Gustav Lymer has a background in cognitive science (M.Sc.), communication studies (M.Sc.), and educational research (Ph.D.). He is currently a post-doctoral research fellow at the Department of Education, Communication and Learning, University of Gothenburg, and conducts ethnomethodologically informed studies of instructional activities. In his PhD work, he focused on the practice of critique in architectural education. In addition, he is involved in studies of science education and academic supervision and writing. As a post-doctoral researcher within the Learning and Media Technology Studio (LETStudio), Gustav contributes to the studio’s work on learning, interaction, and visualization in the context of radiology, and also to a project concerned with video-mediated seminars in endodontics. His analytical and methodological approach is informed in particular by ethnomethodology and conversation analysis. Gustav also coordinates the data sessions held within the Network for Analysis of Interaction and Learning (LinCS-NAIL).
Murphy, K. ; Ivarsson, J. ; Lymer, G. (2012). Embodied reasoning in architectural critique. Design Studies. 33 (6) s. 530-556.
Lindwall, O. ; Lymer, G. (2011). Uses of "understand" in science education. Journal of Pragmatics. 43 (2) s. 452-474.
Lymer, G. ; Lindwall, O. ; Ivarsson, J. (2011). Space and discourse interleaved: intertextuality and interpretation in the education of architects. Social Semiotics. 21 (2) s. 197-217.
Lymer, G. ; Ivarsson, J. ; Lindwall, O. (2011). Arkitektur, minne och lärande. Säljö, R. (Red.) Lärande och minnande som social praktik. s. 409-433. Stockholm: Norstedts. ISBN/ISSN: 978-91-1-303772-1
Lindwall, O. ; Lymer, G. ; Greiffenhagen, C. (2011). Making "learning" visible and assessable in educational interaction, Presented at the 12th International Pragmatics Conference, Manchester UK.
Ph.D.
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