| 1. |
- MacKenzie, Alison, et al.
(författare)
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Dissolving the Dichotomies Between Online and Campus-Based Teaching : a Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020)
- 2022
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 4, s. 271-329
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Tidskriftsartikel (refereegranskat)abstract
- This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online. Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
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| 2. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 3. |
- Fransson, Göran, 1968-, et al.
(författare)
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On the Swedish National Grade School for Digital Technologies in Education – GRADE : Expectations and experiences of doctorial students and supervisors
- 2018
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Ingår i: ICERI2018 Proceedings. - Sevilla : IATED. - 9788409059485 ; , s. 769-774
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Konferensbidrag (refereegranskat)abstract
- The Swedish National Graduate School for Digital Technologies in Education (GRADE) is a cooperative venture between six Swedish universities established during 2018. Within the field of educational sciences and in the area of digital technologies in education, GRADE aims to strengthen the expertise in the area and to increase national and international cooperation in research training activities.Over a number of years, and from multitude of sources (cf. Brown & Davis, 2004; Fisher, Higgins & Loveless, 2006; Kafai & Resnick 1996), research has stressed that increased digitalization in schools leads to a complexity that needs to be taken into account on different levels, from different perspectives and with different designs, methodologies and theoretical perspectives (cf. Olofsson, Lindberg, Fransson & Hauge, 2015; Price, Jewitt & Brown, 2013; Tondeur, Valcke & van Braak, 2008). At a micro-level, the learning situation of students, teachers and school-leaders changes and it becomes important to deepen the knowledge about the impact digital technologies has on the fundamental conditions for teaching and learning of different school subjects (cf. Chun, Kern & Smith 2016; Leung & Baccaglini-Frank, 2017). On a macro-level, conditions for education as such changes and digital technologies becomes an important object of study as agents of change (Wong & Li, 2008). The digitalization of K-12 schools has long been highlighted in policy as a necessity (cf. Kirkman et al, 2002; OECD, 2010). However, research and evaluations (cf. Fransson et al, 2012; OECD, 2015; Wastiau et al, 2013) show that many substantial challenges remain. One of the fundamental pillars of GRADE is the interdisciplinary approach. Several disciplines are present (Applied IT, Curriculum studies, Education, Informatics, Technology and Learning, Educational work, Work-interated Learning) in researching digital technologies in K-12 schools with the ambition to contribute to the continued implementation, integration and use of digital technologies in Swedish K-12 schools that stems from the evidence-based knowledge produced within the activities of GRADE. The research within GRADE will be characterized by close cooperation with stakeholders from school practice, with the aim to contribute to concrete school development. In GRADE, a multi-level approach that involves multiple layers or levels of school activities will be encouraged. When possible, studies will be longitudinal. This will imply studies from an organizational and management perspective, e.g. studies of school leaders and other members of senior management positions responsible for digital technology use and implementation. Also implied are studies of teachers' teaching practices and didactical considerations, as well as studies of the students in classrooms and their learning using digital technologies. This will also imply that several issues with a bearing on the digitalization of education, for example regarding school policy, teaching, learning, assessment and professional development will be researched from different perspectives and with different methodological approaches. In this paper, these points of departure will be explored based on the expectations and experiences of the first twelve admitted doctoral students and their supervisors.
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| 4. |
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| 5. |
- Networked Learning Editorial Collective, (NLEC), et al.
(författare)
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Networked Learning in 2021: A Community Definition
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-4868 .- 2524-485X. ; 3, s. 326-369
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Tidskriftsartikel (refereegranskat)abstract
- Introduction (Networked Learning Editorial Collective): Since the turn of this century, much of the world has undergone a tectonic socio-technological change. Computers have left the isolated basements of research institutes and entered people's homes. Network connectivity has advanced from slow and unreliable modems to high-speed broadband. Devices have evolved: from stationary desktop computers to ever-present, always-connected smartphones. These developments have been accompanied by new digital practices, and changing expectations, not least in education, where enthusiasm for digital technologies has been kindled by quite contrasting sets of values. For example, some critical pedagogues working in the traditions of Freire and Illich have understood computers as novel tools for political and social emancipation, while opportunistic managers in cash-strapped universities have seen new opportunities for saving money and/or growing revenues. Irrespective of their ideological leanings, many of the early attempts at marrying technology and education had some features in common: instrumentalist understanding of human relationships with technologies, with a strong emphasis on practice and 'what works'.It is now clear that, in many countries, managerialist approaches have provided the framing, while local constraints and exigencies have shaped operational details, in fields such as e-learning, Technology Enhanced Learning, and others waving the 'Digital' banner. Too many emancipatory educational movements have ignored technology, burying their heads in the sand, or have wished it away, subscribing toa new form of Luddism, even as they sense themselves moving to the margins. But this situation is not set in stone. Our postdigital reality results from a complex interplay between centres and margins. Furthermore, the concepts of centres and margins 'have morphed into formations that we do not yet understand, and they have created (power) relationships which are still unsettled. The concepts … have not disappeared, but they have become somewhat marginal in their own right.' (Jandrić andHayes 2019) Social justice and emancipation are as important as ever, yet they require new theoretical reconfigurations and practices fit for our socio-technological moment.In the 1990s, networked learning (NL) emerged as a critical response to dominant discourses of the day. NL went against the grain in two main ways. First, it embarked on developing nuanced understandings of relationships between humans and technologies; understandings which reach beyond instrumentalism and various forms of determinism. Second, NL embraced the emancipatory agenda of the critical pedagogy movement and has, in various ways, politically committed to social justice (Beaty et al. 2002; Networked Learning Editorial Collective 2020). Gathered around the biennial Networked Learning Conference,1 the Research in NetworkedLearning book series,2 and a series of related projects and activities, the NL community has left a significant trace in educational transformations over the last few decades.Twenty years ago, founding members of the NL community offered a definition of NL which has strongly influenced the NL community’s theoretical perspectives and research approaches (Goodyear et al. 2004).3 Since then, however, the world has radically changed. With this in mind, the Networked Learning Editorial Collective (NLEC) recently published a paper entitled 'Networked Learning: InvitingRedefinition' (2020). In line with NL's critical agenda, a core goal for the paper was to open up a broad discussion about the current meaning and understandings of NL and directions for its further development.The current collectively authored paper presents the responses to the NLEC's open call. With 40 contributors coming from six continents and working across many fields of education, the paper reflects the breadth and depth of current understandings of NL. The responses have been collated, classified into main themes, and lightly edited for clarity. One of the responders, Sarah Hayes, was asked to write aconclusion. The final draft paper has undergone double open review. The reviewers, Laura Czerniewicz and Jeremy Knox, are acknowledged as authors.Our intention, in taking this approach, has been to further stimulate democratic discussion about NL and to prompt some much-needed community-building.
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| 6. |
- F. Kizilcec, René, et al.
(författare)
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The Role of Gender in Students’ Privacy Concerns about Learning Analytics : Evidence from five countries
- 2023
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Ingår i: LAK2023. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450398657 ; , s. 545-551, s. 545-551
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Konferensbidrag (refereegranskat)abstract
- The protection of students’ privacy in learning analytics (LA) applications is critical for cultivating trust and effective implementations of LA in educational environments around the world. However, students’ privacy concerns and how they may vary along demographic dimensions that historically influence these concerns have yet to be studied in higher education. Gender differences, in particular, are known to be associated with people's information privacy concerns, including in educational settings. Building on an empirically validated model and survey instrument for student privacy concerns, their antecedents and their behavioral outcomes, we investigate the presence of gender differences in students’ privacy concerns about LA. We conducted a survey study of students in higher education across five countries (N = 762): Germany, South Korea, Spain, Sweden and the United States. Using multiple regression analysis, across all five countries, we find that female students have stronger trusting beliefs and they are more inclined to engage in self-disclosure behaviors compared to male students. However, at the country level, these gender differences are significant only in the German sample, for Bachelor's degree students, and for students between the ages of 18 and 24. Thus, national context, degree program, and age are important moderating factors for gender differences in student privacy concerns.
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| 7. |
- Cleveland-Innes, Martha, et al.
(författare)
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The Influence of Emotion on Cognitive Presence in a Case of Online Math Coaching
- 2014
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Ingår i: Challenges for Research into Open & Distance Learning. - Oxford. - 9789638955999 ; , s. 87-94
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Konferensbidrag (refereegranskat)abstract
- The Math Coach program provides help with mathematics instruction using online coaching. Instructive communication using text-based CMC with additional whiteboard capacity is used. Coachees range from sixth to ninth year of compulsory school, and upper secondary school (aged 12–19). Coaches are enrolled from students at teacher training colleges. Stenbom, Cleveland-Innes, & Hrastinski (2012) introduced a framework for analyzing online coaching called the Relationship of Inquiry. That framework is a modification of the well-researched and verified theoretical framework the online Community of Inquiry (Garrison, Anderson, & Archer ( 2000, 2001). Transcript analysis of Math Coach conversations indicates that emotional expression is a natural part of the practical inquiry process that constitutes cognitive presence.
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| 8. |
- Costello, Eamon, et al.
(författare)
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“The facts alone will not save us”: A workshop on speculative education future and history making
- 2024
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Ingår i: Proceedings of the Fourteenth International Conference on Networked Learning. - : Aalborg University.
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Konferensbidrag (refereegranskat)abstract
- This workshop aims to explore speculative fiction as a form of educational enquiry and practice. In this pursuit it draws upon the provocative contention of Ruha Benjamin (2016) that “the facts, alone, will not save us.” Instead, she argues, “social change requires novel fictions that reimagine and rework all that is taken for granted about the current structure of society. Such narratives are not meant to convince others of what is, but to expand our own visions of what is possible” (Benjamin, 2016).The ethical implications of educational technologies (EdTech) from simple classroom tools to almighty platforms are raising increasing concerns. These are postdigital concerns insofar as they are inescapable yet also emergent and ongoing. They are amplified by the power and influence of AI (Bozkurt et al, 2023; Cox et al 2023) with its implications for fraud, scams, surveillance, privacy and more fundamentally encodings of privileged norms of race, gender, sexuality, religion and so on. In addition the material and carbon costs of digital learning may force us to reckon with EdTech as inherently ecologically destructive (Selwyn, 2021).Is this to say that all our futures are grim and that hope has been foreclosed? Or if not, how can we work together to plot our way out of these problems? Indeed, would trying to solve all of this too quickly be part of the problem and start another round of techno-solutionism? One approach that has seen increasing attention is the use of storytelling as a sense-making activity that may allow us to first “stay with the trouble” (Harraway, 2020) and describe it, before rushing to the fix. This recent speculative turn has seen educational researchers attempt to cast themselves as writers of fictions that can explore the multitude of interrelated socio-technical issues that are characteristic of complex contemporary networked learning environments (Houlden & Veletsianos, 2023; Hrastinski, 2023; Selwyn et al., 2020; Macgilchrist et al., 2020). It has seen teachers and educators developing or adopting speculative scenarios as tools for students to explore the types of socio-technical entanglements that our world now involves (Krutka et al., 2022).In this workshop participants will co-create speculative fictions that explore hopeful and dystopic possibilities of education. Participants will explore the development of educational fictions based on speculative futuring, of no-yet-ness (Ross, 2017), but also alternative histories that might allow us see the prospective tools of our work, including texts, as neither neutral nor ahistorical. The concept of anti-patterns and deliberately destructive design will be introduced to allow participants to pull on conceptual threads that help unravel education as a relentless and progressive assembly and instead see it as a story that may be unlearned and retold.In summary this workshop provides an invitation to participants to use their deep imaginative capabilities to dream new educational interfaces, via speculative fiction, that allow us to be more awake and alive to ourselves, our students and the communities we serve.
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| 9. |
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Designing courses with digital technologies : Insights and examples from higher education
- 2021
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Designing Courses with Digital Technologies offers guidance for higher education instructors integrating digital technologies into their teaching, assessment and overall support of students. Written by and for instructors from a variety of disciplines, this book presents evaluations that the contributors have implemented in real-life courses, spanning blended and distance learning, flipped classrooms, collaborative technologies, video-supported learning and beyond. Chapter authors contextualize their approaches beyond simple how-tos, exploring both the research foundations and professional experiences that have informed their use of digital tools while reflecting on their successes, challenges and ideas for future development.
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| 10. |
- Diaz, Patricia, 1980-, et al.
(författare)
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How using a response system in blended synchronous seminars encourages online and onsite student participation
- 2024
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Ingår i: Education and Information Technologies. - : Springer Nature. - 1360-2357 .- 1573-7608.
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Tidskriftsartikel (refereegranskat)abstract
- The interest in blended synchronous learning environments has increased dramati-cally since the COVID-19 pandemic. However, a key challenge is how to simulta-neously encourage online and onsite student participation. Response systems havebeen found to stimulate student participation in classroom and online education set-tings. This study investigates how online and onsite students participate in blendedsynchronous seminars where a response system is being used. The data comprisesobservations of blended synchronous seminars, students’ written reflections, andstudent interviews, all of which were thematically analyzed. It was found that usinga response system encouraged online and onsite students to participate in variousways. Although online students mostly remained quiet, they perceived to engagethrough listening and thinking, participating in the seminars by absorbing informa-tion, and interacting with the content displayed via the response system. The onsitestudents participated vocally and more spontaneously. All students participated inwritten, anonymous, and game-based modes, suggesting that there were differentand complementary ways for students to participate when using a response system,which extended beyond merely talking or chatting. Notably, most students per-ceived the response system crucial to their participation in the blended synchronousseminars. The findings underscore the importance of encouraging student participa-tion in blended synchronous learning environments, highlighting response systemsas effective tools to encourage onsite and, particularly, online student participation.
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