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Asplund, Stig-BörjeORCID iD iconorcid.org/0000-0002-2231-6386
Publications (10 of 31) Show all publications
Axelsson, J., Kilbrink, N. & Asplund, S.-B. (2019). Learning study i svetsundervisning: en yrkeslärares professionsutveckling. In: : . Paper presented at Nordyrk, Helsingfors, 12-14 juni.
Open this publication in new window or tab >>Learning study i svetsundervisning: en yrkeslärares professionsutveckling
2019 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75189 (URN)
Conference
Nordyrk, Helsingfors, 12-14 juni
Projects
Konsten att lära sig svetsa: En studie om undervisning och lärande på industritekniska programmet
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-09
Kilbrink, N., Asplund, S.-B. & Axelsson, J. (2019). Teaching to weld: theories in practice in collaborative research. In: : . Paper presented at NERA2019, Uppsala, 6–8 mar.
Open this publication in new window or tab >>Teaching to weld: theories in practice in collaborative research
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75194 (URN)
Conference
NERA2019, Uppsala, 6–8 mar
Projects
Konsten att lära sig svetsa: En studie om undervisning och lärande på industritekniska programmet
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-09
Kilbrink, N. & Asplund, S.-B. (2019). Three cycles of teaching to weld: Developing vocational teaching on a scientific basis. In: : . Paper presented at EARLI, Aachen, 12–16 August, 2019.
Open this publication in new window or tab >>Three cycles of teaching to weld: Developing vocational teaching on a scientific basis
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper concerns an action oriented study conducted between a welding teacher and two researchers in three iterative cycles. The teaching as well as the research is planned, conducted and analysed based on two theoretical frameworks; the variation theory (VT) and conversation analysis (CA), aiming to examine the relation between teaching and learning in vocational education, with a specific focus on learning to weld in a collaborative study between a vocational teacher and two researchers. The results can contribute to teachers’ professional learning and an improvement of planning and conducting teaching in relation to specific objects of learning in vocational education. This research contributes to both theoretical and educational findings. Furthermore, combining VT and CA approaches in an action oriented study contributes developing concepts for an integrated analysis of both the content and the process of learning.

National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75186 (URN)
Conference
EARLI, Aachen, 12–16 August, 2019
Projects
Konsten att lära sig svetsa: En studie om undervisning och lärande på industritekniska programmet
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-09
Asplund, S.-B., Kilbrink, N. & Axelsson, J. (2019). Uncovering the Melt: Results from an Action-Oriented Learning Study on Welding in Vocational Education. In: : . Paper presented at European Conference on Educational Research - ECER 2019, "Education in an Era of Risk – the Role of Educational Research for the Future", September 3-6, Hamburg, Germany.
Open this publication in new window or tab >>Uncovering the Melt: Results from an Action-Oriented Learning Study on Welding in Vocational Education
2019 (English)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This presentation reports some preliminary resultsfrom the ongoing study Learning to weld in vocational education, funded by the Swedish Institute for Educational Research, with the overall aim to examine the relation between teaching and learning in vocational education with a specific focus on learning to weld. The study is conducted as an action-oriented learning study in which two university based researchers collaborate with a vocational teacher at an upper secondary vocational school, and it responds to the request for more practice-based school research aiming for developing teacher’s teaching on a scientific basic (cf Brante et al, 2015; Carlgren, 2017; Lo, 2014; Postholm, 2018;SFS 2010:800). Action-oriented learning studies in iterative circles, where teachers themselves have been involved in formulating the research questions, and where there is a strong focus on the object of learning (what the students are supposed to learn) have been proven to be effective approaches in which teachers can change and develop their teaching practices and their professional learning, based on a theoretical framework (Brante et al., 2015; Pang & Ling, 2012). Hence, learning studies have been emphasised as a solid base for teachers’ professional development as well as improving students’ learning (Pang & Ling, 2012). Learning studies have also been proven to be a fruitful tool for implementing and increasing our understanding of the use of theory in practice, but according to Lo (2012) there is a need to conduct learning studies in more subject areas than what has previously been done. One of these research fields where there is a lack of learning studies and where research that has a specific focus on learning content is sparse is within the field of vocational education. This is something that we will focus on in this presentation, in which we will highlight results from the process of three iterative cycles in which theories gradually have been incorporated in the teacher’s didactical approach when teaching how to TIG-weld.

In the study, the teaching, as well as the research, is planned, conducted and analysed in three iterative cycles inspired by the Learning study method (cf. Pang & Ling, 2012), and is based on two theoretical frameworks; Conversation Analysis (CA) (cf. Sidnell & Stivers, 2013), and Variation Theory (VT) (cf. Marton & Tsui, 2004). Our approach is in line with the content-centered CA-studies that aim to capture interactional practices linked to learning a specific content or practice (cf. Rusk et al., 2015). This means that our focus in our study is on how the teacher and the students orient to the specific object of learning (OoL) of how to TIG-weld, and how the teacher and students adapt and change their participation in the unfolding interaction regarding how to TIG-weld, and where the VT can help us examine the enacted OoL in great detail. 

The specific aim with this presentation is to examine how the teacher is orienting towards the learning content by exemplifying one of the critical aspects of the OoL – the melt - when teaching how to TIG-weld during the process of three iterative cycles. Through concrete empirical examples from video recorded lessons we will explore not only how the theoretical perspectives (Conversation Analysis and Variation Theory Analysis; which we have chosen to term CAVTA) can be used together and integrated in practice when analysing the teaching and interaction, but also how these theories can be used as didactical tools for teachers when planning, executing, and evaluating their own teaching.

Method

Our study is based on a close collaboration between two university based researchers, and one vocational teacher at an upper secondary school. The teaching that the vocational teacher conducts is planned, executed, and analysed in three iterative cycles, inspired by the Learning study method (cf. Kilbrink et al., 2014; Pang & Ling, 2012). Usually, a learning study has its theoretical base in the variation theory and a key feature in the method is the strong emphasis on the learning content (referred to as the object of learning). In a Learning study, the teaching of this OoL should be planned, executed and analysed in specific steps in iterative cycles; pre-testing, planning, teaching, post-testing, analysing and revising (Ko, 2018). In our study, however, the pre- and post-testing has been removed, and instead a CA approach has been added to the variation theory in order to analyse how welding competences are displayed, developed and learned in the actual teaching situations. Approaching the data from a CA’s understanding of participation and social organisation can help us explore the learning processes that take shape in the interaction from an emic perspective (Duranti, 1997). Furthermore, CA can also add another dimension of how the OoL can be varied in the interaction between the teacher and students when using different semiotic resources (cf. Asplund & Kilbrink, 2018; Kilbrink & Asplund, 2018). The teaching that has been conducted in the study has been planned by the teacher, in dialogue with researchers, and each cycle lesson (with three focus students participating in each cycle) has been video recorded. These recordings have been analysed by the researchers at a primary stage, then analysed by the researchers and the teaching vocational teacher together. Based on these analyses, primarily based on a CAVTA perspective, the teacher, together with the researchers, worked on new teaching strategies that were to be incorporated into the teacher’s didactic approach towards cycle 2. In the second and third cycle this process was repeated. In this presentation, based on the outcomes of these three cycles of teaching how to TIG-weld, we will focus on the teaching and learning processes that take shape when the teacher and students orient towards the melt as a critical aspect when teaching and learning how to TIG-weld.

Expected Outcomes

Through the detailed analysis of the interaction that take shape in the teaching, we can identify concrete changes in the teacher’s teaching when CAVTA is gradually incorporated into the teacher’s didactic approach. For example, we can see how the teacher, together with the students, through the simultaneous use of different semiotic resources actively works to try to establish a common understanding of what content is to be learned and how it should be learned (cf. Kilbrink & Asplund, 2018). The study’s approach also enables a teaching method where parts of a subject-specific content increasingly is made explicit during the course of the study and validated in the interaction, there and then. More precisely, in our presentation we will show how these processes are something that take shape in relation to the teacher’s and students’ orientation towards the melt, which in the interaction there and then, is made into a temporarily subordinate object of learning. The critical aspects of the melt are then oriented to and verbalised. We believe that our approach can lead to a development where we can find forms for teaching where specific subject content within vocational education - content which is sometimes a bit carelessly discussed in terms of “tacit knowledge”- not only can be communicated and made visible to both teachers and students in interaction here and now, but also made precise. Thus, our findings suggest that our approach is fruitful in order to develop the teaching, and it offers opportunities for methodological innovation.

References

Asplund, S-B., & Kilbrink, N. (2018). Learning how (and how not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research 62(1) 1-16. Brante, G., Holmqvist Olander, M., Holmquist, P-O., & Palla, M. (2015). Theorising teaching and learning: pre-service teachers’ theoretical awareness of learning. European Journal of Teacher Education, 38(1) 102-118. Carlgren, I. (Ed.) (2017). Undervisningsutvecklande forskning: exemplet Learning study. Malmö: Gleerups. Duranti, A. (1997). Linguistic anthropology. New York, NY: Cambridge University Press. Kilbrink, N., & Asplund, S. B. (2018). “This angle that we talked about”: learning how to weld in interaction. International journal of technology and design education, 1-18 (doi: 10.1007/s10798-018-9490-z Kilbrink, N., Bjurulf, V., Blomberg, I., Heidkamp, A., & Hollsten, A. C. (2014). Learning specific content in technology education: learning study as a collaborative method in Swedish preschool class using hands-on material. International Journal of Technology and Design Education, 24(3), 241-259. Ko, P. Y. (2018). Beyond labels: what are the salient features of lesson study and learning study? Educational Action Research (doi: 10.1080/09650792.2018.1530126). Lo, M. L. (2012). Variation theory and the improvement of teaching and learning. Göteborg: Acta universitatis Gothoburgensis. Marton, F. & Tsui, A.B. (Eds.) (2004). Classroom Discourse and the Space of Learning, Lawrence Erlbaum, Mahwah, N.J. Pang, M. F., & Ling, L. M. (2012). Learning study: Helping teachers to use theory, develop professionality and produce new knowledge to be shared. Instructional Science, 40(3), 589–606. Postholm, M. B. (2018). Teachers’ professional development in school: A review study. Cogent Education, 5(1), 1-22. Rusk, F., Pörn, M., Sahlström, F., & Slotte-Lüttge, A. (2015). Perspectives on using video recordings in conversation analytical studies on learning in interaction. International Journal of Research & Method in Education, 38(1), 39-55. Sidnell, J. & T. Stivers (Eds.) (2013). The Handbook of Conversation Analysis. Oxford, U.K.: Wiley‐Blackwell.

Keywords
CAVTA, Conversation Analysis, Variation Theory, Learning, Vocational Education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-74776 (URN)
Conference
European Conference on Educational Research - ECER 2019, "Education in an Era of Risk – the Role of Educational Research for the Future", September 3-6, Hamburg, Germany
Projects
Konsten att lära sig svetsa
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2019-09-16 Created: 2019-09-16 Last updated: 2019-09-19Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2019). Using CAVTA (Conversation Analysis and Variation Theory Approach) in a Learning Study on Welding. In: S. Pulé & M. de Vries (Ed.), Proceedings PATT37: Developing a knowledge economy through technology and engineering education. Paper presented at PATT37, 3-6 june 2019, University of Malta, Msida, Malta (pp. 269-276). Msida: University of Malta
Open this publication in new window or tab >>Using CAVTA (Conversation Analysis and Variation Theory Approach) in a Learning Study on Welding
2019 (English)In: Proceedings PATT37: Developing a knowledge economy through technology and engineering education / [ed] S. Pulé & M. de Vries, Msida: University of Malta , 2019, p. 269-276Conference paper, Published paper (Refereed)
Abstract [en]

This study is conducted as a collaborative study between two researchers and one vocationalteacher in the Industrial Programme at the upper secondary vocational education in Sweden.The study is conducted in iterative cycles and focuses on actual teaching of a technicalvocational object of learning (to make a TIG-weld) in school. The research project is fundedby the Swedish Institute for Educational Research. The study is based on two theoreticalframeworks; the variation theory (Marton & Tsui, 2004) and conversation analysis (Sidnell, &Stivers, 2013). These theories have been used for planning the teaching as well as foranalysing data from the iterative cycles. Combining these two frameworks is a fairly newapproach, but it has previously been done in a few studies (cf. Asplund & Kilbrink, 2018).However, there are no previous action research studies that we know about where thesetheories are combined in the planning of and teaching a specific object of learning. We usethe abbreviation CAVTA (Conversation Analysis and Variation Theory Approach) for thecombination of these theories as a tool in practice-based school research. Inspired by thelearning study method, this study is conducted in three iterative cycles. However, this study isbased on CAVTA as the theoretical framework, in contrast to previous learning studies. Dataconsists of video recorded lessons and audio recorded conversations between theresearchers and the teacher to follow the process of working with this collaborative method inrelation to a technical vocational object of learning. The results from this study show how theteaching content in relation to the object of learning is made visible in the interaction.Furthermore, the critical aspects are displayed more explicitly in teaching over time, based onanalysing, planning and evaluating teaching with a starting point in CAVTA.

Place, publisher, year, edition, pages
Msida: University of Malta, 2019
Keywords
CAVTA, Conversation Analysis, Variation Theory, Learning Study, Technical Vocational Education
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-74410 (URN)
Conference
PATT37, 3-6 june 2019, University of Malta, Msida, Malta
Projects
Konsten att lära sig svetsa
Funder
Swedish Institute for Educational Research, 2017-00056
Available from: 2019-08-19 Created: 2019-08-19 Last updated: 2019-09-02Bibliographically approved
Kilbrink, N., Asplund, S.-B. & Asghari, H. (2019). Yrkeslärande i interaktion på VVS- och fastighetsprogrammet. In: : . Paper presented at Nordyrk, Helsingfors, 12-14 juni.
Open this publication in new window or tab >>Yrkeslärande i interaktion på VVS- och fastighetsprogrammet
2019 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-75193 (URN)
Conference
Nordyrk, Helsingfors, 12-14 juni
Projects
Yrkeslärande
Funder
Swedish Research Council, 2017-03552
Available from: 2019-10-09 Created: 2019-10-09 Last updated: 2019-10-09
Asplund, S.-B. & Ljung Egeland, B. (2018). Då och nu – arbetarmän på landsbygden och deras läsarhistorier. In: : . Paper presented at Bildning, utbildning, fortbildning: Den 13:e nationella konferensen i Svenska med didaktisk inriktning i Linköping, 22-23 november 2018.
Open this publication in new window or tab >>Då och nu – arbetarmän på landsbygden och deras läsarhistorier
2018 (Swedish)Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

Den här studien ansluter till ett tidigare projekt där vi genomfört livsberättelseintervjuer med unga arbetarmän som bor på landsbygden, vilkas berättade erfarenheter av läsning legat till grund för framskrivandet av dessa mäns  läsarhistorier. Resultatet av detta projekt har bl.a. publicerats i en artikel i Gender & Education (Asplund & Pérez Prieto, 2017) i vilken vi visar på möjligheterna, och behovet av att studera arbetarmäns relation till, och erfarenheter av läsning utifrån en livsberättelseansats med en vidgad syn på text och läsning (se också Asplund, 2016; Asplund & Pérez Prieto, 2014, 2016). Bland annat visar vi hur de unga männens läsarhistorier har tagit form i relation till den i samhället dominerande diskursen om läsning genom vilken de unga männen i flera avseenden förminskar sig själva som läsare, men också att läsarhistorierna har formats av, och format de specifika sociala och kulturella kontexter och diskurser vilka de unga männen lever i och är en del av.

   Med erfarenheterna från det tidigare projektet genomförs i den här studien livsberättelseintervjuer med vuxna män med arbetarklassbakgrund, uppvuxna under olika årtionden i en glesbygdskommun i Sverige. Gemensamt för de intervjuade är att de ska ha studerat på ett traditionellt mansdominerat yrkesprogram (eller motsvarande) på gymnasiet eller yrkesskola. Motivet till detta är att vi vill ta del av berättelser och perspektiv från en f.d. elevgrupp där andelen elever med arbetarklassbakgrund är hög, och där genomströmningen till vidare studier i jämförelse med elever från teoretiska gymnasieprogram, är markant lägre. Syftet är att studera vilken betydelse läsning och texter har, har haft, och ges i dessa mäns liv, och hur de individuella läsarhistorierna samverkar med det omgivande samhällets utveckling (i termer av exempelvis ekonomiska, sociala, kulturella och teknologiska förändringar). I denna presentation kommer vi att presentera några 60-åriga mäns läsarhistorier.

National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-69632 (URN)
Conference
Bildning, utbildning, fortbildning: Den 13:e nationella konferensen i Svenska med didaktisk inriktning i Linköping, 22-23 november 2018
Available from: 2018-10-14 Created: 2018-10-14 Last updated: 2018-12-06Bibliographically approved
Asghari, H., Asplund, S.-B. & Kilbrink, N. (2018). "Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning. In: Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner (Ed.), Berättelser: Vänbok till Héctor Pérez Prieto (pp. 95-104). Karlstad: Karlstads universitet
Open this publication in new window or tab >>"Folk kommer ju alltid behöva å skita": Identitetsframträdanden i teknisk gymnasial yrkesutbildning
2018 (Swedish)In: Berättelser: Vänbok till Héctor Pérez Prieto / [ed] Annica Löfdahl Hultman, Christina Olin-Scheller, Marie Tanner, Karlstad: Karlstads universitet, 2018, p. 95-104Chapter in book (Refereed)
Place, publisher, year, edition, pages
Karlstad: Karlstads universitet, 2018
Series
Karlstad University Studies, ISSN 1403-8099 ; 2018:3
Keywords
Berättelser, identitetsframträdande, yrkesutbildning
National Category
Pedagogical Work
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-66705 (URN)978-91-7063-829-9 (ISBN)978-91-7063-924-1 (ISBN)
Available from: 2018-03-15 Created: 2018-03-15 Last updated: 2018-03-16Bibliographically approved
Asplund, S.-B. & Kilbrink, N. (2018). Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education. Scandinavian Journal of Educational Research, 62(1), 1-16
Open this publication in new window or tab >>Learning How (and How Not) to Weld: Vocational Learning in Technical Vocational Education
2018 (English)In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 62, no 1, p. 1-16Article in journal (Refereed) Published
Abstract [en]

This article focuses on vocational learning in technical vocational education in upper-secondary school, with a special focus on the object of learning to weld. A concrete teaching situation where the learning object to weld is the focus of the interaction between a vocational teacher and an upper-secondary student was documented by a video camera and then analysed from two different perspectives: a conversation analytical perspective and a variation theory perspective. The combination of the two perspectives allows a study of learning that deals with issues regarding both form and content, which may increase our understanding of vocational learning in technical vocational education in upper-secondary school

Place, publisher, year, edition, pages
Taylor & Francis, 2018
Keywords
Vocational learning, vocational education, conversation analysis, variation theory, technical vocational education
National Category
Pedagogical Work
Research subject
Education
Identifiers
urn:nbn:se:kau:diva-43561 (URN)10.1080/00313831.2016.1188147 (DOI)
Available from: 2016-06-23 Created: 2016-06-23 Last updated: 2018-08-28Bibliographically approved
Kilbrink, N. & Asplund, S.-B. (2018). Learning to weld in technical vocational education: the first cycle of an action-oriented study. In: N. Seery, J. Buckley, D. Canty & J. Phelan (Ed.), 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development. Paper presented at 36th International Pupils’ Attitudes Towards Technology Conference. Athlone Institute of Technology, Co. Westmeath, Ireland. 18-21 June 2018. (pp. 356-362).
Open this publication in new window or tab >>Learning to weld in technical vocational education: the first cycle of an action-oriented study
2018 (English)In: 2018 PATT36 International Conference: Research and Practice in Technology Education: Perspectives on Human Capacity and Development / [ed] N. Seery, J. Buckley, D. Canty & J. Phelan, 2018, p. 356-362Conference paper, Published paper (Refereed)
Abstract [en]

Creating efficient learning environments where students learn what they are supposed to learn, as well as understanding the relations between teaching and learning are recurring issues in educational settings. The importance of studying these issues in school practices is highlighted in different studies, but in relation to technical objects of learning in vocational education, there is an evident lack of such studies. By implementing an action-oriented study in iterative cycles, inspired by the Learning Study method, this study aims to redress this lack by focusing on learning processes involved when a vocational teacher and upper secondary students interact with tools and materials in relation to the object of learning to weld. We combine two different perspectives in the project (cf. Asplund & Kilbrink, 2018); variation theory analysis (VTA) (cf. Bjurulf, 2008; Marton & Tsui, 2004) and conversation analysis (CA) (Schegloff, 2007; Sidnell & Stivers, 2014). The study will be conducted as a collaborative project between a vocational teacher and two university based researchers and is funded by The Swedish Institute for Educational Research. During spring 2018 we will conduct the first cycle of the study and at the conference we will present this ongoing project and data from the first cycle. 

Keywords
Action research, Conversation analysis, Technical vocational education, Variation theory, Vocational learning.
National Category
Educational Sciences
Research subject
Educational Work
Identifiers
urn:nbn:se:kau:diva-68843 (URN)
Conference
36th International Pupils’ Attitudes Towards Technology Conference. Athlone Institute of Technology, Co. Westmeath, Ireland. 18-21 June 2018.
Projects
Konsten att lära sig svetsa (Skolfi)
Available from: 2018-08-22 Created: 2018-08-22 Last updated: 2019-07-08Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-2231-6386

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