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- Faraon, Montathar, 1983-, et al.
(author)
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Fake news and aggregated credibility : conceptualizing a co-creative medium for evaluation of sources online
- 2020
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In: International Journal of Ambient Computing and Intelligence (IJACI). - 1941-6237 .- 1941-6245. ; 11:4, s. 1-25
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Journal article (peer-reviewed)abstract
- The accelerated spread of fake news via the Internet and social media such as Facebook and Twitter have created a debate concerning the credibility of sources online. Assessing the credibility of these sources is generally a complex task and cannot solely rely on computer-based algorithms as evaluation still requires human intelligence. The research question guiding this article deals with the conceptualization of a theoretically anchored concept of a participatory and co-creative medium for evaluation of sources online. The concept-driven design research methodology was applied to address the research question, which consisted of seven activities that unify design and theory. The result of this article is a proposed concept that aims to support the assessment of the credibility of sources online using crowdsourcing as an approach for evaluation. The practical implications of the proposed concept could be to constrain the spread of fake news, strengthen online democratic discourse, and potentially improve the quality of online information.
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| 2. |
- Faraon, Montathar, 1983-
(author)
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Mobile tracking and privacy in the coronavirus pandemic
- 2020
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In: Interactions. - New York : Association for Computing Machinery (ACM). - 1072-5520 .- 1558-3449. ; 27:4, s. 50-51
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Journal article (peer-reviewed)abstract
- The worldwide pandemic of coronavirus disease (Covid-19) is testing societies, companies, and citizens. Life, health, and jobs are at stake. In this critical moment, the HCI community is working together to design, test, and execute ideas, prototypes, and solutions. HCI is working to strengthen our resistance with abilities, expertise, and methods to design intuitive solutions that are accessible, understandable, and usable. The coronavirus disease has had far-reaching consequences for public health, financial markets, and everyday life. With currently over 6 million infected and 370,000 deaths, the disease has left few people unaffected by its impact. Technological developments in transportation over the years have contributed to the rapid movement of people and, in turn, to the worldwide spread of the disease. Likewise, researchers, designers, and developers around the world are racing to understand, design, and develop digital technology to trace and mitigate the spread.
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| 3. |
- Åberg, Kristoffer, et al.
(author)
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Experiences from formative learning assessment supported by digital tools
- 2020
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In: EDULEARN20 Proceedings. - 9788409179794 ; , s. 3161-3171
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Conference paper (peer-reviewed)abstract
- Learning assessment constitutes an essential pedagogical ability in a teacher’s toolbox in order to further student learning and development and to adapt teaching to the needs of the students. To enable this, learning outcomes and grading criteria are used in the formative assessment of students’ performance to support the learning process, as well as in the summative assessment of the actual outcome for grading. Learning outcomes may be represented in various forms, typically scoring rubrics. Current research literature discusses the positive and negative merits of criterion-based scoring rubrics versus holistic assessment. There is also the matter of grading reliability among teachers and a shared understanding of student performance among teachers and students. Digitalization has become an essential part of higher education and distance learning, especially so in our field of digital design. A relevant issue in this context is how digital solutions may enhance formative learning assessment in particular. As is common practice within our field, within the study we designed, developed, and experimented with a digital tool in the form of a visual radar chart representation. The radar chart was based both on work done by teachers and a student thesis work and was used in several courses for teacher assessment as well as self- and peer assessment by students. This work provided the opportunity for reflection as well as analytical assessment, which in turn had the potential in guiding teachers to critically question and discuss the intended learning outcomes and grading criteria. The study has resulted in a variety of identified problems, reflections, and insights that teachers are continuously confronted with, but not necessarily always conscious about when using intended learning outcomes as a basis for communicating formative assessments to students. By visually and holistically communicating students’ strengths and areas for development over time, we found the potential to increase students’ shared awareness of their learning progress and also further the development of curricula. The study has implications for teacher and student awareness of student performance and learning, curriculum development, and digital assessment tools.
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| 4. |
- Öberg, Johanna
(author)
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Deltagandets förutsättningar och digitala resursers påverkan : - ur ett elev- och lärarperspektiv
- 2024
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Doctoral thesis (other academic/artistic)abstract
- Denna avhandling undersöker potentialen hos digitala resurser för att stödja elevers deltagande i formella lärmiljöer. Forskningsfrågningar är inriktade på att förstå användarperspektiv, förhållningssätt och krav som är relevanta för att möjliggöra elevers deltagande i skolan. Fyra deltagandebaserade studier undersöker ur ett sociokulturellt perspektiv elevers och lärares syn på teknikförstärkt lärandes roll för att underlätta de betydande interaktioner som främjar deltagande i lärandemiljöer. Elever uttrycker brist på digitala resurser som aktivt stödjer deras deltagande, som till stor del utgår ifrån användandet i deras privatliv. De betonar behovet av ökad användning av digitala resurser i informationshantering, social interaktion och i utbytet med undervisningsinnehåll. Lärare betonar vikten av att kunna ge aktuell och snabb feedback till eleverna via digitala plattformar. Lärarna understryker behovet av att visualisera elevernas resonemang samt kunna sammanställa och ha uppdaterade resultat på både individ- och gruppnivå. Båda lärarna och eleverna identifierar potentialen hos digitala resurser för att öka elevernas deltagande. Det råder enighet om nödvändigheten av att utveckla flexibla digitala resurser som kan hantera informationsflöden och tillhandahålla gemensamma utrymmen för interaktion och samarbete. Resultat från studierna indikerar att lärare och elever har olika uppfattningar om hur mycket digitala resurser används för att stödja elevdeltagandet. Denna slutsats anses grundad i skillnaden mellan elevers och lärares perspektiv på innebörden av elevdeltagande, samt vilka förutsättningar av användningen av digitala resurser som det utgås ifrån (det hemmet erbjuder eller det skolan kan erbjuda). Det sociokulturella perspektivet betonar att lärande underlättas och stärks av ett meningsfullt socialt deltagande, vilket behöver relateras till den pågående utvecklingen av lärmiljöer i det snabbt föränderliga digitala landskapet. Avhandlingen presenterar principer för effektiv användning av teknik med fokus på tillgänglighet, anpassningsförmåga till individuella lärstilar och att stärka en gemensam känsla av bidrag och tillhörighet. Dessa principer, som härrör från lärarnas erfarenheter, tros stödja lärares pedagogiska praktiker i målet att öka elevernas deltagande i lärandeprocessen.
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