| 1. |
- Aderklou, Christina, et al.
(författare)
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Pedatronics : Robotic toys as a source to evoke young girls’ technological interest
- 2002
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Ingår i: 32nd Annual Frontiers in Education. Leading a Revolution in Engineering and Computer Science Education. - San Diego : Institute of Electrical and Electronics Engineers (IEEE). - 0780374444 ; , s. F1C-19-F1C-24
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Konferensbidrag (refereegranskat)abstract
- This paper presents some results within Pedatronics; a fusion between pedagogics and mechatronics. Our research interest is to study what emerges in the play with robotic toys. Field-experimental studies of 67 year old children’s purposeless play with robotic toys created a self-developmental sphere, as well as evoked young girl’s technological interest. Both girls and boys prolonged and intensified their interest according to the amount of gadgets involved. The results disclose a learning potential, indicating the importance to develop strategies at an early stage in order to encourage girls to choose technological and engineering educations. The study recommend engineers and toy designers, in cooperation with children, to move towards ’Integrated Play Systems’. Due to an ethological method, the results differ from other studies of children’s play with technological advanced artefacts. © 2002 IEEE
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| 2. |
- Fernaeus, Ylva, et al.
(författare)
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Computational Literacy at Work : Children’s interaction with computational media
- 2004
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Ingår i: Proceedings of the IADIS International Conference on Cognition and Exploratory Learning in Digital Age. - 9729894779 ; , s. 181-188
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Konferensbidrag (refereegranskat)abstract
- We explore the characteristics of children’s construction of dynamic systems in a school context. This is done through analyzing children’s activities when working hands on with a modelling task, and also through informal interviews and exhibitions where children described their work to peers and teachers who had not taken part in the activities. Our results suggest that handling the technology, relating to others, and negotiating ideas, are prominent aspects in these activities. Based on these results, we discuss the different activities involved in learning to create digital constructions and how these relate to several important topics that are emphasized in educational research that draws on socio-cultural perspectives on action and learning. These include the social context, the role of artefacts and technology, and the ability to articulate, express, and discuss.
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| 3. |
- Fernaeus, Ylva, et al.
(författare)
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Computational Literacy at Work
- 2004
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Ingår i: Proc. CELDA 2004. ; , s. 181-188
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 4. |
- Fernaeus, Ylva, et al.
(författare)
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Computational literacy at work
- 2004
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Ingår i: CELDA 2004. - Lisbon, portugal.
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Konferensbidrag (refereegranskat)abstract
- We explore the characteristics of children’s construction of dynamic systems in a school context. This is done through analyzing children’s activities when working hands on with a modelling task, and also through informal interviews and exhibitions where children described their work to peers and teachers who had not taken part in the activities. Our results suggest that handling the technology, relating to others, and negotiating ideas, are prominent aspects in these activities. Based on these results, we discuss the different activities involved in learning to create digital constructions and how these relate to several important topics that are emphasized in educational research that draws on socio-cultural perspectives on action and learning. These include the social context, the role of artefacts and technology, and the ability to articulate, express, and discuss.
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| 5. |
- Svane, Torben Ernst, 1953-, et al.
(författare)
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Knowledge by user demand and self-reflection : New models for teaching and assessment in edutainment software design
- 2001
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Ingår i: Frontiers in Education Conference, Conference Proceedings. - Champaign, IL : Stipes Publishing L.L.C.. - 1539-4565. ; III, s. T1B-1-T1B-6
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on experiences from applying Knowledge by User Demand (KBUD) to teaching at the Edutainment Software Design programme at Halmstad University, Sweden. ’Edutainment’ denotes educational and recreational systems for homes, schools and work. Upon graduation, students may find careers in game design, project management, systems development etc. KBUD emphasizes participation in selection and creation of course contents, to foster a continuous review process of how to attain competencies needed to accomplish a task. Continuous self-reflection, on how and why competencies develop, and how personal learning can be refined, is highlighted in discussions and through using projects from previous courses as case studies. KBUD classes offer a core of approximately 50% of course content. Students select another 25% from a range of teacher-prepared themes and develop themselves the remaining themes under teacher supervision. KBUD modules combine subject adherence with encouraging student interest and participation, whilst also ensuring content vitality. © 2001 IEEE
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| 6. |
- Tebelius, Ulla, et al.
(författare)
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ITiS som incitament till skolutveckling : den nationella utvärderingen av IT i skolan : surveystudien, 2000-2003
- 2003
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Bok (populärvet., debatt m.m.)abstract
- IT i Skolan (ITiS) är den hittills mest omfattande satsningen påkompetensutveckling av lärare inom ungdomsskolan som gjorts någonsin både i ekonomiskt hänseende och mätt i antal deltagande lärare. Uppdraget att tillsammans genomföra en utvärdering av den nationella satsningen ITiS gick till Högskolan i Halmstad (HH) och Högskolan för Lärande och Kommunikation (HLK) i Jönköping. Kontraktet skrevs i december 1999 och arbetet startade i januari 2000 ett halvt år efter att satsningen satts igång ute på skolorna. Dennationella utvärderingen omfattar deltagande i ITiS under perioden Ht 1999 t.o.m. Ht 2001. Den förlängning som beslutades för hela2002 ingår inte i utvärderingen. Denna rapport omfattar endast den del av utvärderingen som görs av Högskolan i Halmstad i form av en nationella surveystudie. För information om den fördjupade studien hänvisas till rapporterutgivna av Högskolan för Lärande och Kommunikation i Jönköping(HLK) och våra tidigare arbetsrapporter. Eftersom utvärderingen görs tillsammans har vi ställt samman och diskutera resultaten från de båda studierna i en gemensam slutrapport (Chaib & Tebelius,2004).
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