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- Deraz, Hossam, 1971-, et al.
(författare)
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Assessing the Value of Social Network Sites’ Advertisements
- 2015
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Ingår i: Proceedings of the Third International Conference on E-Technologies and Business on the Web, Paris, France 2015. - Paris : Society of Digital Information and Wireless Communications (SDIWC). - 9781941968086 ; , s. 89-101
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Konferensbidrag (refereegranskat)abstract
- Marketers use social network sites (SNSs) to merchandise their products and services more efficiently. However, the scope of the published studies about assessing social network sites advertisements’ value (SNSAV) is limited. The present study consequently aims to include credibility and interactivity in addition to informativeness and entertainment and irritation values as variables for the assessment of SNSAV, as perceived by SNS users.The data analysis supports the central concepts of this study that informativeness, credibility, interactivity and entertainment values are the main variables of assessing SNSAV, while irritation value has no significant effect on the assessment of SNSAV. Moreover, according to the beta coefficient, informativeness and entertainment values, in conjunction with credibility and interactivity values, have different effects on consumers’ assessment of SNSAV compared to the results of the previous studies.This study is successful in terms of introducing advertisements’ credibility and interactivity as crucial variables in the assessment of SNSAV. It is also successful with regard to offering a new construct model for assessing SNSAV based on four main dimensions: informativeness, entertainment and credibility and interactivity values. According to the data analysis, interactivity value has the highest significant effect with regard to the assessment of SNSAs.
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| 3. |
- Jonasson, Kalle, 1976-
(författare)
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‘What [I] talk about when [I] am running’ : Revetment Running, Ethnography and Econarratological Poetry
- 2018
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Ingår i: The Ethnographic Edge - Contemporary Ethnography Across the Disciplines. - Hamilton : University of Waikato. - 2537-7426. ; 2:1, s. 9-20
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Tidskriftsartikel (refereegranskat)abstract
- In this article, nonhuman poetry is explored. Departing from an autoethnographic project based on audio recordings made while running on revetments, and which discussed how to give voice to nonhuman actors the possibilities of nonhuman poetry, this text aims at taking it one step further by extracting poetry from the material. Ethnographically, this is discussed in terms of affect, and an 'ethnography to be'. Theoretically, the study has a posthumanist approach, with a specific focus on the econarratology of philosopher Michel Serres. The method and theory are are discussed in tandem in relation to what philospher Peter Sloterdijk has coined 'amphibian anthropology'. By stacking the bracketed words in my transcriptions, four poems emerge in which background sounds, contextual descriptions, corrections and bodily sounds form the content. Each poem is accompanied by a map made from smartphone screenshots. The prose is found to be evocative of the surroundings of the recording, and also resonating with the ideas of human language as derivative of what Serres calls the Great narrative, the story of universe and nature themselves. The proximity to water and rocks discernible in the experiment is seen as a result stemming from practicing the hope-oriented 'ethnography to be'.
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| 4. |
- Thornberg, Fredrik, 1971-
(författare)
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NO-lärares reflektioner om klassrumsbedömning : en studie av filmad undervisning
- 2014
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Konferensbidrag (refereegranskat)abstract
- Syfte och frågeställningStudiens övergripande syfte är att utveckla kunskap om NO-lärares bedömningspraktik och den kompetens som lärare besitter för att genomföra klassrumsbedömningar. Att studera lärares kollektiva reflektioner om bedömning i relation till filmade undervisningssituationer kan vara ett sätt att nalkas frågan om vad klassrumsbedömning och bedömningskompetens egentligen innebär, inte minst i relation till den kommunikation och den återkoppling som rimligtvis ingår i all undervisning. Lärande och undervisning kan beskrivas som komplexa processer som samverkar med varandra via bedömning och feedback. För att få tillgång till bästa möjliga information om undervisning och lärande krävs lärare med kompetens att genomföra och använda klassrumsbedömningar av hög kvalitet. Det innebär en riktning där lärares utsagor och existerande bedömningspraktik används som en värdefull källa till kunskap om bedömning. Mot bakgrund av forskningsprojektets övergripande syfte ställs följande forskningsfråga:Hur kan kompetens i klassrumsbedömning beskrivas och förstås?Metodologi/designTre skolor är involverade i studien och vid varje skola filmas en lärare vid tre tillfällen. I början, i mitten och i slutet av ett naturvetenskapligt arbetsområde. Efter varje tillfälle genomförs video-stimulated-reflection (VSR) tillsammans med läraren, hans eller hennes kollegor samt forskaren. Studien relaterar, på ett övergripande plan till pragmatiska och sociokulturella perspektiv med fokus på de förutsättningar och processer som ger utrymme för lärande. Utgångspunkt tas i att erfarenheter ligger till grund för systematisk reflektion som i sin tur kan leda till reflektivt handlande.Analys och resultat I studien genomfördes tematisk analys och begreppet ”tema” i tematisk analys kan placeras på ramverksnivå vilket innebär att den kan användas på olika former av data och inte bara inom vissa specifika forskningsmetoder. Studiens resultat visar att lärares bedömningskompetens kan beskrivas och förstås genom tre teman benämnda: 1. Fokus på bedömningens intention. 2. Fokus på bedömningens realisation. 3. Fokus på bedömningens konklusion.
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| 5. |
- Thornberg, Fredrik, 1971-
(författare)
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Teachers´ assessment practice : A study of the relationship between teaching and assessment
- 2013
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Ingår i: The 41st Annual Congress of the Nordic Educational Research Association. ; , s. 178-178
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Konferensbidrag (refereegranskat)abstract
- AimThe study's overall aim is to develop knowledge about teachers assessment practice. Studying teachers' collective reflections on videotaped teaching situations in order to see what and how they choose to reflect on teaching / assessment may be one way to approach the overall question about what assessment actually is, specifically in relation to the communication and feedback as part of any (reasonable) teaching. In light of the research project's overall aim, the study is guided by the following question:• How is assessment represented in teachers reflections about teaching?Methodology/research designThree schools are involved in the study and at each school one teacher is videotaped on three different occasions. In the beginning-, in the middle- and in the final stage of a work area. After each occasion a video-stimulated reflection session (VSR) takes place with the teacher, his or her collegues and the researcher. The theoretical framework is inspired by pragmatic and sociocultural perspectives. The study´s point of departure is the schoolpractice and elaborate teachers learning through the experiences and reflective conversations which lead to new issues and new actions. When teachers reflect together over videotaped teaching sequences the study´s design provide conditions for a close relationship between reflection and action. Furthermore the study relates to sociocultural epistemology, seeing learning and knowing as social, distributed, situated in a context, and mediated by cultural artifacts.Findings and expected findingsHow assessment as teaching and teaching as assessment can be described is a preliminary finding in the study. A non-dichotomous relation between teaching and assessment and between summative and formative assessment can be discussed using the following concepts in a teaching-assessment process: communication regarding knowledge expressions, summative evaluation, feedback, formative use and assessment of learning. The model is tentative and represents a work in progress.
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