| 1. |
- Brooks, Eva, et al.
(författare)
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Designerly Processes with Robots as a Framework for Children’s Perspective-Taking
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 113-131
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Konferensbidrag (refereegranskat)abstract
- The use of robotics technology in school is renowned for providing children with opportunities to interact and collaborate in various school subjects, which raise questions of how to design learning activities that include robot technology in education. In this paper we explore how a designerly approach can foster children’s perspective-taking while creatively collaborating in mixed analogue and digital learning environments including robots, creative material and classical fairytales. Based on a social semiotics analytical framework, the study draws from workshops carried out with third grade classes of Danish school children, aged 9–10 years old. Using video recordings and a thematic analysis, the unit of analysis focuses on the activities with a special interest on children’s interactions with robots, creative materials, classical fairytales and with each other. The results of this study imply that by using a designerly approach with robotics in programming activities, conditions were created for children to engage in interactions and reasoning with each other, where the mixed learning environment reinforced children’s abilities of perspective-taking. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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| 2. |
- Cooney, Martin, 1980-, et al.
(författare)
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Navigating the Current “New World” of Teaching with Technology : A Glimpse into Our Teachers’ Minds
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 135-152
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic helped spark a surge in innovative usages of technology in education, from robot-based remote graduation ceremonies to immersive learning through extended reality, meetings in fantastical game worlds, automatic examination methods, and flexible learning options such as hybrid classes. It’s been said that we can’t go back to “normal” because this is normal now–but what exactly is today’s “new normal”? The current paper reports on the results of an anonymous online survey conducted with 42 teachers in business, IT, nursing, and education at our university in October 2021, to gain insight into where some teachers on the “front lines” currently stand on the use of technology in education. Some insights included that: More teachers than we had expected were using robotics and extended reality (XR), suggesting that silo effects can exist in education, even at small universities; furthermore, the rates of teachers who had seen such usage seemed close to the rates of teachers who had tried using them, suggesting the usefulness of raising awareness to promote professional digital competence (PDC). Rates for using games and exam tools were lower than expected, despite the availability of game platforms and a growing need to consider the threat of how technology can be misused to cheat in exams, possibly due to teachers’ limited time for pedagogical development. Also, teachers appeared to have strong and differing opinions about learning formats, although a general preference was observed for physical classes and exams, and hybrid teacher meetings. Our aim is that these results will be used by our university’s pedagogical center to support our teachers’ PDC and uses of edtech in the near future. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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| 3. |
- Edstrand, Emma, 1981-, et al.
(författare)
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The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
- 2023
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Ingår i: Design, Leaning and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 87-94
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Konferensbidrag (refereegranskat)abstract
- Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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| 4. |
- Holtzberg, Joel, et al.
(författare)
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Learning Management Systems in Flexible Learning Environments - A Study of Teachers’ Experiences
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 3-21
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Konferensbidrag (refereegranskat)abstract
- Digital transformation in education is expected to progress teaching and learning. To meet this expectation, new types of classrooms called flexible learning environments are designed where digital resources such as learning management systems (LMS) are integrated. This raises the question of how LMS are experienced by teachers in flexible learning environments and how their teaching practice and competence development is supported by the LMS. In this study, ten teachers working in flexible working environments have been interviewed about their experiences with LMS. The study resulted in four themes of experiences (1) Lack of adoption, (2) Control within the system, (3) Collaboration and competence development, (4) Direct feedback and interactions. The insights of the study contributes with implications for choosing and integrating LMS in flexible learning environments. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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| 5. |
- Sjöberg, Jeanette, 1976-, et al.
(författare)
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Promoting Life-Long Learning Through Flexible Educational Format for Professionals Within AI, Design and Innovation Management
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 38-47
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Konferensbidrag (refereegranskat)abstract
- In recent years, the concept of lifelong learning has been emphasized in relation to higher education, with a bearing idea of the possibility for the individual for a continuous, self-motivated pursuit of gaining knowledge for both personal and professional reasons, provided by higher education institutions (HEI:s). But how can this actually be done in practice? In this paper we present an ongoing project called MAISTR, which is a collaboration between Swedish HEI:s and industry with the aim of providing a number of flexible courses within the subjects of Artificial intelligence (AI), Design, and Innovation management, for professionals. Our aim is to describe how the project is setup to create new learning opportunities, including the development process and co-creation with industry, the core structure and the pedagogical design. Furthermore, we would like to discuss both challenges and opportunities that come with this kind of project, as well as reflecting on early stage outcomes. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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| 6. |
- Sjödén, Björn, 1977-, et al.
(författare)
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Concept-Based Modeling as a Method Combining Digital and Analogue Means for Problem-Solving
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 - 9783031313929 ; , s. 22-37
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Konferensbidrag (refereegranskat)abstract
- In this paper we present Concept-Based Modeling (CBM), an innovative pedagogical method for problem-solving in engineering education, which combines analogue and digital tools. We outline the scientific rationale for CBM and discuss how it compares to traditional teaching with respect to optimizing the pedagogical value of both analogue and digital means. CBM is based on conceptual modeling of quantities derived directly from first principles and streamlined for the use of computer algebra systems (CAS). The method was evaluated in a pilot survey in a statics course for engineering students in their freshman year at Halmstad University. We conclude that CBM improves students’ problem-solving skills by the reciprocal action between conceptual understanding and modeling of a problem. Student evaluations suggest that CBM enables students to handle more realistic problems and that CAS as a professional tool prepares them for their future working life. Future studies will address CBM for more advanced courses, as the students’ knowledge develops over time. © 2022 The Authors.
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| 7. |
- Björkén-Nyberg, Cecilia, et al.
(författare)
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Decolonizing the Imagination : Designing a Futures Literacy Workshop
- 2023
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Ingår i: Design, Learning, and Innovation. - Cham : Springer. - 9783031313912 ; , s. 168-181
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Konferensbidrag (refereegranskat)abstract
- This article explores the potential of narratives and creative writing as tools for imagining possible futures within the pedagogical framework of futures literacy. We share our experiences of a transdisciplinary pre-study on future mobility situated at the intersection of business model innovation, narrative theory and pedagogy. The pre-study results show that it is difficult not to repeat present and past patterns when anticipating the future. A great challenge is therefore to decolonize the mind when imagining possible futures scenarios. Based on the insights from the pre-study, we propose a futures literacy (FL) workshop as a structured learning process that combines an open-minded imagining of possible futures with the creation of strategic scenarios. Designed for students and practitioners within a transformative learning environment, the proposed FL workshop is process-oriented and has a focus on anticipation and exploration of limitless futures. Furthermore, it is argued that the workshop has the potential for facilitating agency in the process of business model innovation towards innovative organizational value logics. This paper provides hands-on details for a particular way of improving the capacity of students and practitioners for imagining the future differently and pluralistically. A key argument in the paper is that competence in narrative technique is required in designing, performing and analyzing the workshop activities. © 2023, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering
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| 8. |
- Edstrand, Emma, et al.
(författare)
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The Use of Adaptive VR Environments to Foster Students Learning in Multilingual Study Guidance
- 2023
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Ingår i: Brooks, E., Sjöberg, J., Møller, A.K., Edstrand, E. (eds.), Design, Learning, and Innovation: 7th EAI International Conference, DLI 2022, Faro, Portugal, November 21-22, 2022, Proceedings. - Cham : Springer. - 1867-8211 .- 1867-822X. - 9783031313912
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Konferensbidrag (refereegranskat)abstract
- Recently, the use of immersive technology has gained an increasingly interest in teaching. Virtual reality (VR) is an example of a resource offering prominent potentials for students’ learning. The purpose of the study is to investigate the ways adaptive VR environments can foster students learning in multilingual study guidance. There are large differences at a national level in how multilingual study guidance is designed. Based on a co-design approach, combining methods of action research and design-based research, this study seeks answers to how to didactically design multilingual study guidance for promoting the development of students’ conceptual knowledge with adaptive VR environments. Expected outcomes of the study can be related to the development of a didactically adaptive multilingual study guidance with the purpose to promote students’ conceptual knowledge by means of adaptive VR environment. These results will be based on the development process leading to a didactical design of multilingual study guidance with adaptive VR environments, which will be tested in collaboration between teachers, students, VR designer and researchers.
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