| 1. |
- Hamidi, Ali
(författare)
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A Systems Thinking Approach to Computational Thinking in Education
- 2023
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In today's rapidly changing world, the acquisition of essential skills is crucial for the success of young individuals. Among these skills, computational thinking (CT) plays a vital role in problem-solving and adapting to the complex and evolving demands of the 21st century. However, there is a need to explore the integration of other thinking skills alongside CT, as well as their application in educational settings.This study aims to address the gap in knowledge regarding the application of systems thinking to the development of CT and its integration into education. The primary objective is to explore the relationship between systems thinking and CT, providing a contextual framework for existing studies that focus on systems thinking in relation to CT. Additionally, the study explores how systems thinking can be applied to CT within educational contexts. By incorporating a systems thinking approach, a broader examination of the various factors involved in CT, including the technological landscape, individual skills and knowledge, and the social and cultural context, can be achieved.The thesis comprises three papers that describe research efforts conducted over three years. These projects focused on CT development using educational robotics and maker technologies, aiming to build and enhance CT skills among individuals of different ages and perspectives. The findings of the research efforts are synthesized and consolidated using the systemic FMA model, a comprehensive model that interconnects the frameworks of ideas, methodology, and the area of interest. This model conceptualizes CT practices as a system encompassing emergent properties, multiple perspectives, design interventions, and social and ethical considerations. The adopted FMA model enables methodological pluralism and facilitates critical examination of the boundaries of CT development, leading to conceptual and practical changes.The research contributes to the field of CT by providing insights into its theoretical foundations and practical applications, informing and guiding educational practices that are associated with CT.
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| 2. |
- Spikol, Daniel, 1965-
(författare)
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A Design Toolkit for Emerging Learning Landscapes Supported by Ubiquitous Computing
- 2010
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The widespread use of mobile devices and their integration in our everyday ac- tivities is changing the way we communicate, share information, and learn. The rapid adoption of powerful mobile devices also offers new opportunities to sup- port teaching and learning. For many users, mobile devices along with different types of computers are always connected, providing a constant stream of digital content to and from people and thereby adding new layers to the everyday in- formation landscape. These emergent trends are changing communication and collaboration patterns, but they have not yet been effectively leveraged for the field of education. Nearly 20 years ago, it was argued that the limitations of computer use for education in the coming decades would likely be less a result of technological limitations than a result of limited human imagination and the constraints of old habits and social structures. These two latest behaviors are still observable in many of today's classrooms. Therefore, different strategies are needed to explore and promote innovative educational practices supported by mobile and ubiquitous technologies, and this thesis will argue that design can be the catalyst for such a change.The main research question to be addressed in this thesis relates to what new approaches can be developed to design emerging learning landscapes supported by ubiquitous computing. In order to investigate this question, different design approaches are used to bring together the perspectives of technology- enhanced learning, ubiquitous computing, and interaction design. The empirical work presented in this dissertation is based on the activities and outcomes that emerged from three projects that included informal learning activities, inquiry-based science learning, and mathematics learning inside and outside the formal classroom. The most salient design approaches were identified from a comparative analysis of the projects, and this provided the foundations of a design toolkit. The intention of creating and using such a design toolkit is to provide a set of guidelines for researchers, designers, teachers, and other stakeholders to tackle the challenges of designing innovative learning activities supported by ubiquitous technologies.
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| 3. |
- Spikol, Daniel, 1965-, et al.
(författare)
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Discussing and Synthesizing Three Positions in Computer-supported Inquiry Learning from a Design Perspective : Mobile Collaboratories, Emerging Learning Objects, and Personal Inquiry
- 2011
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Ingår i: 9th International Computer-Supported Collaborative Learning Conference. - Hong Kong : International Society of the Learning Sciences. ; , s. 1202-1204
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Konferensbidrag (refereegranskat)abstract
- This workshop compares and seeks to synthesize different design approaches for exploring and promoting innovative educational practices supported by collaborative technologies. Bringing the design process to the forefront to support research and the realization of products for CSCL can help to balance the different needs of researchers and practitioners. The goal of the workshop is to examine different collaborative inquiry-learning based projects to determine what key themes can be further developed to address the use of design to improve research and implementation. While science inquiry is the focus of these three approaches, the comparative and synthesis activities should be of use for workshop participants concerned with synthesizing multiple design approaches for other CSCL domains as well, such as new literacies.
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| 4. |
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2nd Crossmmla : Multimodal learning analytics across physical and digital spaces
- 2018
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Proceedings (redaktörskap) (refereegranskat)abstract
- Students’ learning is ubiquitous. It happens wherever the learner is rather than being constrained to a specific physical or digital learning space (e.g. the classroom or the institutional LMS respectively). A critical question is: how to integrate and coordinate learning analytics to provide continued support to learning across physical and digital spaces? CrossMMLA is the successor to the Learning Analytics Across Spaces (CrossLAK) and MultiModal Learning Analytics (MMLA) series of workshops that were merged in 2017 after successful cross-pollination between the two communities. Although it may be said that CrossLAK and MMLA perspectives follow different philosophical and practical approaches, they both share a common aim. This aim is: deploying learning analytics innovations that can be used across diverse authentic learning environments whilst learners feature various modalities of interaction or behaviour.
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| 5. |
- Cukurova, Mutlu, et al.
(författare)
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Modelling Collaborative Problem-solving Competence with Transparent Learning Analytics : Is Video Data Enough?
- 2020
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Ingår i: LAK20. - New York, NY, USA : Association for Computing Machinery (ACM). ; , s. 270-275
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Konferensbidrag (refereegranskat)abstract
- In this study, we describe the results of our research to model collaborative problem-solving (CPS) competence based on analytics generated from video data. We have collected similar to 500 mins video data from 15 groups of 3 students working to solve design problems collaboratively. Initially, with the help of OpenPose, we automatically generated frequency metrics such as the number of the face-in-the-screen; and distance metrics such as the distance between bodies. Based on these metrics, we built decision trees to predict students' listening, watching, making, and speaking behaviours as well as predicting the students' CPS competence. Our results provide useful decision rules mined from analytics of video data which can be used to inform teacher dashboards. Although, the accuracy and recall values of the models built are inferior to previous machine learning work that utilizes multimodal data, the transparent nature of the decision trees provides opportunities for explainable analytics for teachers and learners. This can lead to more agency of teachers and learners, therefore can lead to easier adoption. We conclude the paper with a discussion on the value and limitations of our approach.
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| 6. |
- Eliasson, Johan, et al.
(författare)
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Mobile Devices as Support Rather than Distraction for Mobile Learners : Evaluating Guidelines for Design
- 2011
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Ingår i: International Journal of Mobile and Blended Learning. - Hershey, PA : IGI Global. - 1941-8647 .- 1941-8655. ; 3:2, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.
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| 7. |
- Friesel, Anna, et al.
(författare)
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Technologies designed and developed in PELARS project : the way to enhance STEM education
- 2017
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Ingår i: 2017 27TH EAEEIE Annual Conference (EAEEIE). - : IEEE. - 9781728109077 - 9781728109084
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Konferensbidrag (refereegranskat)abstract
- Practice-based Experiential Learning Analytics Research and Support (PELARS) is a project about learning and making. The PELARS project finds ways of generating "analytics" (data about the learning process and analysis of this data), which helps learners and teachers by providing feedback from hands-on, project-based and experiential learning situations. In this paper, we present our proposal for improving analytics education with hands-on, project-based and experimental scenarios for engineering students. This is done through teacher and learner engagement, user studies and evaluated trials, performed at UCV (University of Craiova, Romania) and DTU Diplom (Technical University of Denmark, Campus Ballerup, Denmark). The PELARS project provides technological tools and ICT-based methods for collecting activity data ( moving image-based and embedded sensing) for learning analytics (data-mining and reasoning) of practice-based and experiential STEM.
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| 8. |
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| 9. |
- Katterfeldt, Eva-Sophie, et al.
(författare)
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Physical computing with plug-and-play toolkits : Key recommendations for collaborative learning implementations
- 2018
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Ingår i: International Journal of Child-Computer Interaction. - : Elsiever. - 2212-8689 .- 2212-8697. ; 17, s. 72-82
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Tidskriftsartikel (refereegranskat)abstract
- Physical computing toolkits have long been used in educational contexts to learn about computational concepts by engaging in the making of interactive projects. This paper presents a comprehensive toolkit that can help educators teach programming with an emphasis on collaboration, and provides suggestions for its effective pedagogical implementation. The toolkit comprises the Talkoo kit with physical computing plug-and-play modules and a visual programming environment. The key suggestions are inspired by the results of the evaluation studies which show that children (aged 14–18 in a sample group of 34 students) are well motivated when working with the toolkit but lack confidence in the kit’s support for collaborative learning. If the intention is to move beyond tools and code in computer education to community and context, thus encouraging computational participation, collaboration should be considered as a key aspect of physical computing activities. Our approach expands the field of programming with physical computing for teenage children with a focus on empowering teachers and students with not only a kit but also its appropriate classroom implementation for collaborative learning.
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| 10. |
- Ouhaichi, Hamza, et al.
(författare)
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MBOX : Designing a Flexible IoT Multimodal Learning Analytics System
- 2021
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Ingår i: IEEE 21st International Conferenceon Advanced Learning TechnologiesICALT 2021. - : IEEE. - 9781665441063 ; , s. 122-126
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Konferensbidrag (refereegranskat)abstract
- Multimodal Learning Analytics (MMLA) provides opportunities for understanding and supporting collaborative problem-solving. However, the implementation of MMLA systems is challenging due to the lack of scalable technologies and limited solutions for collecting data from group work. This paper proposes the Multimodal Box (MBOX), an IoT-based system for MMLA, allowing the collection and processing of multimodal data from collaborative learning tasks. MBOX investigates the development and design for an IoT focusing on small group work in real-world settings. Moreover, MBOX promotes adaptation to different learning environments and enables a better scaling of computational resources used within the learning context.
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