaning". I Säljö, R. (ed.) Information and Communication Technologies and the Transformation of Learning Practicies. Elsevier: Pergamon. Kress, G. & Selander, S. (in press). Design för lärande - ett multimodalt perspektiv. Stockholm: Norstedts.

Date of Presentation

21 April, 2010