SIG 10, 21 & 25 CONFERENCE 2020 - NOW ONLINE

For the full programme with presenter details, please see this link. 

For presentation abstracts, please see the file below:

For a modifiable Google Calendar version with presenter details, please see this link. 

Kindly note: The times presented behind this link are marked in CEST. Once you download the event to your personal calendar, it is automatically converted to your timezone. To download a single session, click on the exact session you wish to take part in. To download the entire conference event, click on the blue plus icon on the low right corner of the site behind the link.

Q: I cannot find information about which time zone the times are communicated in. How do I know how to interpret the schedule?

A: all times communicated in the overall structure (image above), the google calendar (Behind the link above), and downloadable program PDF (attached above) are presented in CEST (Central Europe: Amsterdam, Copenhagen, Oslo, Stockholm). By using the time zone blocks on the left side of the overall conference structure (image above), you can check time differences with your personal time zone. 
 

Q: How do I know if the google calendar shows the times in my time zone?

A: The website behind the link automatically shows all times in CEST (Central Europe: Amsterdam, Copenhagen, Oslo, Stockholm). You can download individual sessions to your personal google calendar by clicking the session you are interested in. You can also download the whole program by clicking a blue plus sign on the low right corner of the site. Make sure to check that your personal google calendar shows events in your own time zone. 

Q: I am interested in a specific symposium. How will I find information on when the symposium takes place?

A: All invited symposia and the time when they take place are presented on this website below. You can find out when it takes place in your personal time zone in three ways: 

1) The invited symposia are numbered. You can see the number of the symposium below, use this number to find it from the overall structure and then use the time zone blocks on the left of the structure to see when it takes place in your time zone

2) You can click the google calendar link and download the event to your personal google calendar by clicking on the event on the google calendar. Your personal google calendar will automatically show the event in the time zone it is set to communicate time. 

3) Use the PDF program below to see the whole program, with all sessions and presenter details. Please note that this PDF communicates all times in CEST (Central Europe: Amsterdam, Copenhagen, Oslo, Stockholm).

For the manual for participants, please see:

For the manual for presenters, please see:

We are happy to announce our keynote speaker:  

Dr. Sara Hennessy (University of Cambridge): Exploring the role of educational technology use in supporting learning through dialogue

Dialogic approaches based on active student participation, open-ended discussion, and respectful critique of different perspectives are increasingly found to support student learning. Micro-level analyses of interactional sequences in particular yield important insights into the processes involved. Yet dialogic interaction is not very commonly observed in educational settings around the world. Recent advances in research indicate that – increasingly prevalent – digital technology has important pedagogical affordances for educational dialogue. Again, educators have typically not exploited its full interactive potential, with some exceptions. My work in this area draws on theories of sociocultural learning asserting that all human activity is mediated by artefacts and learning involves appropriating the shared norms, values and practices of a community. In particular, it has explored the mediating role of ‘digital knowledge artifacts’ jointly created and manipulated during activities designed to foster collaborative knowledge building using objects of joint reference. These artefacts bring in new modes of interaction with others’ ideas. They are provisional records embodying the ongoing, collective – social and cognitive – activity. Interacting with digital artefacts can facilitate development of a sustained line of co-inquiry that extends the space and timescale of dialogue. This talk includes some of the methodological challenges arising in analysing sequences of multimodal dialogue taking place as it unfolds over time. It is illustrated with examples from classroom practice and draws out implications for researchers and educators.

Dr. Sara Hennessy is Reader in Teacher Development and Pedagogical Innovation in the Faculty of Education at the University of Cambridge. She is co-founder of the interdisciplinary Cambridge Educational Dialogue Research (CEDiR) group (http://bit.ly/cedirgroup). Her research focuses on technology-mediated classroom dialogue, especially use of interactive display screens and mobile devices; teacher professional development; and analytic schemes for looking at the quality of dialogue. She co-led a large-scale ESRC-funded project exploring the relationship between dialogic teaching in schools and student outcomes (http://tinyurl.com/ESRCdialogue). Sara is a co-author of the book Research methods for educational dialogue published by Bloomsbury in early 2020. She has also worked with teachers as co-researchers, bridging research and practice through developing and refining theory together. Sara also now leads the University of Cambridge team within the multi-million pound DFID-funded EdTech Research and Innovation Hub (https://edtechhub.org). The Hub researches how effective uses of EdTech can support education systems change in low-income countries.

How art or artistic practices can promote spaces for learning and development?

Organiser: Nathalie Muller Mirza, Université de Genève, Switzerland

Chair: Valerie Tartas, University of Toulouse 2, France

Discussant: Michele Grossen, University of Lausanne, Switzerland

Abstract

This symposium examines the links between art and development from a sociocultural and narrative perspective in psychology and education. It will attempt to answer the following question: How do artistic practices (theatre, writing, literature) in education and training create spaces for learning and development, and under which conditions?  This question will be explored through three dimensions, which we consider interdependent: 1) the relationship between artistic activities and the construction of knowledge (e.g. in what ways do literary or theatrical writing activities support the construction of new knowledge?, 2) that of pedagogical innovation (in what way do these activities lead teachers or trainers to rethink teaching-learning practices?), 3) that of the practices of researchers themselves (in what way do these objects of study invite researchers to develop new ways of thinking about their approach to data collection, participation, analysis and restitution?). Based on research conducted in the field of theatre, narratives, writing and literature in different educational contexts (school, university, adult education or more informal situations), the papers will attempt to shed light on the interactional processes at play and the conditions under which artistic activities make it possible to create a new relationship between learners (students, adult participants and researchers) to knowledge, to themselves and the world.

Papers

Artistic practices and “self” development in educational settings

Valérie Tartas, University of Toulouse 2, France; Nathalie Muller Mirza, Université de Genève, Switzerland

The Everyday Aesthetic of Narrative Learning

Colette Daiute, The Graduate Center, CUNY, United States

Reviving Higher Education through Performing Arts

Laure Kloetzer, Institute of Psychology & Education, Switzerland; Ramiro Tau, University of Geneva, Switzerland; Simon

Henein, Ecole Polytechnique Fédérale de Lausanne (EPFL), Switzerland

“Ways with Worlds”: Bringing Improvisational Theater into Play with Reading

Kevin Leander, Vanderbilt University, United States

Diversity as a challenge - Challenges to diversity: approaches in 2020

Organiser: Gudrun Ziegler, Luxembourg multi-LEARN Institute, Luxembourg

Chair: Alessio Surian, Università degli Studi di Padova, Italy

Discussant: Charles Max, University of Luxembourg,  Luxembourg 

Abstract

Diversity and heterogeneity is a key working field in the 21st century and is understood in different ways including mixing, questioning, challenging, and, too often, distancing and rejecting. Fluxes of people, their backgrounds and orientations; streams of data, not only in terms of languages or approaches to numbers but also regarding access to information and participation; and waves of (ever) new inventions and globalized phenomena and concerns have marked (and fundamentally determined) work in education and other areas of the humanities. Yet, the already often felt (and addressed) concern of the fuzziness of concepts (be it diversity, interculturality, culture (!), gender, …)  seems to be particularly apparent as we speak in 2020: As the pandemic globalizes, discussions from the beginnings of modern/European concepts of democracy and equity make it to the surface, while students and workers access a (heterogeneous) digital presumed “normal” and participation to any activity in the “here and now” is marked by “risks” (e.g., tracking, testing) rather than potential and opportunity (to learn for instance). As this symposium is held in the context of 2020’s tormented times, it aims to go back to the initial concern of working on “diversity” in the context of education, focusing particularly on higher and adult education.  More specifically, the papers will provide data-driven examples of processes in education where diversity is key to the actual learning process, yet show, how the very idea of diversity is challenged by the current “new” and in that respect - globalized - remote learning frameworks.

Papers

Students are stories: individual experiences of intercultural group work in engineering education

Becky Bergman, Gothenburg University, Sweden

“Et là, ça se passe!” - How learning the diverse “new” is (was?) engineered in interaction

Gudrun Ziegler, Luxembourg multi-LEARN Institute, Luxembourg

Topicalizing the pandemic and challenging boundaries of diversity in the digital wilds

Sylvi Vigmo, University of Gothenburg, Sweden

Learning from Learners: Power, Resistance and  Learners' Voices in an Era of Uncertainty

Organisers: Mike Cole, University of California, San Diego, United States; Charles Underwood, University of California, Berkeley,  United States; Mara Mahmood, University of California Berkeley, United States; Sophina ChoudryUniversity of Manchester, United Kingdom; Arturo Cortez, University of Colorado, Boulder, United States; Alfredo Jornet, University of Oslo, Department of Teacher Education and School Research, Spain; Antti Rajala, University of Helsinki, Finland; Michael Bakal, University of Berkeley, United States; M. Lisette Lopez, Univeristy of California, Berkeley, United States; Kalonji Nzinga, University of Colorado at Boulder, United States; José Ramón Lizárraga, University of Colorado,  United States

Chairs: Mara Mahmood, University of California Berkeley, United States; Charles Underwood, University of California, Berkeley, United States; Kalonji Nzinga, University of Colorado at Boulder, United States

Discussants:  Angela Booker, University of California, San Diego, United States; Anna Stetsenko, The Graduate Center of the City University of New York, United States

Abstract

This symposium engages panelists and participants in the exploration and re-conceptualization of “learners’ voices” from a cultural-historical activity theory (CHAT) perspective that approaches education as a struggle to overcome dominant paradigms that thwart learners’ development and agency in the face of an uncertain future. As part of a larger effort to re-generate CHAT, this symposium will articulate and elaborate the concept of "learners’ voices" as a tool for guiding students, teachers, researchers, activists, and policy-makers in re-orienting pedagogy to cultivate their critical voices, empowering learners to become agentive sociopolitical actors in charge of their own futures-in-the-making. The concept of voice has been used in educational research, design and practice for calling out and naming the hidden power relations in systems of oppression and plays a role in learner-centered approaches (Corbett & Wilson, 1995) culturally-relevant pedagogies (Ladson-Billings 1994; Lee, 2006), hybrid language education (Gutiérrez, 1999), and critical race theories and pedagogies (Mensah, 2019). 

Panelists reconceptualize voice as “learners’ voices” broadly to convey agentive engagement in meaning making in the face of unequal power relations. While the panelists work in different social contexts (see presentation abstracts) all employ the concept of “learners’ voices” and explore ways of encouraging multivoicedness, speaking truth to power, and recognizing learners’ voices as an educational necessity in an uncertain global context. The structure of the symposium encourages dialogue designed to promote the collective co-construction and development of the concept of "learners’ voices" as a critical tool for expanding our understanding of teaching and learning.

Papers

Participatory Design Research for Climate Resilience and Activism

Michael Bakal, University of Berkeley, United States

“Trump Would Just Get Sucked Into a Black Hole”: Youthful Digital Imaginings of New Futures

José Ramón Lizárraga, University of Colorado, United States; Arturo Cortez, University of Colorado, Boulder, United States

Contradictory Activities Leading to Differential Learning in a Heterogeneous Mathematics Classroom

Sophina Choudry, University of Manchester, United Kingdom

“It’s Rigged!”: The Disruption That Reverberates When Youth Vocalize That the System Is Fixed

M. Lisette Lopez, Univeristy of California, Berkeley, United States; Kalonji Nzinga, University of Colorado at Boulder, United States

Learners’ Voices and the Transformation of Schooling Towards a Sustainable Society

Alfredo Jornet, University of Oslo, Department of Teacher Education and School Research, Spain; Antti Rajala, University of Helsinki, Finland

Process-oriented analyses of interaction; showcasing qualitative and quantitative techniques

Organiser: Myrte Gosen, University of Groningen, Netherlands; Frans Hiddink, NHL University of Applied Sciences, Netherlands

Chair: Marjolein Deunk, University of Groningen, Netherlands 

Discussant: Jan Berenst, University of Applied Sciences Leeuwarden, Netherlands

Abstract

Learning is a socially situated, dynamic process in which knowledge and skills are built over the course of time. The person who learns often does so in the context of help by another person; i.e., knowledge is co-constructed in a mutual process that takes place over time (Granott, 2002; Sorsana, 2008; Mercer & Littleton 2007). In classroom settings, this process often takes the shape of teacher-student interaction, or student-student interaction (Littleton & Howe 2010; Markee 2015).

To analyze this process of mutual co-construction of knowledge, several approaches can be used. This symposium aims to showcase various qualitative and quantitative approaches for researching the processes at work in these interactions. Each approach highlights either the student or the teacher perspective in a micro level analysis of real time classroom interactions.

The researchers in this symposium all analyzed the same two fragments from an existing data set (Van Vondel, 2017). Both fragments originate from a Dutch Science and Technology lesson series in grade 5/6 (students aged 10 to 12). Children were given a problem-solving task to work on in small groups. During the video recorded fragments, the same teacher interacts with two groups of four children. The symposium illustrates how data can be analyzed in a variety of ways, using constructs that may have slightly different interpretations, depending on the chosen approach.

The discussant will go into the relationship between the insights that different approaches provide and into the possibilities and desirability of methodological triangulation in this field of classroom interaction research.

Papers

Pupils' knowledge building as a co-constructed process; a quantitative approach

Henderien Steenbeek, Hanze University of Of Applied Sciences, Netherlands; Naomi de Ruiter, University of Groningen, Netherlands

Quantitative analyses of teacher-student interactions: what patterns make up learning?

Mayra Mascareño, University of Groningen, Netherlands; Elisa Kupers, University of Groningen, Netherlands

Teacher facilitating practices during inquiry-based learning: A conversation-analytic perspective

Myrte Gosen, University of Groningen, Netherlands; Annerose Willemsen, Faculty of Arts, University of Groningen, Netherlands; Tom Koole, University of Groningen, Netherlands

Students working together: a qualitative analysis of conversational problem-solving practices

Jan Berenst, University of Applied Sciences Leeuwarden, Netherlands; Marjolein Deunk, University of Groningen, Netherlands; Frans Hiddink, NHL University of Applied Sciences, Netherlands

The Role of Theory in Process-oriented Research

Organiser: Nina Bonderup Dohn, University of Southern Denmark, Denmark

Chair: Alexandra Nordström, University of Helsinki, Finland

Discussant: Nina Bonderup Dohn, University of Southern Denmark,  Denmark

Abstract

Different approaches to research on education and learning take different stances on the role of theory in informing (or not) empirical investigations. At one end of a continuum are neo-positivist claims that any theoretical outset will necessarily be biasing so research should proceed from objective, theory-free data. At the other end are post-humanistic statements to the opposite effect, i.e. that lack of theoretical reflection on presuppositions will incur research that is seriously, often ethically condemnably, prejudiced. In SIG 25 on Educational Theory, the meta-discussion of the role of theory is a recurrent theme, along with, of course, discussions of the merits, flaws and compatibilities of specific educational theories. In our experience, it is also an issue for continuous discussion for researchers within other areas of educational research. For this Invited Symposium for SIG 25, we have called upon the three SIGs co-organizing this year’s conference to “combine forces” on the issue: We have asked representatives of each SIG to reflect on and discuss with one another the role of theory within process-oriented research (i.e. the overarching conference theme), potentially with a perspective to the processes of change that education is experiencing in these disturbing corona-times.

Papers

Dialoging with theory in Process-oriented Learning Research: Challenges and Perspectives

Nathalie Muller Mirza, Université de Genève, Switzerland; Valérie Tartas, University of Toulouse 2, France

Process-oriented research on changing sociomaterial ecologies in HE - In the wake of the pandemic

Sylvi Vigmo, University of Gothenburg, Sweden

What do theories do? Sociopolitics of educational theory in the rise of the COVID-19 pandemic

Alfredo Jornet, University of Oslo, Department of Teacher Education and School Research, Spain

REGISTRATION FOR THE CONFERENCE HAS CLOSED.

In case you have any questions, do not hesitate to contact: SIG102125-Groningen@rug.nl