| 1. |
- Alissandrakis, Aris, 1975-, et al.
(författare)
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Designing interactive mobile services to promote civic participation in northern Uganda
- 2013
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Ingår i: ICT for Anti-Corruption, Democracy And Education In East Africa. - Stockholm : Stockholm University. - 9789163746031 ; , s. 53-65
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Bokkapitel (refereegranskat)abstract
- This chapter presents the activities and outcomes of the "People's Voices: Developing Cross Media Services to Promote Citizens Participation in Local Governance Activities" project.The aims of the project were a) to identify and describe a number of cross media services that can be used to promote citizens’ participation in political decisions and civic activities, and b) to develop a conceptual design and a prototype system of such a service. The project included a number of field trips from Sweden to Uganda, and used participatory design and ethnographic techniques for requirements elicitation, actively involving the different stakeholders. The developed system allows people in Uganda to use their mobile phones to submit reports of irregularities in local governance or poor services delivery using an interactive voice menu interface.We hope that our specific contribution will emphasize on how novel ways of integrating and using ICT can provide opportunities to encourage and facilitate civic engagement in North Uganda. The potential massive adoption of the kind of interactive mobile services described in this book chapter can be used in unique ways to provide opportunities to make governmental services more innovative, transparent and cost-effective, as well as to encourage citizens to become more engaged and goal-focused for the common good of their society.
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| 2. |
- Alvarez, Claudio, et al.
(författare)
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Collboard : Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards
- 2013
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Ingår i: Computers and education. - : Elsevier. - 0360-1315 .- 1873-782X. ; 63, s. 368-379
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Tidskriftsartikel (refereegranskat)abstract
- Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains. (C) 2013 Elsevier Ltd. All rights reserved.
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| 3. |
- Alvarez, Claudio, et al.
(författare)
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CollPhoto : A Paper + Smartphone Problem Solving Environment for Science and Engineering Lectures
- 2014
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Ingår i: Collaboration Technologies and Social Computing. - Berlin, Heidelberg : Springer. - 9783662446508 ; , s. 1-15
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Konferensbidrag (refereegranskat)abstract
- Recent studies in science and engineering education support that inductive learning activities encouraging active student involvement may improve students’ motivation, development of soft skills and academic performance, compared to traditional lectures. Until recently, several technology-enhanced learning environments have been proposed to facilitate such activities in classrooms. However, these commonly depend on dedicated hardware devices, such as clickers or tablet PCs. Contrastingly, smartphones are being massively adopted by society as these become increasingly powerful and inexpensive. Even so, the use of smartphones as learning tools in lecture halls has still not been widely adopted. In this paper we present CollPhoto, a paper-plus-smartphone environment that supports face-to-face problem solving activities in the classroom. CollPhoto provides the instructor with instant visibility of students’ work, and facilitates him/her conducting discussions, based on a selection of students’ responses. We report on the design and initial validation of CollPhoto in the context of two computer science courses.
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| 4. |
- Baloian, Nelson, et al.
(författare)
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Combining Learning with Patterns and Geo-collaboration to Support Situated Learning
- 2011
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Ingår i: Workshop Proceedings of the 19th International Conference on Computers in Education. - Chiang Mai, Thailand : Asia-Pacific Society for Computers in Education. ; , s. 345-352
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Konferensbidrag (refereegranskat)abstract
- Situated Learning stresses the importance of the context in which learning takesplace. It has been therefore frequently associated with informal learning or learning outsidethe classroom. Mobile technologies can play an important role supporting this type oflearning, since it mainly occurs on the field. In this paper we present a learning system and amethodology based on the use of patterns. Students learn about patterns by finding instancesof them on the field, or by recognizing new patterns unknown to them so far. The teacherproposes tasks to the students consisting on finding instances of patterns or discovering newones along a path or inside a pre defined area on a map. This work illustrates the role thatgeo-referenced data collected on the field can play in supporting situated learning activities.
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| 5. |
- Baloian, Nelson, et al.
(författare)
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Supporting Engineering Students Learning Wireless Network Planning Using Mobile, Positioning and Web Technologies
- 2012
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Ingår i: Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012. - : IEEE Press. ; , s. 509-514
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Konferensbidrag (refereegranskat)abstract
- Teaching and learning the principles of wireless communication is a challenging issue mainly because it is difficult for students to translate the theoretical models that are commonly used in this area into practical knowledge. In order to address this challenge, we explore how to design and implement novel teaching and learning activities that integrate the principles of situated learning supported by mobile, positioning and web technologies. In this paper we present the results of our on-going efforts in this direction describing the rationale of our approach, an application supporting a learning activity designed under this approach and the outcomes of an evaluation we conducted with 28 engineering students. Obtained results show that the proposed approach offers the students new possibilities to combine theoretical and practical knowledge in a variety of collaborative situations in which mobile and web technologies played a central role.
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| 6. |
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| 7. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Designing Nordic Technology-enhanced Learning
- 2012
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Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 227-230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.
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| 8. |
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| 9. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Purposeful Learning Across Collaborative Educational Spaces
- 2014
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Ingår i: Learning and becoming in practice. - : International Society of the Learning Sciences. - 9780990355052 ; , s. 1597-1598, s. 1597-1598
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Konferensbidrag (refereegranskat)abstract
- This paper presents the overall goals and preliminary results of an on-going research project that aims at: understanding the intricacies and complexities of introducing mobile technologies into schools’ curriculum and accepted teaching practices; analyzing actual transformations that the use of mobile technologies in schools brings to contemporary forms of learning. The results of the project will contribute to a better understanding of new media literacies and their implications for curriculum design and everyday educational practices.
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| 10. |
- Cerratto Pargman, Teresa, et al.
(författare)
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Taking an instrumental genesis lens : New insights into collaborative mobile learning
- 2018
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Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 49:2, s. 219-234
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.
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