| 1. |
- Aglert, Katja
(författare)
-
“Archipelagic Rehearsals” – Attemptive Thinking Through Practicing Textual Artistic Research
- 2021
-
Ingår i: Karib - Nordic Journal for Caribbean Studies. - : Novus Forlag. - 1894-8421 .- 2387-6743. ; 6:1, s. 1-11
-
Tidskriftsartikel (refereegranskat)abstract
- The article is based on a lecture performance titled “Archipelagic Rehearsals – Abstract as Score” that was presented at the RGS-IBG conference, held jointly by the Royal Geographical Society and the Institute of British Geographers, in Cardiff in 2018. The presentation was an exploration of a possibility to practice, in Édouard Glissant’s terms, “archipelagic thinking” by presenting a lecture with interaction from the audience, as a lecture performance. That “archipelagic experiment” is continued in the article through an attempt to format the performance as an academic text. In turn, the text is an attempt to create new imaginaries and storytelling with Spanish slugs through participatory artistic experimental practice. The writing as artistic practice offers the potential for becoming and as such it is unpredictable in its outcome. The article starts with the author’s framing of Glissant’s poetics and attempts a feminist and more-than-human approach to present the event – the performance of the lecture and the story of the slug in footnotes that were an integral part of the lecture.
|
|
| 2. |
- Akner-Koler, Cheryl, et al.
(författare)
-
Aesthetics and nanostructure
- 2011
-
Ingår i: International Innovation. - : Research Media. - 2041-4552. ; :6, s. 97-97
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Professors Cheryl Akner-Kohler and Lena Tibell of the Nanoform project describe the artistic methods and benefits that it might afford to both science and society.
|
|
| 3. |
- Akner-Koler, Cheryl, et al.
(författare)
-
Complex Curvatures in Form Theory and String Theory
- 2005
-
Ingår i: Leonardo. - : MIT Press - Journals. - 0024-094X .- 1530-9282. ; 38:3, s. 226-231
-
Tidskriftsartikel (refereegranskat)abstract
- The authors use new aesthetic criteria concerning structures and properties to explain parallel concepts within theoretical astroparticle physics and contemporary form/compositional research. These aesthetic criteria stem from complex curvature models developed both in string theory and in artistic perceptual research on transitional surfaces and concavities. The authors compare the complex curvatures of the mathematically derived Calabi-Yau manifold with one of Akner Koler's sculptures, which explores an organic interpretation of the looping curvature of a Möbius strip. A goal of the collaboration is to gain experience and insight into the twisting paradoxical forces in the 3D world and to explore the properties of transparency as applied to the Calabi-Yau manifold and a point cloud translation of Akner Koler's sculpture.
|
|
| 4. |
- Akner-Koler, Cheryl, 1956-, et al.
(författare)
-
Integrating Sensitizing Labs in an Educational Design Process for Haptic Interaction
- 2016
-
Ingår i: FORMakademisk. - Oslo : Formakademisk. - 1890-9515 .- 1890-9515. ; 9:2, s. 1-25
-
Tidskriftsartikel (refereegranskat)abstract
- New design methods for educating designers are needed to adapt the attributes of haptic interaction to fit the embodied experience of the users. This paper presents educationally framed aesthetic sensitizing labs: 1) a material-lab exploring the tactile and haptic structures of materials, 2) a vibrotactile-lab exploring actuators directly on the body and 3) a combined materials- and vibrotactile-lab embedded in materials. These labs were integrated in a design course that supports a non-linear design process for embodied explorative and experimental activities that feed into an emerging gestalt. A co-design process was developed in collaboration with researchers and users who developed positioning and communications systems for people with deafblindness. Conclusion: the labs helped to discern attributes of haptic interactions which supported designing scenarios and prototypes showing novel ways to understand and shape haptic interaction.
|
|
| 5. |
- Anderhag, Per, et al.
(författare)
-
Den praktiknära forskningens bidrag till läraryrkets kunskapsbas : en analys av kunskapsprodukter från kollaborativ didaktisk forskning
-
Ingår i: Pedagogisk forskning i Sverige. - 1401-6788 .- 2001-3345.
-
Tidskriftsartikel (refereegranskat)abstract
- Denna studie fokuserar hur praktiknära forskning kan bidra till att utveckla lärarprofessionens kunskapsbas; genom att undersöka vilka slags kunskapspro-dukter som genereras i didaktisk undervisningsutvecklande forskning där lärare och forskare arbetar tillsammans. Datamaterialet består av vetenskapligt publice-rade artiklar från forskningsmiljön Stockholm Teaching & Learning Studies (STLS). Genom en innehållsanalys har fyra (i−iv) kategorier av kunskapsprodukter identi-fierats: (i) Beskrivningar av kunnanden, (ii) Undervisningsdesign, (iii) Didaktiska exempeloch (iv) Metodologiska redskap. Beskrivningar av kunnandensynliggör vad som kännetecknar kunnanden inom olika ämnesområden. Undervisningsdesign preciserar relationer mellan undervisningens utformning och elevers lärande. Didaktiska exempel innefattar rika beskrivningar av undervisning och elevers lärande som grund för didaktisk reflektion. Metodologiska redskap fokuserar på att kombinera och pröva metoder för planering och analys av undervisning. Resultatet kan ses som en typologi över vilka olika slags kunskaper som praktiknära forskning kan bidra med.
|
|
| 6. |
|
|
| 7. |
- Ávila, Martín, 1972-
(författare)
-
(De)sign responses as response diversity
- 2020
-
Ingår i: Biosemiotics. - : Springer. - 1875-1342 .- 1875-1350. ; :13, s. 41-62
-
Tidskriftsartikel (refereegranskat)abstract
- This article addresses the use of the ecological notion of ‘response diversity’ (Elmqvist et al. Frontiers in Ecology and the Environment, 1(9), 488–494, 2003) to develop a biocentric approach for natural-artificial continuums through the practice of design. The article elaborates upon examples from the project Dispersal machines, part of my postdoctoral research entitled Symbiotic tactics. Dispersal machines proposed two complementary artificial systems that were conceived to minimize the damages by a moth (Spodoptera frugiperda) on crops (corn and soy predominantly) in the agroecosystems of Córdoba, Argentina. The proposals were ideated to biologically control this species by interventions that disseminate and/or host species that predate or parasitize the moth at different stages of its life cycle: a diurnal response, based on the dissemination of parasitized eggs of the moth by a minute wasp (Telenomus remus), as well as a nocturnal response, based on the placement of refuges for bats that feed on the adult moth. Considering these design interventions through the notion of ‘semethic interaction’ (Hoffmeyer 2008) as it relates to the more general term, ‘semiosphere’, the article reflects upon (de)sign as a signifying activity and design’s ‘response-ability’ (Haraway 2016), to speculate upon ways to devise and acknowledge inter-species co-adaptive possibilities.
|
|
| 8. |
- Bengtsson, Elias, 1976-, et al.
(författare)
-
Motivation, Learning Strategies and Performance among Business Undergraduates at University Colleges in Sweden
- 2019
-
Ingår i: Business, Management and Education. - Vilnius : Vilnius Gediminas Technical University Press. - 2029-7491 .- 2029-6169. ; 17:2, s. 111-133
-
Tidskriftsartikel (refereegranskat)abstract
- Purpose – This paper brings new material to the understanding of interlinkages between motivation, learning and performance in academic contexts. By investigating these interlinkages in a new context – students of business and management at a Swedish university college – it seeks to answer the following research questions: How do students’ degree and type of motivation relate to their learning strategies?; how do students’ degree and type of motivation and learning strategies relate to their academic success?; and how do student characteristics in terms of experience and gender influence the nature and strength of these relationships?Research methodology – The data used in this paper is based on student surveys and a centralised system of reporting and archiving academic results. The latter contains information on the academic performance of individual students, whereas the surveys gathered information on the students’ background characteristics (experience and gender), their motivation for pursuing academic studies and their learning strategies. The difference in proportion tests and OLS regressions were then applied to investigate differences between student groups and relationships between the different variables.Findings – The findings reveal that business students are more extrinsically than intrinsically motivated; that deep learning approaches lead to higher grades for particular examination forms, and that female students are typically more intrinsically motivated, engage more in deep learning approaches and perform better than their male counterparts.Practical implications – The findings suggest that practitioners in higher education involved with the business and/or university college students have good reasons to stimulate motivation generally, and intrinsic motivation in particular. However, this must be accompanied by examination forms that promote deep learning.Originality/Value – In contrast to most research, this paper focuses on the interlinkages between motivation, learning and performance among business students in a university college setting. This contrasts most research on this topic which tends to be focused on university students, particularly in the US, in other fields of study or accounting. Moreover, this paper also takes student characteristics into account and uses a variety of measures to operationalise academic performance. Copyright © 2019 Bengtsson & Teleman. Published by VGTU Press
|
|
| 9. |
- Berríos-Negrón, Luis, 1971-
(författare)
-
Earthscore Specularium
- 2018
-
Ingår i: On Curating. - Zürich : OnCurating.org. - 2673-2904 .- 2673-2955. ; :36, s. 94-105
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Through an artistic contribution, Luis Berríos-Negrón introduces his project “Earthscore Specularium,” developed at Färg fabriken in Stockholm in 2015. The work of Berríos-Negrón departs from a practice that deals with complexity to reflect upon notions that bring together ecology, art, architecture, science, and social practice. In recent years, he has been developing a set of conceptual devices he ultimately refers to as “social pedestals.” The latter consist of a series of architectonical installations that facilitate social encounters by resolving spatial practicalities, and at the same time reflect conceptually upon the dematerialization of sculpture. The “social pedestal” is conceived as a site for networked agency for social transformation, where the roles of the agents involved can permute, and different configurations can be organized depending of the needs of every specific situation. The “greenhouse”—which Luis treats as a social pedestal itself as well—is a long-term research site of the artist on the possibility of emancipating this type of technology in order to obtain anticipatory spatial, artistic, and social media.
|
|
| 10. |
- Bodén, Linnea, 1981-, et al.
(författare)
-
Editorial : Posthuman Conceptions of Change in Empirical Educational Research
- 2021
-
Ingår i: Reconceptualizing Educational Research Methodology. - : OsloMet - Oslo Metropolitan University. - 1892-042X. ; 12:1
-
Tidskriftsartikel (refereegranskat)abstract
- In this special issue of Reconceptualizing Educational Research Methodology the focus is on posthuman conceptions of change in empirical educational research. In the six included papers, the authors address and challenge different aspects of change in different educational settings –ranging from preschools, to universities and public pedagogies. Through activating posthuman perspectives, the papers invite the reader to a wide range of understandings of the concept of change. A conclusion drawn from the papers is that when working with posthuman change in empirical educational research, change becomes highlighted as a methodological endeavour while simultaneously being engaged with as processes of transformations in the educational practice. What is specifically emphasized is that through posthuman conceptions, change is not something out there to be found, but an emergent phenomenon that unfolds as we explore it.
|
|
