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Sökning: WFRF:(Fauville Geraldine)

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11.
  • Fauville, Geraldine, et al. (författare)
  • Impact of ocean acidification on marine ecosystems: educational challenges and innovations
  • 2013
  • Ingår i: Marine Biology. - : Springer Science and Business Media LLC. - 0025-3162 .- 1432-1793. ; 160:8, s. 1863-1874
  • Tidskriftsartikel (refereegranskat)abstract
    • Population growth and social/technological developments have resulted in the buildup of carbon dioxide (CO2) in the atmosphere and oceans to the extent that we now see changes in the earth's climate and ocean chemistry. Ocean acidification is one consequence of these changes, and it is known with certainty that it will continue to increase as we emit more CO2 into the atmosphere. Ocean acidification is a global issue likely to impact marine organisms, food webs and ecosystems and to be most severely experienced by the people who depend on the goods and services the ocean provides at regional and local levels. However, research is in its infancy and the available data on biological impacts are complex (e.g., species-specific response). Educating future generations on the certainties and uncertainties of the emerging science of ocean acidification and its complex consequences for marine species and ecosystems can provide insights that will help assessing the need to mitigate and/or adapt to future global change. This article aims to present different educational approaches, the different material available and highlight the future challenges of ocean acidification education for both educators and marine biologists.
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12.
  • Fauville, Geraldine, et al. (författare)
  • Impression Formation From Video Conference Screenshots: The Role of Gaze, Camera Distance, and Angle
  • 2022
  • Ingår i: Technology, Mind, and Behavior. - : American Psychological Association (APA). - 2689-0208. ; 3:1
  • Tidskriftsartikel (refereegranskat)abstract
    • This preregistered experiment examines the impact of three nonverbal cues displayed through video conference screenshots (i.e., gaze direction, distance between the face and the camera, camera angle) on impression formation. Actors in video conference screenshots each portrayed one of 18 nonverbal cue configurations that manipulated gaze (at the camera, on-screen, or off-screen), camera distance (close or far), and camera angle (high, eye-level, or low). Study participants (N = 3,982) rated the actors on nine interpersonal dimensions (e.g., likeability). Findings showed significant effects of gaze and camera angle on impression formation, with gaze on-camera positively associated with likeability, social presence and interpersonal attraction, and with high camera angles increased interpersonal attraction and decreased threat perceptions compared to low angles. Although the actors’ distance in relation to the camera did not affect impression formation, the interaction between distance and gaze was positively associated with threat judgment and social presence such that faces closer to the camera and maintaining direct gaze were rated as more socially present and threatening than the other three conditions. Finally, participants’ gender also played an important role as women, regardless of actors’ nonverbal behaviors and demographics, reported higher likeability judgment and lower threat judgments than men. These results contribute to the body of knowledge concerning nonverbal behavior in video conferences and how these compare and differ from face-to-face interaction. Moreover, through the use of video conference screenshots, these results inform video conference users concerning how their nonverbal behaviors might impact how they are perceived by others.
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13.
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14.
  • Fauville, Geraldine, et al. (författare)
  • International student Carbon Footprint Challenge – Social media as a content and language integrated learning environment
  • 2012
  • Ingår i: Eurocall 2012 Conference: CALL: using, learning, knowing, Gothenburg 22-25 August, 2012..
  • Konferensbidrag (refereegranskat)abstract
    • Population growth and social/technological developments have resulted in the build-up of carbon dioxide (CO2) in the atmosphere to the extent that we now see changes in the earth's climate. This global environmental issue requires immediate reduced CO2 emissions that must be achieve locally and globally and thus need a common language (English) to allow international collaboration among citizens. Environmental education is now clearly specified in educational standards and at the same time the view of language learning is moving towards a content and languages integrated learning (CLIL) strategy, to make English lessons more relevant and attractive for students (Eurydice, 2011). In that respect environmental and English educations can be merged to benefit both purposes and to offer a learning experience that goes beyond the school walls. Einztein, the social learning network for the education community, collaborates with the environmental project Inquiry-to-Insight (http://i2i.stanford.edu/) inviting high school students around the world to participate in the International Student Carbon Footprint Challenge (ISCFC), challenging students to learn about the environmental impact of their lifestyle choices on their carbon footprints. In the ISCFC, students use an online carbon footprint calculator to measure the amount of CO2 released by their everyday choices (food, transportation etc). Teachers then share student data with other classrooms around the globe and use Einztein to engage students in several environmental discussions online using English as the lingua. Students use Einztein to reflect upon their own carbon footprint, envision global and local solutions and share knowledge about environmental issues. For this study we focused on a specific discussion and investigated the discourse structure of students from seven different countries (USA, Croatia, Switzerland, Iceland, Greece and Bulgaria) reflecting upon their very own CO2 emission. The analysis imply common structures in students’ discourse with six different phases: (i) Expectation: students talk about their expectation of their own emission compared to the national average, (ii) Results: students communicate where their emission is actually situated compared to the national average after calculation, (iii) Reflection: students make sense of their carbon footprint in the light of the knowledge acquired by the calculator, (iv) New resolution: students reflect upon the change they are willing/able to make to decrease their footprint, (v) Share knowledge: students share pieces of environmental information or advises with the ISCFC community and finally (vi) Global dimension: students step back and see the issue as global, involving all of us rather than just their personal behaviour. The order of occurrence of the different phases seems highly conserved leading to an increase in complexity from the less elaborate phase (explanation) to the phase bringing the environmental issue in a much higher level than the individual one (global dimension). Preliminary results indicate that the students presumptions about their own impact is crucial and whether they are English natives or is not as important when it comes to developing an understanding of their own responsibilities regarding carbon footprint. Thus, in relation to a motivating content the students’ English is productive and sufficient enough for communication and collaboration.
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15.
  • Fauville, Geraldine, et al. (författare)
  • Marin pedagogik : Inventering av lokala behov av stöd och kunskapsmaterial
  • 2018
  • Rapport (övrigt vetenskapligt/konstnärligt)abstract
    • Regeringen gav Havs- och vattenmyndigheten (HaV) i uppdrag att bidra till att stärka arbetet med utbildning för hållbar utveckling inom havs- och vattenfrågor, särskilt marin pedagogik. Uppdraget har genomförts av Havsmiljöinstitutet och forskare vid Göteborgs universitet som kontaktat lokala aktörer inom marin pedagogik, och inventerat deras behov av kunskapsmaterial och stöd.Marin pedagogik är ett verktyg för att skapa förståelse för hur havet påverkar oss människor och för hur vi påverkar havet, vilket kallas för ocean literacy på engelska och som översätts till havsmedvetenhet i rapporten. En marinpedagogisk aktör förmedlar information om havet och/eller sambandet mellan vatten och hav, vilket i sin tur kan ge upphov till havsmedvetenhet om mottagaren tar ställning till informationen och sätter in den i ett förståeligt sammanhang.Regeringsuppdraget avgränsades genom att inkludera aktörer vilka fokuserade helt eller delvis på havsvatten och som befinner sig utanför det obligatoriska skolväsendet.Aktörerna lyfter fram behov av:finansiellt stöd (som bör vara långsiktigt)nätverk (mötestillfällen skapas)databas (för att dela med sig av marinpedagogiska resurser.Aktörerna efterlyser kunskapsmaterial av olika slag, främst:skriftligt material/information (material anpassade för olika åldrarDigitala resurser (för att inspirera och engagera ungdomar)forskarkontakt (som behövs för metod- och faktakoll)
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16.
  • Fauville, Geraldine, et al. (författare)
  • Nonverbal Mechanisms Predict Zoom Fatigue and Explain Why Women Experience Higher Levels than Men
  • 2021
  • Ingår i: SSRN Electronic Journal. - : SSRN. - 1556-5068.
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • There is little data on Zoom Fatigue, the exhaustion that follows video conference meetings. This paper administers the Zoom Exhaustion & Fatigue scale to 10,591 participants from a convenience sample and tests the associations between five theoretical nonverbal mechanisms and Zoom Fatigue – mirror anxiety, being physically trapped, hyper gaze from a grid of staring faces, and the cognitive load from producing and interpreting nonverbal cues. First, we show that daily usage predicts the amount of fatigue, and that women have longer meetings and shorter breaks between meetings than men. Second, we show that women have greater Zoom fatigue than men. Third, we show that the five nonverbal mechanisms for fatigue predict Zoom fatigue. Fourth, we confirm that mirror anxiety mediates the difference in fatigue across gender. Exploratory research shows that race, age, and personality relate to fatigue. We discuss avenues for future research and strategies to decrease Zoom fatigue.
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17.
  • Fauville, Geraldine (författare)
  • Ocean literacy in the twenty-first century
  • 2019
  • Ingår i: Exemplary Practices in Marine Science Education: A Resource for Practitioners and Researchers. - Cham : Springer. - 9783319907789 ; , s. 3-11
  • Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
    • An ocean literate person is someone who understands the fundamental concepts about the functioning of the ocean, who is able to communicate about the ocean in a meaningful way and who is able to make informed and responsible decisions regarding the ocean and its resources. Before diving into this book describing inspiring practices aiming at increasing ocean literacy around the world, this introduction will set the scene. This chapter starts by describing the environmental context in which citizens live and what it entails in terms of knowledge and responsible behaviour in relation to the marine environment. Then, a brief history of ocean literacy is provided in order to provide some context to this book. Finally, this introduction concludes with a reflection on the different challenges encountered when teaching about the ocean and the importance to publish initiatives that promote marine education inside and outside of school for citizens of all age.
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18.
  • Fauville, Geraldine, et al. (författare)
  • Participatory research on using virtual reality to teach ocean acidification: a study in the marine education community
  • 2020
  • Ingår i: Environmental Education Research. - 1350-4622 .- 1469-5871.
  • Tidskriftsartikel (refereegranskat)abstract
    • © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. Ocean Acidification (OA) is an emerging environmental issue that is still largely unknown to the public and in its infancy in terms of educational strategies. OA teaching material should address the specific challenges that educators face while building learners’ understanding of OA. The objective of this study is two-fold. First, we identified the barriers to teaching OA as experienced by formal and informal marine educators. Second, we provided educators an opportunity to experience virtual reality and discuss how it could serve as a tool for face-to-face and distance learning to address the identified challenges. The findings shed light on four overarching themes of challenges to teaching OA: lack of science literacy, unprepared education field, complex and invisible nature of OA and lack of personal connection with the ocean. Marine educators consider empowerment, perspective-taking and visualization as the three principal avenues through which virtual reality may contribute to mitigating the challenges to teaching OA.
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19.
  • Fauville, Geraldine (författare)
  • Questions as indicators of ocean literacy: students' online asynchronous discussion with a marine scientist
  • 2017
  • Ingår i: International Journal of Science Education. - : Informa UK Limited. - 0950-0693 .- 1464-5289. ; 39:16, s. 2151-2170
  • Tidskriftsartikel (refereegranskat)abstract
    • In this article, 61 high-school students learned about ocean acidification through a virtual laboratory followed by a virtual lecture and an asynchronous discussion with a marine scientist on an online platform: VoiceThread. This study focuses on the students' development of ocean literacy when prompted to ask questions to the scientist. The students' questions were thematically analysed to assess (1) the kind of reasoning that can be discerned as premises of the students' questions and (2) what possibilities for enhancing ocean literacy emerge in this instructional activity. The results show how interacting with a scientist gives the students an entry point to the world of natural sciences with its complexity, uncertainty and choices that go beyond the idealised form in which natural sciences often are presented in school. This activity offers an affordable way of bringing marine science to school by providing extensive expertise from a marine scientist. Students get a chance to mobilise their pre-existing knowledge in the field of marine science. The holistic expertise of the marine scientist allows students to explore and reason around a very wide range of ideas and aspect of natural sciences that goes beyond the range offered by the school settings.
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