Jesper Bruun

GRACE: Broadening Narratives of Computing through History, Craft and Technology

Inclusion in computer science education and profession is a debated topic in recent feminist HCI literature. To enable inclusion in computer science, we must find new ways to create opportunities for broadening the narrative of computing embracing diversity. In this paper, we present GRACE, an interactive installation, which combines history, crafts, and digital technology. The installation creates an opportunity for multiple people to engage into discussions around inclusion in computer science, thus facilitates open discussion of perspectives beyond predominant narratives of computing.

The Structured Assessment Dialogue

The two key purposes of assessment, formative and summative, are often in a contradictory position if they are used concurrently. The summative assessment of learning will often prevent the formative assessment for learning to be realised (Butler, J Educ Psychol 79(4):474, 1987), meaning that the learning potential of the assessment will often be minimal. It is therefore a central challenge to find ways to combine the dual use of assessment. The structured assessment dialogue (SAD) is a candidate for such a combination.

Network Analysis as a Research Methodology in Science Education Research

Abstract: With three examples, we explore diff erent ways of conceptualizing networks of nodes and links as educationally relevant entities. We show how one can analyse networks as they evolve over time â the dynamics of networks â and how one can model dynamic processes on networks. We also explain how networks can have both visual and mathematical properties that make them tractable as a way of generating knowledge about relational data. We suggest how a theory that emphasizes relational aspects might be developed using networks by providing an example about social networks, where we explain the generation of the theory-like structures rules of interaction, which are meant to have explanatory power. Likewise, we make interpretations of student discussions that are shaped in part by the algorithm we use to create discussion maps as well as by the changes we make to the transcript. Th e article illustrates how in a teacher-student dialogue, the structure of the network shapes the way we comprehend and talk about discussion networks. All these are dependent on the relational character of networks and would not be the same without that perspective. In other words, the theoretical positions we develop are shaped by the nature of networks. We conclude the article by discussing three developments, which need to occur to realize the potential of using network analysis in educational research.Keywords: network analysis, dynamic, relational, methodological tool.

Policy Aspects: How to Change Practice and in What Direction

The ASSIST-ME project has a dual aim: (1) to provide a research base on the effective uptake of formative and summative assessment for inquiry-based, competence-oriented Science, Technology and Mathematics (STM) education and (2) to use this research base to give policy-makers and other stakeholders guidelines for ensuring that assessment enhances learning in STM education. This chapter describes how the second aim, the policy-oriented aspects, was dealt with in ASSIST-ME. It describes the establishment of National Stakeholder Panels (NSP) through the use of social network analysis as well as the work and outcomes of the national NSPs. In a wider perspective, it analyses how research results have and can influence STM education, both the educational practices and the political climate and decisions framing education. At this point, the chapter goes beyond ASSIST-ME and draws upon other project experiences across Europe. Finally, the policy recommendations for the transformation process based on the ASSIST-ME experiences will be put forward.

Validation of networks derived from snowball sampling of municipal science education actors

ABSTRACT Social network analysis (SNA) has been used in many educational studies in the past decade, but what these studies have in common is that the populations in question in most cases are defined and known to the researchers studying the networks. Snowball sampling is an SNA methodology most often used to study hidden populations, for example, groups of homosexual people, drug users or people with sexually transmitted diseases. By use of a snowball sampling approach, this study mapped municipal social networks of educational actors, who were otherwise hidden to the researchers. Subsequently, the resulting networks were validated through interviews with central respondents and by using prior investigations of the municipalities. Our results confirmed that the majority of the designated respondents recognized the resulting sociograms and their own position in these. It was also found that not all predictions based on existing knowledge of the municipalities aligned with SNA data. However, these discrepancies could be explained by development in the municipalities in the time following previous investigations. This study shows that snowball sampling is an applicable method to use for mapping hidden populations in educational settings, but also that qualitative studies are needed in order to interpret the networks in real-life contexts.

Patterns in the form of formative feedback and student response

Abstract Formative feedback currently receives attention as an effective means of increasing student learning. However, how to frame feedback to achieve the best effect is an ongoing debate. In this study we analyse a written data-set of 174 segments of teacher feedback and student response, coded using 10 emergent feedback and 14 response categories. As it is argued that feedback is a dialogue between students and teacher, links between feedback and response segments are viewed as a dialogical framework that we visualise and understand using network analysis. From this network we conclude that some ways of formulating feedback are more productive and likely to lead to types of responses that signify learning than others. We thus identify the reflection group of responses, consisting of the categories reflective response, explanation and students investigate own thinking. The feedback categories that link primarily to the reflection group are open question, wondering question and leading question, which we categorise as the questioning group of feedback. We discuss these patterns against a previously published framework, and by discussing specific examples we further our understanding of what makes feedback formative.