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- Jalhed, Hedvig, et al.
(author)
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The Delphic Room : An Artistically Derived Metaphor
- 2024
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Conference paper (peer-reviewed)abstract
- In his well-known thought experiment regarding artificial intelligence (AI), John Searle sketched out the philosophic idea of “The Chinese room” – a room in which comprehensible rules (a program) allow a person to perfectly correlate one set of unknown linguistic symbols (a question) with another (an answer) of the same unfamiliar kind. In our creation of an AI-based micro-opera for humans and machines, we have come to reflect upon our concept as an artistic response to Searle’s arguments and a mirroring complement to his debated figure. Our immersive and interactive opera was conceived as a modular series of musically paced meetings between individual visitors and a singing seeress in contact with the digital realm. As an analogy to the Delphic oracle, the seeress delivered AI-prompted answers to the visitors’ questions in real time, framed by poetical, musical, and theatrical structures. In Searle’s Chinese room, goal-oriented computational mechanisms remain detached from understanding during the linguistic operation. In our Delphic room, understanding is key for carrying out the aesthetic operations intended to artistically stimulate a coupling of intellectual and visceral information processing in open-ended and personal ways.
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- Airey, John, 1963-, et al.
(author)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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In: Book of Abstracts. ; , s. 54-55, s. 54-55
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Conference paper (peer-reviewed)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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- Broberg, Pernilla, 1981-, et al.
(author)
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The new generation of auditors meeting praxis
- 2015
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Conference paper (other academic/artistic)abstract
- This paper describes an exploratory study of whether and in what way ‘double-edged learning’ can develop from understanding the relationship between structure and judgment and thus capture students’ experience of the audit profession. The study is based on a focus group/individual interviews conducted with students performing their work-integrated learning assignments where they interact with auditors. Identifying two themes defined as Perceiving the profession and auditing and Entering into and forming in the audit profession derived from the data, it appears that when positioned within a work-integrated learning context, students develop awareness of the use of standards and checklists on one hand as well as the importance of discretional judgment on the other. Based on these results, we theorise as to how double-edged learning manifests itself in students’ experiences and understanding of the relationship between structure and judgment.
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- Nilsson, Kerstin
(author)
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To Work or not to Work in an Extended Working Life
- 2010
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In: . 9th Conference of the European Academy of Occupational Health Psychology (EAOHP). - Rom, Italy : European Academy of Occupational Health Psychology (EAOHP).
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Conference paper (peer-reviewed)
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| 9. |
- Ahlin, Karin, 1963-, et al.
(author)
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IoT in Elementary School for Everyone – A Research Plan
- 2022
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In: Challenges of Trustable AI and Added-Value on Health. - : IOS Press. - 9781643682846 - 9781643682853 ; , s. 955-956
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Conference paper (peer-reviewed)abstract
- We propose a tentative research plan to increase students’ mental healthin elementary schools by implementing Internet of Things (IoT) technology. Theresearch plan should answer how to support students’ mental health using IoTsolutions and the critical factors influencing testbeds for IoT solutions with thepreviously mentioned purpose. Our intended research method is Design Science,which we plan to use stepwise.
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| 10. |
- Airey, John, 1963-, et al.
(author)
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What do you see here? : Using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment.
- 2014
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In: The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014. ; , s. 52-53
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Conference paper (peer-reviewed)abstract
- Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.
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