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- Lindbom, Louise, 1960-, et al.
(författare)
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How does tutoring help the screenwriting process?
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The knowledge created in the professional meeting between tutor and student is crucial for the student’s ability to develop the screenwriting skills, not only the tools for writing and the necessary ability to be a good listener, but to be brave enough to master the art by making conscious choices. Further to develop the different writing abilities needed, especially the skill of rewriting. Silent knowledge is crucial in the tutoring and how the tutor responds to the student is very important.What is in this silent knowledge? How is it used and pedagogically transformed in the tutoring process? In order to investigate this we analyse the tutoring process from pitch to final script, of our own students during the spring semester 2014. The script developing process is an unexplored area and for instance held behind locked doors in the film business. The goal of both a tutor and professional dramaturge is a good script, but a tutor works with a student for a longer time in order to also make a good screenwriter, though both of them have an interest in the process of rewriting.The tutoring process of Lindbom will be followed, observed and analyzed by Svens. Student interviews give perspectives on the process. From the different perspectives of a tutor and a scientist we hope to clarify some of what takes place in the process and how silent knowledge is used in order to make the student realize the importance of rewriting. How does this knowledge emerge and how does the student realize how to use it? What is it in the tutor’s feedback that makes the student rewrite and develop the script?
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- Volodina, Elena, 1973, et al.
(författare)
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A Friend in Need? Research agenda for electronic Second Language infrastructure.
- 2016
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Ingår i: Proceedings of the Swedish Language Technology Conference. - Umeå : Umeå Universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this article, we describe the research and societal needs as well as ongoing efforts to shape Swedish as a Second Language (L2) infrastructure. Our aim is to develop an electronic research infrastructure that would stimulate empiric research into learners’ language development by preparing data and developing language technology methods and algorithms that can successfully deal with deviations in the learner language.
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- Danielsson, Anna, 1978-, et al.
(författare)
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Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework
- 2014
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Ingår i: BERA Annual Conference 2014.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.
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- Babri, Maira
(författare)
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Studying codes as transforming objects
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This paper addresses certain methodological aspects of a researchproject, in which an epistemological symmetry is assumed between humans and nonhumans,and this paper is about what implications and challenges such a premise mayentail for the data collection and analysis of the study. Although I adhere strongly to thenotion of epistemological symmetry in theory, there are certain aspects with such a studythat pose methodological challenges and this paper sheds light upon these challenges anddiscusses ways to deal with them. The major concern is retaining the epistemologicalsymmetry throughout the data collection and analysis of the study. This paperinvestigates the methodological aspects of a study on transformations of and by corporatecodes of ethics to analyze how corporate responsibility is influenced. The paper, henceexplores how we can, theoretically and practically, study a non-human actor (in this case,a code), with similar epistemological capabilities as a human actor, in a human-centeredworld.
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- Berríos-Negrón, Luis
(författare)
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Greenhouse Superstructures as Social Pedestals : displaying site-specific non-locality as a possible form of resilience
- 2015
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Ingår i: Architecture and Resilience on the Human Scale. - Sheffield, UK : University of Sheffield. ; , s. 70-71
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper I will propose that greenhouse superstructures are not just the surface envelop of an industrial typology: they are more so a spatial archetype. As such, they are historiographical boundary objects that at times display the spatiotemporal dimensions and geopolitical flows of environmental form in accelerated climate change. This abovementioned hypothesis is reflected through the manifold of “resilience” as defined by Prof. Lawrence Vale - of resilience being “a window into conflicting human values”. The aim of this effort is to ultimately centre the manifold notion of “greenhouse” as an index that points away from itself towards the impact of anthropological and technocratic ideologies on agricultural and spatial production. It is these binary ideologies that arguably create what we sense to be a crisis of scale, now further articulated as the hyperobject of climate change as a disjuncture that we nostalgically entertain as a chasm between the human condition and the living environment. Parsed by augmenting the notion of 'greenhouse superstructure' – as technology, gas, and effect – the hypothesis looks to articulate the greenhouse as a 'site-specific non-local' sensation on the expanding sculptural field. What this expanding sculptural netherworld implies needs to be rigorously addressed for it may very well become what tautologically heightens the greenhouse to the providence of becoming our future atmosphere and landscape. To elaborate this potentiality, I will first present the schematics and precedents of the dissertation, including four installations of my authorship in Germany, Brazil, and Sweden. These sections then lead to an argument instantiated by thinking of the greenhouse as 'social pedestal'. The objective is therefore to embody the notion of non-local site-specific resilience as modes of pedagogy and production that aspire to destabilise the anthropological machine, as resilient modes not limited to historic, scientific, artistic, correlational, nor speculative conventions.
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