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- Andersson Ersman, Peter, et al.
(författare)
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Monolithic integration of display driver circuits and displays manufactured by screen printing
- 2020
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Ingår i: Flexible and Printed Electronics. - : Institute of Physics Publishing. - 2058-8585. ; 5:2
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Tidskriftsartikel (refereegranskat)abstract
- Here, we report all-screen printed display driver circuits, based on organic electrochemical transistors (OECTs), and their monolithic integration with organic electrochromic displays (OECDs). Both OECTs and OECDs operate at low voltages and have similar device architectures, and, notably, they rely on the very same electroactive material as well as on the same electrochemical switching mechanism. This then allows us to manufacture OECT-OECD circuits in a concurrent manufacturing process entirely based on screen printing methods. By taking advantage of the high current throughput capability of OECTs, we further demonstrate their ability to control the light emission in traditional light-emitting diodes (LEDs), where the actual LED addressing is achieved by an OECT-based decoder circuit. The possibility to monolithically integrate all-screen printed OECTs and OECDs on flexible plastic foils paves the way for distributed smart sensor labels and similar Internet of Things applications.
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| 2. |
- Andersson Ersman, Peter, et al.
(författare)
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Screen printed digital circuits based on vertical organicelectrochemical transistors
- 2017
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Ingår i: Flexible and Printed Electronics. - : IOP Publishing. - 2058-8585. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Vertical organic electrochemical transistors (OECTs) have been manufactured solely using screenprinting. The OECTs are based on PEDOT:PSS (poly(3,4-ethylenedioxythiophene) doped with poly(styrene sulfonic acid)), which defines the active material for both the transistor channel and the gateelectrode. The resulting vertical OECT devices and circuits exhibit low-voltage operation, relativelyfast switching, small footprint and high manufacturing yield; the last three parameters are explainedby the reliance of the transistor configuration on a robust structure in which the electrolyte verticallybridges the bottom channel and the top gate electrode. Two different architectures of the verticalOECT have been manufactured, characterized and evaluated in parallel throughout this report. Inaddition to the experimental work, SPICE models enabling simulations of standalone OECTs andOECT-based circuits have been developed. Our findings may pave the way for fully integrated, lowvoltageoperating and printed signal processing systems integrated with e.g. printed batteries, solarcells, sensors and communication interfaces. Such technology can then serve a low-cost basetechnology for the internet of things, smart packaging and home diagnostics applications.
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| 5. |
- Berggren, Jessica, et al.
(författare)
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Combining theory and practice: Findings from a collaborative project on oral task design
- 2023
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Ingår i: Collaborative Research in Language Education. - : Mouton de Gruyter. - 9783110787535 ; , s. 11-27
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This chapter presents the collaborative research project ‘From monologues to dialogues’. The project included several small-scale classroom studies conducted by a research team of teachers and researchers. The collaboration encompassed all stages of the project (design, implementation and analysis), which combined theory and practice to produce findings relevant for the teaching profession. The project was grounded in a practice-based problem: How do we get the pupils to talk to each other in the target language in the classroom? The research team hypothesized that the issue might lie with oral classroom activities and that the problem could be solved by designing meaningful tasks aimed at promoting co-constructed interaction. Our findings related to task design indicate that problem-based tasks with brief instructions and artefacts can elicit ‘good interaction’, which–with the analytical affordances of conversation analysis–we empirically defined as co-constructed interaction where pupils attend to each other’s turns-at-talk and formulate fitting turns that foster the progressivity of the activity. Challenges in our collaboration included negotiating different expectations and perspectives; we argue, however, that the benefits outweigh the challenges. Most importantly, by working side by side in the research process our research team has produced findings that are both actionable and sustainable for the teaching profession.
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| 7. |
- Berggren, Jessica
(författare)
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Learning from Giving Feedback : Insights from EFL Writing Classrooms in a Swedish Lower Secondary School
- 2013
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The present thesis aims to describe teenagers as peer reviewers and explore possible benefits of giving feedback. My study was carried out in two EFL classrooms in year eight in a Swedish lower secondary school, where the pupils were engaged with the written task to write an informative reply letter in English. The teaching unit included negotiations of a joint criteria list, feedback training, peer review, and the production of first and final drafts of the reply letter. Data were collected from multiples sources: texts produced in class, audio- and video-recordings, questionnaires and interviews.My main findings suggest that pupils can learn about writing from giving feedback. By adopting a reader perspective, the pupils raised their genre and audience awareness. Moreover, the peer-reviewed reply letters served as inspiration both in terms of transfer of structure, such as rhetorical organisation, and of ideas and content. Self-reports indicated that the pupils in my study enhanced their ability to self-assess and edit their own writing, which suggests that transferable skills were developed as a result of peer review. As regards micro-level aspects of writing, reading and commenting on peers’ reply letters seemed to influence a smaller number of pupils to transfer patterns and spelling. In their role as peer reviewers, the pupils successfully identified strengths and weaknesses in their peers’ writing, but the feedback comments did not include much specific formative information.My findings contribute to research on L2 writing and peer feedback by showing that younger learners can benefit from giving feedback. This is significant since previous research has mainly been carried out at university and college level. In addition, by combining text analyses, classroom observation and pupils’ self-reports, my study offers a comprehensive understanding of peer review.
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| 8. |
- Berggren, Jessica
(författare)
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Learning from giving feedback : a study of secondary-level students
- 2015
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Ingår i: ELT Journal. - : Oxford University Press (OUP). - 0951-0893 .- 1477-4526. ; 69:1, s. 58-70
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Tidskriftsartikel (refereegranskat)abstract
- This article focuses on how Swedish lower secondary-level students can improve their writing ability by acting as peer reviewers. It is based on an empirical study carried out in a Swedish EFL classroom, and it addresses the implementation of a teaching unit which included negotiations of a joint criteria list, feedback training, group peer reviewing, and the production of first and final drafts of the written task. Findings suggest that the peer reviewers increased their awareness of audience and genre, and that the content of the reviewed reply letters inspired subsequent revision changes affecting writing at the macro-level in particular.
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