Oskar Lindwall
Biographic Data
| ID | 447036 |
|---|---|
| NAME | Oskar Lindwall |
| GIVEN NAMES | Oskar |
| FAMILY NAME | Lindwall |
| SIGNATURE | LINDWALL O |
| AFFILIATIONS | University of Gothenburg |
| ORCID | 0000-0001-6082-4990 |
| VERIFIED | Yes |
| TOTAL WORKS | 18 |
| TOTAL CITATIONS | 118 |
| AUTHOR COUNT | 18 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Coherence through sedimentation: Temporal organization and emergent interaction in Danmaku
This paper examines how coherence and participation are accomplished in danmaku, a commentary system on Chinese and Japanese video platforms where user comments scroll across the screen and are time-stamped to specific points on the video timeline. Although comments are produced asynchronously, they appear synchronously during playback, creating what has been described as pseudo-synchronicity ( Johnson, 2013 ; Liang, 2021 ). Building on research …
Simulation-based training in professional education: Learning, participation, and instructional design
Les tutoriels vidéo comme rencontre avec une « machine commentatrice: Vers une approche interactionnelle des tutoriels de bricolage
Sequence organization in the instruction of embodied activities
Calibrating hands-on experience and manual know-how in anatomical dissection
Student writing in higher education: From texts to practices to textual practices
In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of proximal textual prac…
Conversation analysis, dialogism, and the case for a minimal communicative unit
Severinson Eklundh and Linell (1983) asked whether a minimal form of communicative interaction exists and, if so, how many moves it would require. In conversation analysis, the response to these questions has traditionally been that such a form exists and that it takes the form of a pair of adjacent utterances consisting of a first pair part (e.g., a greeting or a question) and a second pair part (e.g., a greeting in return or an answer to the qu…
Suspicious Minds: The Problem of Trust and Conversational Agents
In recent years, the field of natural language processing has seen substantial developments, resulting in powerful voice-based interactive services. The quality of the voice and interactivity are sometimes so good that the artificial can no longer be differentiated from real persons. Thus, discerning whether an interactional partner is a human or an artificial agent is no longer merely a theoretical question but a practical problem society faces.…
Instructed and Instructive Actions: The Situated Production, Reproduction, and Subversion of Social Order
Are you asking me or are you telling me: Expertise, evidence, and blame attribution in a post-game interview
This paper is an analysis of a video clip of an interview between a reporter and ice hockey player following a game in which the player was involved in a hard collision with a member of the opposing team. The paper explores blame attribution and how participants claim and disclaim expertise in a way that supports or undermines assertions to have correctly seen and assessed the actions shown on tape. Our analysis focuses on the video of the interv…
Making Time: Pausing to Coordinate Video Instructions and Practical Tasks
Using video recordings as data to study how dyads follow instructional videos to achieve practical tasks, this article focuses on how participants coordinate the temporality of the video with that of their task by pausing the video. We examine three types of pausing, each displaying participants' online understanding of the instructions and different articulations between demonstrations and practical task: pausing to raise a correspondence proble…
Show Them or Involve Them? Two Organizations of Embodied Instruction
When instructors train people in physical actions, they often demonstrate what they want the learner to do. When basketball coaches use reenactments in training sessions, we find that they organize them in two ways: (a) as a performance treating the players as passive learners (what we call “demonstration as performance”); and (b) as active co-ordinated action among the players as involved coparticipants (what we call “demonstration as enactment”…
Epistemic status and the recognizability of social actions
Although the production and recognition of social actions have been central concerns for conversation analysis (CA) from the outset, it has recently been argued that CA is yet to develop a systematic analysis of ‘action formation’. As a partial remedy to this situation, John Heritage introduces ‘epistemic status’, which he claims is an unavoidable component of the production and recognition of social action. His proposal addresses the question ho…
Inquiries of the body: Novice questions and the instructable observability of endodontic scenes
This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts…
The body in medical work and medical training: An introduction
Instruction-in-Interaction: The Teaching and Learning of a Manual Skill
Space and discourse interleaved: Intertextuality and interpretation in the education of architects
This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interp…
Uses of "understand" in science education
Instruction-in-Interaction: The Teaching and Learning of a Manual Skill
Show Them or Involve Them? Two Organizations of Embodied Instruction
When instructors train people in physical actions, they often demonstrate what they want the learner to do. When basketball coaches use reenactments in training sessions, we find that they organize them in two ways: (a) as a performance treating the players as passive learners (what we call “demonstration as performance”); and (b) as active co-ordinated action among the players as involved coparticipants (what we call “demonstration as enactment”…
Epistemic status and the recognizability of social actions
Although the production and recognition of social actions have been central concerns for conversation analysis (CA) from the outset, it has recently been argued that CA is yet to develop a systematic analysis of ‘action formation’. As a partial remedy to this situation, John Heritage introduces ‘epistemic status’, which he claims is an unavoidable component of the production and recognition of social action. His proposal addresses the question ho…
Uses of "understand" in science education
Inquiries of the body: Novice questions and the instructable observability of endodontic scenes
This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts…
Sequence organization in the instruction of embodied activities
Are you asking me or are you telling me: Expertise, evidence, and blame attribution in a post-game interview
This paper is an analysis of a video clip of an interview between a reporter and ice hockey player following a game in which the player was involved in a hard collision with a member of the opposing team. The paper explores blame attribution and how participants claim and disclaim expertise in a way that supports or undermines assertions to have correctly seen and assessed the actions shown on tape. Our analysis focuses on the video of the interv…
Instructed and Instructive Actions: The Situated Production, Reproduction, and Subversion of Social Order
Calibrating hands-on experience and manual know-how in anatomical dissection
Making Time: Pausing to Coordinate Video Instructions and Practical Tasks
Using video recordings as data to study how dyads follow instructional videos to achieve practical tasks, this article focuses on how participants coordinate the temporality of the video with that of their task by pausing the video. We examine three types of pausing, each displaying participants' online understanding of the instructions and different articulations between demonstrations and practical task: pausing to raise a correspondence proble…
Space and discourse interleaved: Intertextuality and interpretation in the education of architects
This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interp…
Space and discourse interleaved: Intertextuality and interpretation in the education of architects
This study examines a sequence of instructional work taken from the practice of critique in architectural education. In analyzing the ways in which one instructor assesses and interprets how a group of students have worked with references to other architects and to well-known buildings, the study provides a respecification of notions of interpretation and intertextuality as practical features of design work: design anticipates professional interp…
Uses of "understand" in science education
Instruction-in-Interaction: The Teaching and Learning of a Manual Skill
Inquiries of the body: Novice questions and the instructable observability of endodontic scenes
This study explores questions posed by students in response to live video broadcasts of dental treatments. The aim of the study is to show and discuss the reflexive relationship between the questions, what they were occasioned by and how they are responded to. Procedures and anatomical features, that for the seminar leader are unproblematically seen in endodontic terms, repeatedly present problems for the students. Visible but unrecognized shifts…
The body in medical work and medical training: An introduction
Epistemic status and the recognizability of social actions
Although the production and recognition of social actions have been central concerns for conversation analysis (CA) from the outset, it has recently been argued that CA is yet to develop a systematic analysis of ‘action formation’. As a partial remedy to this situation, John Heritage introduces ‘epistemic status’, which he claims is an unavoidable component of the production and recognition of social action. His proposal addresses the question ho…
Show Them or Involve Them? Two Organizations of Embodied Instruction
When instructors train people in physical actions, they often demonstrate what they want the learner to do. When basketball coaches use reenactments in training sessions, we find that they organize them in two ways: (a) as a performance treating the players as passive learners (what we call “demonstration as performance”); and (b) as active co-ordinated action among the players as involved coparticipants (what we call “demonstration as enactment”…
Are you asking me or are you telling me: Expertise, evidence, and blame attribution in a post-game interview
This paper is an analysis of a video clip of an interview between a reporter and ice hockey player following a game in which the player was involved in a hard collision with a member of the opposing team. The paper explores blame attribution and how participants claim and disclaim expertise in a way that supports or undermines assertions to have correctly seen and assessed the actions shown on tape. Our analysis focuses on the video of the interv…
Making Time: Pausing to Coordinate Video Instructions and Practical Tasks
Using video recordings as data to study how dyads follow instructional videos to achieve practical tasks, this article focuses on how participants coordinate the temporality of the video with that of their task by pausing the video. We examine three types of pausing, each displaying participants' online understanding of the instructions and different articulations between demonstrations and practical task: pausing to raise a correspondence proble…
Suspicious Minds: The Problem of Trust and Conversational Agents
In recent years, the field of natural language processing has seen substantial developments, resulting in powerful voice-based interactive services. The quality of the voice and interactivity are sometimes so good that the artificial can no longer be differentiated from real persons. Thus, discerning whether an interactional partner is a human or an artificial agent is no longer merely a theoretical question but a practical problem society faces.…
Instructed and Instructive Actions: The Situated Production, Reproduction, and Subversion of Social Order
Student writing in higher education: From texts to practices to textual practices
In this article, recordings of academic supervision interactions are examined to inform a discussion of how ‘texts’ and ‘practices’ have been conceptualized in Academic Literacies (AL) research. AL perspectives have contributed to a shift in focus, from texts as linguistic objects to the practices in which texts are embedded. With a starting point in ethnomethodology and conversation analysis, we demonstrate the relevance of proximal textual prac…
Conversation analysis, dialogism, and the case for a minimal communicative unit
Severinson Eklundh and Linell (1983) asked whether a minimal form of communicative interaction exists and, if so, how many moves it would require. In conversation analysis, the response to these questions has traditionally been that such a form exists and that it takes the form of a pair of adjacent utterances consisting of a first pair part (e.g., a greeting or a question) and a second pair part (e.g., a greeting in return or an answer to the qu…
Les tutoriels vidéo comme rencontre avec une « machine commentatrice: Vers une approche interactionnelle des tutoriels de bricolage
Sequence organization in the instruction of embodied activities
Calibrating hands-on experience and manual know-how in anatomical dissection
Coherence through sedimentation: Temporal organization and emergent interaction in Danmaku
This paper examines how coherence and participation are accomplished in danmaku, a commentary system on Chinese and Japanese video platforms where user comments scroll across the screen and are time-stamped to specific points on the video timeline. Although comments are produced asynchronously, they appear synchronously during playback, creating what has been described as pseudo-synchronicity ( Johnson, 2013 ; Liang, 2021 ). Building on research …
Simulation-based training in professional education: Learning, participation, and instructional design
Psychology (13 works) · Computer Science (10 works) · Language, Discourse, Communication Strategies (9 works) · Language, Metaphor, and Cognition (7 works) · Philosophy (7 works) · Communication (5 works) · Discourse Analysis in Language Studies (5 works) · Epistemology (5 works) · Linguistics (5 works) · Sociology (5 works)