| 1. |
- Andersson, Per, 1964-
(författare)
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Recognition of informal ICT competence
- 2007
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Ingår i: Tidsskriftet Digital kompetanse. - 0809-6724 .- 0809-7143. ; 2:3, s. 173-188
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Tidskriftsartikel (refereegranskat)abstract
- This study of an initiative for recognising ICT competence is situated in a framework of formal training at upper secondary level. Specific assessment methods were used, but the classification of knowledge and the criteria for assessment were those used in formal training. Thus, there is a risk of excluding individual competence not included in the formal framework. The study also raises the question of whether recognition of prior learning should be a separate or an integrated part of the curriculum.
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| 2. |
- Andersson, Peter, 1974, et al.
(författare)
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Screen-based literacy practices in Swedish primary schools
- 2016
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Ingår i: Nordic Journal of Digital Literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 1891-943X .- 0809-6724 .- 0809-7143. ; 10:2, s. 83-100
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes to the discussion of digital literacies in early literacy education. We focus on the nature of screen-based literacy practices in relation to print-based, paper-pen practices in the early years of schooling when pupils learn to read and write (aged 7–8). Our results show that pupils engage in several diverse screen-based practices, although they are conventional in nature. However, aspects of blogging and tweeting do approach the characteristics of “new literacies” as defined in previous research.
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| 3. |
- Arvola, Mattias, 1975-, et al.
(författare)
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Studio life : The construction of digital design competence
- 2008
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Ingår i: Tidsskriftet Digital kompetanse. - 0809-6724 .- 0809-7143. ; 3:2, s. 78-96
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Tidskriftsartikel (refereegranskat)abstract
- This paper analyses how interaction designers act and think in two different studio settings in order to understand what potential each setting presents for the development of digital design competence. We first observed interaction design students working in a design studio and then in a computer augmented interactive space. In the studio, the students oscillated continuously between individual and cooperative work, while in the interactive space, the work was focused on shared displays. The results describe how students collaborate to develop digital design competence, which not only includes competence in using digital media, but also competence in envisioning and articulating someone else’s future use of digital media.
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| 4. |
- Godhe, Anna-Lena
(författare)
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Tensions and Contradictions When Creating a Multimodal Text as a School Task in Mother Tongue Education
- 2013
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Ingår i: Digital kompetanse - Nordic journal of digital literacy. - 0809-6724 .- 0809-7143. ; 2013:4, s. 208-224
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Tidskriftsartikel (refereegranskat)abstract
- With digital technology it has become possible and relatively easy to create texts, which contain different kinds of expression, such as images and sound. This challenges the concept of literacy and what it means to create texts in education. By exploring tensions and contradictions in and between different components in the activity system of creating texts in classrooms this article attempts to illuminate conditions for transforming this activity. Activities are here conceptualized as activity systems where components at local and systemic levels influence and constitute each other. Tensions and contradictions at both levels, reflect general issues related to the concept of literacy, as they concern what kind of expressions are considered valuable and primary when creating and assessing texts in educational settings.
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| 5. |
- Hernwall, Patrik, et al.
(författare)
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Interaction design, pedagogical practice, and emancipation
- 2008
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Ingår i: Tidsskriftet Digital kompetanse. - 0809-6724 .- 0809-7143. ; 3:2, s. 63-77
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- In November 2007, the Research platform M3 [man medium machine]/the School of Communication, Technology & Design at Södertörn University College arranged, in collaboration with the ITU, Oslo University, a two-day workshop on the theme Interaction Design in Pedagogical Practice. There were 15 position papers submitted to the workshop, representing 15 different universities from four countries. Out of these, we now have the privilege to publish four of them in this special issue of the Nordic Journal of Digital Literacy, together with a debate article. They are, in their own respect, modest witnesses, of the need for this dialogue between interaction design and pedagogical practice.
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| 6. |
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| 7. |
- Keller, Christina, 1961-, et al.
(författare)
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Towards digitally literate university teachers
- 2009
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Ingår i: Tidsskriftet Digital kompetanse. - Oslo : Universitetsforlaget. - 0809-6724 .- 0809-7143. ; 4:2, s. 104-115
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Tidskriftsartikel (refereegranskat)abstract
- It is challenging for university teachers to adopt constructivist pedagogical practices and to make elearning interactive. Drawing on this challenge, one possible definition of digital literacy of university teachers could be “the ability to create online learning communities enabling cognitive and social presence”. This particular form of digital literacy could be accomplished by creating learning communities of inquiry. This article describes the characteristics of learning communities of inquiry and presents findings from a study depicting current pedagogical practice in university online education. The findings show that many teachers at the examined universities seemed to lack confidence in their role as creators of learning communities and often adopted objectivist instructional design practices. Finally, conclusions and implications for practice in order to achieve learning communities of inquiry are suggested.
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| 8. |
- Lantz-Andersson, Annika, 1961
(författare)
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Embracing social media for educational linguistic activities
- 2016
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Ingår i: Digital kompetanse - Nordic journal of digital literacy. - : Scandinavian University Press / Universitetsforlaget AS. - 0809-6724 .- 0809-7143 .- 1891-943X. ; 10:1, s. 51-77
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Tidskriftsartikel (refereegranskat)abstract
- This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students’ authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.
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| 9. |
- Tholander, Jakob, et al.
(författare)
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Three challenges when designing for children’s everyday digital literacy
- 2008
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Ingår i: Nordic Journal of Digital Literacy.. - 1891-943X .- 0809-6724 .- 0809-7143. ; 3:2, s. 130-139
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Tidskriftsartikel (refereegranskat)abstract
- We use the concept of digital literacy to refer to people’s competence of expressing themselves in computational form, and in this paper we specifically discuss the design of interactive technology aimed at letting children become digitally literate. A rarely discussed aspect of digital literacy in this respect concerns how it is supposed to take form in the context of improvised styles of use and interaction, resembling the kinds of activity commonly observed in kindergartens, school yards and centres for after-school activities. In such settings children often organize their own play activities, peers may go in and out of activities as they want, often without any necessary intervention by adult supervision. We align this kind of activity with the notion of ‘casual leisure’, and outline four basic challenges concerned with: a) a perspective on interaction, b) activity and context, c) the view of the user, and d) the character and role of the technology. We discuss these in relation to research attempting to design, evaluate, and make useful sense of children’s digital literacy in such activity. Our analysis identifies the sources of these challenges as due to expressions of tension between play and learning, between designers and users and a general striving for ‘hard fun’. The challenges and their consequences may be summarised as 1) the use of setting as allowing for spontaneous interactions, 2) the striving towards a participants’ perspective, 3) the incorporation of offline and social aspects into the design, and 4) the balancing of challenge with the easy and the accessible.
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| 10. |
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