Accustoming to the New Danish School Reform: A Design-Led Evaluation of a Didactic Mindset Model through Ethnographic Study and Reversal Theory
Author
Svendsen, Niels Vandel
Term
4. term
Publication year
2014
Submitted on
2014-06-02
Pages
79
Abstract
Antvorskov Skole har etableret udviklingsprojektet EduTechLab, inspireret af OECD’s Innovative Learning Environments. Målet er at udvikle alle elevers talenter ved at styrke didaktikken gennem samspil mellem forskning, praksis og undervisning. Skolen bygger på idéen om, at tættere samvirke med omverdenen både gør skolen mere åben for forandring og i stand til selv at skabe forandring. Skolen har ansat en konsulent som projektleder, der har medudviklet en didaktisk Mindset-model. Modellen guider lærere i at planlægge og gennemføre produktorienteret undervisning med interaktive digitale teknologier (IDT) – forløb hvor eleverne skaber produkter ved hjælp af digitale værktøjer. Sammen med 21 andre folkeskoler er Antvorskov Skole udvalgt til regeringens IT-demonstrationsskoleprojekt, som skal indsamle viden om elevers læring og motivation ved øget brug af IT. Her fokuserer skolen på elevproduktion og elevinddragelse. Denne rapport præsenterer et supplerende tre ugers studie i begyndelsen af 2014, iværksat i forbindelse med regeringens ønske om at evaluere den nye skolereform i praksis. Det gav mulighed for at afprøve EduTech Mindset-modellen og den produktorienterede undervisning i fuld skala. Studiet bygger på designbaseret forskning og undersøger elevernes affektive (følelsesmæssige) oplevelser for at bruge dem i den videre udvikling af modellen. Metodisk anvendes en etnografisk tilgang, der kombinerer kvantitative og kvalitative metoder: deltagende observation, interviews og semantiske differentials-spørgeskemaer (korte ratingskalaer med ordpar). Resultaterne viser, at eleverne generelt tog godt imod den produktorienterede undervisning. Sammenlignet med traditionel klasseundervisning rapporterede de, at de følte sig mere glade, stimulerede, udfordrede/aktiverede, trygge, livlige og interesserede. Sammenstillingen af kvalitative og kvantitative data peger på følgende designimplikationer: - Korte, fokuserede forløb opleves positivt, men nogle emner kan være så videntunge, at de ikke vækker tilstrækkelig interesse. - Logbøger bør give hurtig mening og synlig værdi for eleverne; ellers opfattes de som et lærerredskab. - Milepæle virker stærkere, når de knyttes til virkelige problemstillinger, er konkrete og kan tilpasses den enkelte gruppes niveau. - Individuel træning skal kobles meningsfuldt til den produktorienterede undervisning; ellers kan den opleves som straf eller som noget ekstra. - Elevernes forståelse af teamsamarbejde skal styrkes; tendensen til et "mig og de andre"-blik kan hæmme inklusion. Træning i gruppedynamik kan hjælpe. Indsigterne bruges til at justere EduTech Mindset-modellen og centrale elementer i den produktorienterede undervisning.
Antvorskov School has established the EduTechLab development project, inspired by the OECD’s Innovative Learning Environments. The aim is to develop all students’ talents by improving didactics through the interplay of research, practice, and teaching. The school assumes that closer interaction with its surroundings makes it both open to change and a driver of change. The school hired a consultant as project manager, who co-developed a didactic Mindset Model. The model guides teachers in planning and delivering product-oriented teaching with interactive digital technologies (IDT)—lessons where students create products using digital tools. Together with 21 other municipal schools, Antvorskov was selected for the national IT Demonstration School project to gather knowledge about student learning and motivation with increased use of IT. The school focuses on student production and involvement. This report presents a supplementary three-week study in early 2014, launched in response to the government’s call to evaluate the new school reform in action. It provided an opportunity to test the EduTech Mindset Model and product-oriented teaching at full scale. The study follows Design-Based Research and examines students’ affective (emotional) experiences to inform further development of the model. An ethnographic approach combined quantitative and qualitative methods: participant observation, interviews, and semantic differential questionnaires (short rating scales using word pairs). Findings show that students generally welcomed product-oriented teaching. Compared with traditional classroom teaching, they reported feeling more delighted, stimulated, challenged/activated, safe, lively, and interested. Merging qualitative and quantitative data led to these design implications: - Short, focused courses are appreciated, but some topics can be so knowledge-heavy that they do not spark sufficient interest. - Logbooks should provide immediate meaning and visible value for students; otherwise they are seen as a tool for the teacher. - Milestones are stronger when linked to real-world problems, are concrete, and can be adjusted to each group’s skill level. - Individual training must be meaningfully integrated with product-oriented teaching; otherwise students may see it as punishment or extra work. - Students’ understanding of teamwork needs strengthening; a “me and the others” mindset can hinder inclusion. Training in group dynamics can help. These insights are used to refine the EduTech Mindset Model and key elements of product-oriented teaching.
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