Exploring Educational Designs by Schematic Models: Visualizing Educational Value and Critical Issues of Recognition and Socio-Material Frames

	DIDACTICAL DESIGNS		CLASS LEVEL	NO. TEACHERS/RESEARCHERS			SUBJECT CONTENT (GOALS)
	DIDACTICAL DESIGNS		CLASS LEVEL	DK	NO	SW	COMMUNICATE ORALLY & IN WRITING	ADAPT LANGUAGE TO PURPOSE, RECIPIENT, CONTEXT	CREATE TEXTS, USE DIFFERENT MODES	READ NORDIC TEXTS THAT ILLUSTRATE LIVING CONDITIONS & IDENTITY	SEARCH & VALUE INFORMATION OF NORDIC CONTENT
Team		No. Researchers		4	2	2 (4)
Team A	1.	Everyday Life in North	5	3	1	1	x	x
	2.	World of Comics	5	3	1	1		x	x	x
	3.	Poems in Nordic Mythology	5	3	1	1	x	x		x
	4.	Setting Sketches	5		1	1	x	x	x
	5.	Language Differences	5		1	1	x	x
Team B	1.	Presenting School	7	2		1	x	x
	2.	News in North	7	2	1	1	x	x		x
	3.	Nordic Youth Writers	8	2	1	1	x			x	x
	4.	Nordic Lyrics	8	2		1	x	x		x
	5.	Telling by Movie	9	2		1	x	x	x	x

Table 2

Overview of the symbols used in the schematic models.

ACTIVITY	SYMBOL	MEANING
initiation of a task		Introducing activities in the class
writing/reading		Producing written texts/post/presentations Reading written texts
talking/reading aloud/listening		Producing audio recordings talking/reading text Listening to audio-recorded talk/reading
writing and visually presenting		Producing multimodal representations combining writing and images
drawing/sketching/taking photographs		Producing visual and/or multimodal representations
filming/watching movie		Producing video recordings Watching films
sharing products		Sending documents etc. Uploading materials on a digital platform
discussing/asking		Synchronous face-to-face video talk Asynchronous interviews

Table 3

Analysis of Team-A’s Didactical Designs (DDs).

DD	1. EVERYDAY LIFE IN NORTH	2. WORLD OF COMICS	3. POEMS IN NORDIC MYTHOLOGY	4. SETTING SKETCHES	5. LANGUAGE DIFFERENCES
I.	L: Gather, document and present facts in writing, film, pictures and/or music. L: Share presentation. L: Write and/or record feedback. C: Ask questions and give feedback.	L: Read and analyze comics. C: Decide on story’s plot, characters and setting. L: Create own comics – animate, write, use color. C: Give feedback.	L: Read and analyze Nordic poems; Create own poems in writing and record reading. L: Share poems. C: Read poems and give feedback.	L: Read setting descriptions; Write own description. L: Share description. L: Interpret peers’ description in drawing/sketches. C: Compare drawings/sketches with original description, talk about differences and similarities.	L: Prepare questions in writing. C: Interview in writing in social media. L: Present findings in writing.
II.	PowerPoint, VoiceThread, Skype	Pixton, Wiki, Adobe Connect	Google docs, Wiki, Adobe Connect	Google docs, Wiki, Minecraft, Adobe Connect	Twitter, Google docs
III.
IV.	Present – Share – Response – Co-evaluate	Co-plan – Compose – Co-evaluate	Compose – Share – Co-evaluate	Compose – Share – Sketch – Co-evaluate	Co-interview – Compile

[i] (i) Intended teaching-learning outcomes and activities – local (L), cross-national (C); (ii) digital resources; (iii) sketch of DDs flow; (iv) design strategy.

Table 4

Team-A’s planning for Didactical Design 4. Setting sketches.

Assignment: We will find similarities and differences in our Nordic languages by writing a setting description with a descriptive and explanatory text. The groups then exchange descriptions with each other and interpret/translate it by building it up in MinecraftEdu. We will then be able to compare the setting descriptions with the interpretations in a conversation in Adobe Connect.
Goal – core content years 4–6 (curricula): Use of language in Sweden and the Nordic area. Some variants of regional differences in spoken Swedish. Some typical words and terms in Nordic languages, as well as differences and similarities between them. Narrative text messages, language characteristics and typical structures involving parallel action and flashbacks, descriptions of settings and persons, as well as dialogues. Descriptive, explanatory, instructional texts. Textual contents, structure, and typical language features.
Assessment criteria – writing (curricula): Students canwrite different kinds of text with understandable content and basicallyfunctional structures and with some variation in language. In thetext students use basic rules for spelling, punctuation, and correctlanguage with some certainty. The narrative texts students write containsimple expressive descriptions and simple plots.	Assessment criteria – language use (curricula): Students can give examples of national minority languages, applysimple reasoning about language variants in Swedish, and give examplesof some of the main language similarities and differences betweenSwedish and closely related languages.
Activities and preparation in respective classroom: Class reads setting descriptions; groups compose mind-maps ofkey-elements describing the house. Students upload their written housedescription on Wiki. Students interpret peer group’s description in 3D-sketches and upload on Wiki.	Cross-national activities: Conversation viaAdobe Connect, approx. 20 minutes per group comparing house descriptionsand 3D-sketches.
Time plan: Week 1–2: The composition of setting descriptions. Week 3: Work with interpreting peer group’s 3D-sketches. Week 4: Synchronous meetings comparing house sketches with original descriptions.	Technologies, tools, and teaching resources: Installing MinecraftEdu in theclasses. Planning for the students sharing of descriptions in aWiki. Regular meetings for proceeding on the Adobe Connect. Studentconversations on Adobe Connect.

Table 5

Analysis of Team-B’s Didactical Designs (DDs).

DD	1. PRESENTING SCHOOL	2. NEWS IN NORTH	3. NORDIC YOUTH WRITERS	4. NORDIC LYRICS	5. TELLING BY MOVIE
I.	L: Gather, present facts by taking photos, writing, reading aloud. L: Share presentation. C: Ask questions and give feedback.	L: Read, interpret and analyze news articles in Nordic languages; write own news articles. L: Send news articles to cross-class.	L: Read, interpret and analyze fiction from Nordic writers; write own fiction. L: Share fiction. C: Discuss fiction from Nordic perspective.	L: Read, interpret and analyze Nordic poems; write own poems. L: Share poems. C: Discuss poems from Nordic perspective.	L: View, interpret and analyze Nordic films; Write scripts; Create own films. L: Share films. C: Discuss films from Nordic perspective.
II.	Present.me, Skype	Newspapers online, Google docs, Email	Google docs, Wiki, Adobe Connect	Google docs, Wiki, Adobe Connect	Google docs, YouTube, Wiki, Adobe Connect
III.
IV.	Present – Send – Co-response	Compose – Send	Compose – Share – Co-evaluate	Compose – Share – Co-evaluate	Compose – Share – Co-evaluate

[i] (i) Intended teaching-learning outcomes and activities – local (L), cross-national (C); (ii) digital resources; (iii) sketch of DDs flow; (iv) design strategy.

Table 6

Team-B’s planning for Didactical Design 3. Nordic youth writers.

Goal – core content years 7–9 (curricula): We read fiction for youth by Nordic youth writers. Reading Nordic fiction for youth that provides an insight into the conditions under which people live, issues related to life and identity. Distinguish/discern language features, structure, and narrative perspective in fiction for youth (parallel action, flashbacks, descriptions of settings and persons, internal and external dialogues). Use of language in the Nordic area. Some distinctive words and terms, and differences and similarities between the different languages. Differences in the use of language depending on the context, the person, and the purpose of communication.
Assessment criteria – reading (curricula): How well the student canmake summaries of the contents of different texts with agood connection to the theme, genre, and narrative perspective, whichshows reading comprehension. How well the student, based on ownexperiences, different issues concerning life and the surrounding world, caninterpret and reason about the explicit and implicit messages indifferent works.	Assessment criteria – speaking, talking (curricula): How well thestudent can prepare and give oral accounts with adaptation topurpose, recipient and context. How well the student can reasonabout the Swedish language characteristics and compare these with closelyrelated languages and clearly describe important similarities and differences.
Activities and preparation in respective classroom: Class chooses a writer fromeach country, agrees on a book and chooses an excerptto read. Students practice and analyze narrative perspective, typical genrefeatures and to see theme and messages. Students study thetexts linguistically by looking for distinctive words, words that havea different meaning and they write notes. Students plan apresentation of the work in groups. Class talks about differencesin language use depending on the context, with whom andfor what purpose you communicate.	Cross-national activities: Planning ingroups how the conversation should go. A student plans anopening, another student distributes the word. Conversation via Adobe Connect, approx. 20 minutes per group. The conversation is recorded andused in the assessment.
Time plan: Week 1–2: The classes prepare. Week 3: Work with the texts in the classes. Week 4: Synchronous meetings via Adobe Connect and evaluation.	Technologies, tools, and teaching resources: Planning for the educators in aWiki (alternatively Google docs). Regular meetings for proceeding on the Adobe Connect. Student conversations on Adobe Connect.