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Nordic childhoods in the digital age: Insights into contemporary research on communication, learning and education
- 2022
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This book adds to the international research literature on contemporary Nordic childhoods in the context of fast-evolving technologies. It draws on the workshop program of the Nordic Research Network on Digital Childhoods funded by the Joint Committee for Nordic research councils in the Humanities and Social Sciences (NOS-HS) during the years 2019-2021. Bringing together researchers from Finland, Norway, Sweden, Denmark and Iceland, the book addresses pressing issues around children's communication, learning and education in the digital age. The volume sheds light on cultural values, educational policies and conceptions of children and childhood, and childmedia relationships inherent in Nordic societies. The book argues for the importance of understanding local cultures, values and communication practices that make up contemporary digital childhoods and extends current discourses on children's screen time to bring in new insights about the nature of children's digital engagement. This book will appeal to researchers, graduate students, educators and policy makers in the fields of childhood education, educational technology and communication. The Open Access version of this book, available at www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license.
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| 2. |
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Designs for Experimentation and Inquiry. Approaching Learning and Knowing in Digital Transformation
- 2019
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Designs for Experimentation and Inquiry examines how digital media is reconfiguring the established worlds of research, education and professional practice. It reflects on the theoretical, methodological and ethical issues shaping contemporary engagements with digital learning and offers insights for both analysing and intervening in digital learning practices. The volume fills a gap in the current literature by bringing together experiences from Sociocultural Studies of Learning, Science and Technology Studies, and Design Studies. Each chapter is an innovative case study, examining a different aspect of digital media’s role in research, education and professional practice by exploring topics such as: Learning practices and digitalized dialogue Digital design experiments Digitally mediated collaborations Ethical digital inquiry and design This book is a resource for scholars, researchers and professionals working in the fields of digital design, applied technology and the learning sciences.
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| 4. |
- Mäkitalo, Åsa, 1966
(författare)
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Documentary practices revised: How patient-generated data transform consultations in hypertension care.
- 2017
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Ingår i: Keynote at the conference "Knowledge translation and self-management in chronic diseases: contexts, tools and practices" May 18-19th 2017, University of Lausanne, Switzerland...
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Chronic disease constitutes a primary challenge for the health sector. A common way of responding to this challenge is to call for technologies that can support a new relation with patients based on patient-generated data and self-treatment. In my talk I will elaborate on some of the implications of such practices for professional epistemic work in hypertension care consultations. The data consists of 10 video-recorded consultations with professionals and patients at three primary health care centers, after 8 weeks of patient self-treatment and reports through a mobile phone based system. Based on sociocultural and dialogical traditions, the analysis focus on the ways the system becomes a ’third party’ in their interaction. I will present three epistemic orientations that emerged in the consultations as the data were visually displayed through graphs on a screen. The system as a knowledge object, the system as a coordination device and the system as support in mediating professional and patient perspectives. The talk will be concluded with some reflections on the constraints and affordances of implementing such systems for the quality of professional-patient communication.
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- Mäkitalo, Åsa, 1966, et al.
(författare)
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Introduction
- 2019
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Ingår i: Designs for experimentation and inquiry. Approaching learning and knowing in digital transformation. - London : Routledge. - 9780429489839 ; , s. 1-9
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Bokkapitel (refereegranskat)
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| 6. |
- Mäkitalo, Åsa, 1966
(författare)
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E-hälsa och självrapportering – ett pedagogiskt perspektiv
- 2019
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Ingår i: På tal om eHälsa. - Lund : Studentlitteratur. - 9789144120768 ; , s. 135-150
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Detta kapitel tar sin utgångspunkt i den betydelse som dokumentationen i vården har för patienters deltagande, och särskilt för det deltagande som kan komma att etableras i samband med nya former av självrapportering. Ett teoretiskt intresse i detta sammanhang är hur teknologier och system som används för självrapportering kan förstås ur ett pedagogiskt perspektiv. Begreppet immanent pedagogik som används i kapitlet, syftar på den inverkan sådana teknologier kan få när de utgör en bärande länk mellan hemmet och den institutionaliserade vården. En immanent pedagogik är oftast outtalad, men är starkt formerande och kan teoretiskt förstås i termer av mediering. Den verkar i situationen genom de aktiviteter som man deltar i som patient. Kapitlet exemplifierar hur självrapportering via mobila applikationer och tillhörande system inom blodtrycksbehandling kan förstås ur ett pedagogiskt perspektiv då vårdens professionella möter sina patienter.
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| 8. |
- Hakkarainen, Kai, et al.
(författare)
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Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
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Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
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Konferensbidrag (refereegranskat)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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| 10. |
- Mäkitalo, Åsa, 1966, et al.
(författare)
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A technology shift and its challeges to professional conduct. Mediated vision in endodontics.
- 2014
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Ingår i: In T. Fenwick & M. Nerland (Eds.) Reconceptualising professional learning. Sociomaterial knowledges, practices, and responsibilities. - London : Routledge. - 9780415815789 ; , s. 99-111
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Bokkapitel (refereegranskat)abstract
- Endodontic treatment in dentistry used to be hard to learn and to make comprehensible to others. What happened in the oral cavity of the patient could not be displayed visually, and even the dentist needed to largely rely on tactile experience. As visual technologies has become intertwined with professional vision, coordination of both hand and gaze are dependent on their affordances and constraints. As technologies shift, new conditions for professional conduct accordingly emerge. From being limited to two-dimensional dental radiography and the naked eye enhanced by loupes, an important shift took place when the operating microscope was introduced in dentistry. As a tool for optical magnification, it affects vision by increasing the size of an image on the retina and in such an environment the hand can perform remarkably intricate micromanipulations. Professional vision has accordingly changed dramatically, but the embodied experience of performing procedures with the new visual tool, the dexterity and precision needed when undertaking a procedure, and the delicacy of decision-making during the process, has still not been explored to any extent among professionals. Drawing on a sociocultural and dialogical perspective this chapter will illuminate a case of re-mediation, i.e. how a technology shift in an established practice has challenged professional conduct. A focus group discussion among professional dentists is analysed to explore the technology shift as an embodied experience of working. We examine how such experience takes shape through discourse when professionals share their individual accounts with each other. Analytically, the paper explores the use of metaphors, analogies and distinctions in sharing what they experienced the first time they worked in the new environment. It also explores how individual accounts were recycled and jointly used in formulating challenges and affordances of professional conduct in the re-mediated work environment. At a general level we noticed that the appropriation process in this case seems to imply that mind and means need to merge in interaction with the new environment. The most salient experience of the shift, however, was not the tactile, kineasthetic or proprioceptive experiences that the professionals described, nor was it what they were able to see. Instead, we argue, the shift seemed to constitute a visual re-location into a new spatial environment which radically altered the experiential context.
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