| 1. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19—1 Year Later
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 3:3, s. 1073-1223
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19
- 2020
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 3. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19 : The New Normal
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
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Tidskriftsartikel (refereegranskat)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 4. |
- 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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| 5. |
- Augustsson, Gunnar, 1953-, et al.
(författare)
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Supervisors' utterances in online supervision of first-year students dissertations
- 2012
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Ingår i: Proceedings of the 8th International Conference on Networked Learning 2012. - 9781862202832 ; , s. 136-143
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Konferensbidrag (refereegranskat)abstract
- While offline supervision is comprised of physical social clues, verbal communication, and drafts of texts, online supervision mainly focuses on written communication and electronic drafts. Participating in online supervision probably sets other requirements regarding clarity in the utterances of the supervisor. In online student supervision, it helps if supervisors are aware of differences in how their utterances of drafts are interpreted by students. Earlier research of supervision in online education has overlooked these differences in qualities of utterances. A problem that arises out of this omission is a deemphasizing of the quality in the social interplay between students and teachers in online supervision. A study of differences in written utterances of supervisors pays attention to this overlooking.As part of a greater research project of online supervision, the current study expands on earlier studies of the practice of online supervision by focusing on written utterances of supervisors and identifying and analysing differences in their comments on drafts of students’ dissertations. To fulfil this purpose online utterances' of supervisors were analysed. Theoretical ideas of communication and online participation were used to interpret the empirical data. Overall we identify four categories of utterances: comments, points of view, instructions, and questions.The preliminary results of the research project implicate the importance of awareness among supervisors in online supervision, particularly on the nature of the utterances they make use of when supervising students' academic writing. Such awareness makes it possible for supervisors to strategically emphasise students 'independence'. That could guide students through their writing by applying a balanced mix of comments, point of views, instructions, and questions. Reaching a balance in online supervisions may be very valuable in the process of supervising dissertation work.The preliminary results of the research project of online supervision suggest scrutinising how students perceive supervisor's utterances of their drafts. That task will, together with an analysis of how supervisors perceive their own utterances, be examined more closely in further studies. Those studies could focus on how the dialogue between students and supervisors intersects in drafts of student's dissertation.
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| 6. |
- Baalsrud Hauge, Jannicke, 1969-, et al.
(författare)
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Educational Location-based Interaction
- 2022
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Ingår i: IxD&A. - : ASLERD. - 1826-9745 .- 2283-2998. ; :52, s. 141-143
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Tidskriftsartikel (refereegranskat)abstract
- Focus section on 'Educational Location-based Interaction' PrefaceJannicke Baalsrud Hauge, Esteban Clua, Jimmy Jaldemark, Heinrich Söbke(https://doi.org/10.55612/s-5002-052-001pfs)1. Thematic introduction Mobile devices have become more common in recent years. A key feature is their location awareness. The absolute location as well as the relative location awareness related to an object can be exploited for location-based applications on mobile devices allowing location-based interactions. A common example are digital scavenger hunt apps that guide users to different locations. Social inclusion [1] and social interaction [2] are a common goal of location-based experiences. Location-based apps are also used for learning purposes, as they support a variety of learning concepts. In their literature review on mobile apps in general [3], the authors found situated learning, inquiry-based learning, sociocultural theory, scaffolding, communities of practice, and seamless learning, which can be taken as an indication of the manifold didactic options of location-based apps. Moreover, developments opening up new possibilities have been observed for more than a decade [4] are related to Internet of Things (IoT), ensuring that interaction possibilities of mobile devices with many other technical objects are provided. In addition, the Smart Cities paradigm provides more sensors and location-based data both offering options for location-based interactions potentially fostering learning. This is being enhanced through the 5G networks being implemented over the world, with more and more connected devices.Another group of location-based interactions is given by commercial location-based entertainment games. Games such as Ingress, Pokémon GO and Minecraft Earth attract a large player base on the one hand and are increasingly credited for learning effects on the other [5,6]. However, it has also been observed that convergence between the real world and superimposed virtual layers does not necessarily exist [7]. The relevance to learning remains to be investigated.Based on these trends, this special issue intends to foster a more general discourse on the specific contexts in which location-based interactions, e.g. enabled by location-based apps, might be at the core of learning tools, based on the debate of mobile and context-based learning. Some of the contributions in this focus section provide some guidelines on the balance between technical content and educational purpose, while the main contribution of others is more in the area of user experience and immersiveness. Among the topics of interest were design frameworks for (educational) location-based interactions and Augmented Reality (AR) technology enabling location-based interactions. 2. Summaries Overall the work with this special issue embraced the involvement of 30 scholars in the role of authors, editors and reviewers. This project was a true global enterprise by scholars from four continents and ten countries, including Australia, Austria, Brazil, Colombia, Cyprus, Finland, Germany, Italy, Romania, Spain, Sweden, and the US. The article by Nekoui and Roig “Children and the Mediated City. Place Attachment Development Using Augmented Reality in Urban Spaces” focused on augmented spaces as main elements of mediated cities. The authors discuss the application of Augmented Reality to facilitate communication and interaction between digital and physical spaces. The paper explored three case studies that exhibit how children use AR technology to develop various skills. The goal was to promote AR as a contemporary tool that helps children better perceive and experience the feeling of place attachment in their city.The article “A framework for designing applications to support knowledge construction on learning ecosystems” written by Silveira, Cury and de Menezes discussed the increased digital immersion of education and the role learning ecosystems have to support informal and personal aspects of learning. The article develops a framework for location-based applications that may support the modeling of Smart Learning Environments. Cases are included to demonstrate the framework and show its practical implications.The article 'Attention, stimulus and augmented reality for urban daily life education on a social peripheral setting: the 'Altamira - story-telling streets'' by Ricca, Lupo, Diniz, Veras, and Mazzilli addresses designers of location-based experiences. The authors consider location-based experiences in the urban environment as cognitive and attentional stimuli and develop a stimulus level framework in which they distinguish between linear, circular and spiraled stimuli. The framework, which is validated in the article, aims at reflecting on contextual educational experiences.Raber, Ferdig, Gandolfi and Clements explore foundations of AR in teaching related to psychology of learning in their article 'An analysis of motivation and situational interest in a location-based augmented reality application'. Interestingly, they find a decrease in motivation alongside an increase in situational interest as well as a gain in knowledge. What needs to be noted is that the subject of the AR experience, namely tragic shootings at the authors' institution just over 50 years ago may likely not be conducive to motivation. Thus, one lesson may be that assertions regarding psychology of learning must also be contextualized in terms of the knowledge being imparted.Special thanks go to the editor, Carlo Giovanella, who gave the inspiration for this focus section and who patiently and constructively guided the editing process, and to the reviewers, without whom this focus section would not have been possible. 3. Conclusion The multifaceted topics of the articles in this focus section highlight that location-based interactions have found their way into various learning scenarios for different age groups and teaching topics. It also illustrates the wide range of factors and the multi-disciplinarity that characterize a good location-based digital app. As digitalisation continues to spread, the technical foundations are broadening, suggesting that the possibilities and importance of location-based interaction will continue to grow in the future. We believe that the articles provide valuable insights into the current state of location-based interactions and the prospects for the future, and we are intrigued about potential further developments. May the articles be a good inspiration for the readers' own approaches to the use of location-based interactions and researches! References: 1. Bengs, A., Hägglund, S., Wiklund-Engblom, A., & Staffans, S. (2015). Designing for suburban social inclusion: A case of geo-located storytelling. Interaction Design and Architecture(S), 25(1), 85–99.2. Fonseca, X., Lukosch, S., & Brazier, F. (2022). Design Framework for Social Interaction with Location-based Games. International Journal of Serious Games, 9(1), 59–81. https://doi.org/10.17083/ijsg.v9i1.4813. Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers and Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.0014. Sintoris, C., Yiannoutsou, N., Demetriou, S., & Avouris, N. (2013). Discovering the invisible city: Location-based games for learning in smart cities. Interaction Design and Architecture(S), 16(1), 47–64.5. Mozelius, P., Eriksson Bergström, S., & Jaldemark, J. (2017). Learning by Walking-Pokémon Go and Mobile Technology in Formal Education. In 10th International Conference of Education, Research and Innovation, Seville, Spain, NOV 16-18, 2017 (Vol. 10, pp. 1172-1179). The International Academy of Technology, Education and Development.6. Söbke, H., Baalsrud Hauge, J., & Stefan, I. A. (2017). Prime Example Ingress: Reframing the Pervasive Game Design Framework (PGDF). International Journal of Serious Games, 4(2), 39–58. https://doi.org/10.17083/ijsg.v4i2.1827. Laato, S., Inaba, N., & Hamari, J. (2021). Convergence between the real and the augmented: Experiences and perceptions in location-based games. Telematics and Informatics, 65, 101716. https://doi.org/https://doi.org/10.1016/j.tele.2021.101716
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| 7. |
- Bader, Sebastian, 1984-, et al.
(författare)
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A tentative model for sustainable pedagogical digital competence development : Exploring networked learning in an educational development project
- 2022
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Ingår i: Proceedings for the Thirteenth International Conference on Networked Learning 2022. - Aalborg. ; , s. 1-7
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Konferensbidrag (refereegranskat)abstract
- This paper addresses one large university initiative for educational development aimed at further developing educations and teacher competence with a focus on technology-enhanced and lifelong learning. The aim of the paper is to describe and problematize the design of an ongoing project for educational development, Higher Education and Digitalisation (HEaD). It focuses on identifying key components of an educational development project for technology enhanced learning as well as how such a project can be organized to sustain in regular university operations. The article discusses how a project for educational development can create over-time durable infrastructures, organization, policy and motivation for maintaining a continual educational development. In the first phase of the project, a model was developed for how competence development can be conducted sustainably. This model contains two perspectives: (1) an organizational perspective that focuses on the key partners to be involved; and (2) a process perspective that focuses on activities and aims in strategic competence development projects. The tentative model with its two perspectives is described and discussed in this article as a preliminary result. The model includes four identified key entities and their roles in pedagogical digital competence development; academic departments and their faculty, educational developers, infrastructure and IT-department and the pedagogical research unit. Further, a process model based on existing support structures, complemented with activities that can be sustained after the HEaD project ends is presented.
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| 8. |
- Bonderup Dohn, Nina, et al.
(författare)
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Conclusion : Emerging themes in sustainable networked learning
- 2023
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Ingår i: Sustainable networked learning. - Cham, Switwerland : Springer Nature. - 9783031427176 - 9783031427183 ; , s. 265-279
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Bokkapitel (refereegranskat)abstract
- In this concluding chapter, we point to themes that emerge from the chapters in this book on sustainable networked learning. The themes cut across different sections of the book, indicating their broader significance. These themes are the lasting effects of lockdown online teaching; Digital sustainability for the future; Future roles of networked learning in society; Balancing utopia and dystopia in visions of AI and open data; Speculative methods in research, education and design; and Balancing qualitative and quantitative data in the research of networked educational settings: Studies at the community and project levels.
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| 9. |
- Cleveland-Innes, Martha, et al.
(författare)
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Assessing emotional presence in Communities of Inquiry : From the instructors point of view
- 2019
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Konferensbidrag (refereegranskat)abstract
- For Garrison, a Community of Inquiry is a group of individuals who collaboratively engage in purposeful critical discourse and reflection to construct meaning and confirm mutual understanding. In this study, we add Lehman’s argument that emotions are necessary to create a presence in an online learning environment and suggest that emotional presence supports reflection and knowledge construction. Using the Community of Inquiry theoretical framework and measurement tools as a base, this study measures to the extent to which instructors identify the existence of emotional presence among their students. This identification of emotion may allow instructors to respond according, if and when needed, to deflect or direct emotion in reference to building presence and, ultimately, a community of inquiry.In 2016 pilot testing of a revised CoI measurement tool, written from the instructor ‘s point of view, was tested in faculty development workshops. Following this pilot test, the instrument was used with a total of 287 higher education faculty from Portland, Oregon USA, in Beijing, China, and Sundsval, Sweden. Results indicate a correlation between years of teaching and acknowledgement of emotion but not a separate place for emotional presence in the community of inquiry framework. This is in contrast to studies of online learners where emotional presence emerges as a unique element in a community of inquiry. This paper presentation will review these findings in contrast to other similar studies and facilitate discussion of possible differences in perceptions of emotional presence between instructors and learners.
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| 10. |
- Cleveland-Innes, Martha, et al.
(författare)
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Higher education for lifelong learning : Shaping the new global social contract for education
- 2023
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Konferensbidrag (refereegranskat)abstract
- The call for a higher education that embraces lifelong learning began in the 1970s, continued to escalate, and has never been louder. From extensive review, this new approach requires a delivery system that is accessible and meaningful to adults of all ages and from diverse backgrounds. Now embedded in the United Nations Sustainable Development Goals, a new social contract for education could be the keystone in our quest to create and sustain “a world of peace, dignity and prosperity on a healthy planet” (Guterres, 2020).This new social contract encourages us to analyse and embrace the results of the Covid-19 pandemic. This event left over 24 million diverse learners at significant risk of developmental loss. These learners from all age groups, including millions of children, may carry a deficit that will increase the demand for education across the lifespan. The same pandemic also left a legacy for digital learning that will shape education forms into the distant future. We add to these two key influences on higher education UNESCO’s recent suggestion that we need “a sector-wide, lifelong learning approach towards the future development of higher education” (International Commission on the Futures of Education, 2021, p. 102). Our research rests in the current higher education but draws on expert opinion about the necessary transformation needed for lifelong learning. An expanded Delphi method gathered data from prominent scholars and practitioners from around the world. This data driven exercise was guided by the question: What are the critical aspects of higher education transformation needed for lifelong learning in a digital era?The paper outlines the data gathering and analysis processes, which include Grounded Theory steps of open, axial, and confirmatory coding. For those with demonstrated knowledge about technology-enabled lifelong learning, there is an interrelated taxonomy of structures and processes that must be addressed in policy creation and reform of higher education. We argue that these seven identified elements need integrated repurposing to achieve lifelong learning outcomes: ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial resources’, ‘Quality assurance, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion.’ In addition, we identify government policy examples from Sweden and Canada that support these change requirements in alignment with SDGs. António Guterres (2020) https://www.un.org/press/en/2020/sgsm20003.doc.htmInternational Commission on the Futures of Education (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
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