| 1. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Responsible implementation of AI in organizations as a trigger for learning
- 2021
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Ingår i: INTED2021 Proceedings.
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Konferensbidrag (refereegranskat)abstract
- Digital technologies, such as AI, are described as “disruptive” (Hampel 2019. Säljö 1999) in learning settings across a range of workplaces, since they trigger innovation and (re)formation of learning practices that target change and improvement. The aim of this study is to explore how strategies for implementation of AI shape learning content and associated social practices in public agencies. In order to gain insight into how public agencies that are vital for inclusive citizenship learn about digitalization and AI, and which knowledges and skills they identify as crucial for their future development, the study focuses on informal learning triggered by strategic initiatives. Informal learning is here understood as the pursuit of insights, knowledges, and/or skills that occurs without the presence of externally imposed curricular criteria (Livingstone, 2006: 206). In this case, the vast field of digitalization and AI form the learning content toward which the participating organizations are orienting their learning needs.The theoretical point of departure is anchored in the field of lifelong learning, and in the established view of knowledge and experiences as arising in interaction with others and with the environment. These are ideas that were expressed early on by thinkers such as philosopher, psychologist and educator, John Dewey, who has become known for an experience-based conception of learning, what has later come to be called "learning by doing". Talking about learning, rather than education, leads to a shift in focus from formal education to how an individual transforms experiences into knowledge, skills, attitudes and values at all ages, throughout life (Jarvis 2014). In the prolongation of Jarvis’ (2014) reasoning, learning involves experiential dimensions of the enacted social practices. The framing of social practices as transformational in a lifelong learning perspective, regarding knowledges and skills as well as the own professional identity, serves the analysis’ focus on movement. Analytical tools developed in practice theory (Hager and Beckett 2019) are used to identify successive stages in the learning, where the knowledge content progressively is formulated in interaction with participants and researchers.The empirical material was gathered during a series of three workshops where 11 employees from five organizations analyzed and discussed the situation at their workplace as part of their learning and implementation process. The methodological design is based on an interactive research approach (Ellström, et al., 2020) that emphasizes interactional dimensions between the research sphere and the professional sphere. The study is carried out with full awareness by all parties of two ongoing parallel processes with sometimes overlapping purposes: Emergent learning practices at work and the explorative research process. Based on the empirical material, we noticed that 1) learning needs to be framed by a specific organizational context, 2) that employees appeared to be learning by doing as they were entering unknown territory, and 3) that learning took place within the existing frames of references. To challenge these frameworks to address the identified gaps in the emergent learning practices, we discuss them in relation to the model for responsible AI in practice developed by Dignum (2019).
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| 2. |
- Johansson, Sverker, et al.
(författare)
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Students write Wikipedia articles as assessment
- 2014
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Most assessment of students is based on artificial assignments, done purely for assessment, only read by assessing teachers. Much has been written on “authentic assessment” (reviewed in Frey et al. 2012), meant to mimic “the real world” in some sense. But even this is commonly not actual real-world assignments that reach a wider audience than teachers.Furthermore, in many educational contexts, teachers want to assess not just subject knowledge, but also e.g. writing skills, cooperative project-working skills, and skills in explaining the subject matter to others. These are non-trivial to assess either with traditional forms of assessment or with forms available in NGL contexts.One tool for assessing cooperative writing skills in NGL contexts is Wiki technology for joint text production. This is the same technology used in Wikipedia, but in educational contexts dedicated Wiki installations are typically used, with mixed results (e.g. Bruns & Humphreys 2005, Judd et al. 2010, Guth 2007).We have used Wikipedia itself for assessment in several courses in different subjects, from physics to literature, with fair success. Students are assigned the task of writing Wikipedia articles within the course topic.Wikipedia assessment is suitable for courses with specific characteristics. In such courses it has multiple advantages:Authentic assessment, with student texts widely read by the general public, enhancing student motivation.Feedback from and enforced collaboration with both the Wikipedia community and fellow students.Straightforward tracking of individual student contributions in collaborative texts.No setup and maintenance of dedicated system.Valuable training in source criticism.Writing process…Technical hurdles in Wikipedia writing are modest, but require some instruction. Copyright is an issue, making it legally difficult to force students to write for Wikipedia.Frey, Schmitt, & Allen (2012), Defining Authentic Classroom Assessment. Practical Assessment, Research & Evaluation, Vol 17, No 2:14
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| 3. |
- Johansson, Sverker, et al.
(författare)
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Wikipedia in the translanguaging classroom
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Wikipedia is an online encyclopedia, written entirely by volunteers in 288 different languages. It is the 6th most visited of all websites, and is both the largest and the most used encyclopedia of any kind. Both teachers and students regularly use Wikipedia as a tool, but are often unaware of its translanguaging potential.Wikipedia itself is multilingual rather than translingual, but can nevertheless be a valuable resource in the translanguaging classroom, mainly because it contains linked quasi-parallel texts in many languages on almost any topic. We see at least three levels of translanguaging Wikipedia use:Source of knowledge, either in whatever language the student is most comfortable with or in a target language for language learners.Comparison between languages. Both linguistic, genre, selection and perspective differences in the presentation of the same topic in different languages can give rise to fruitful classroom discourse across and between languages. These translanguaging comparisons can be an eminent tool for the development of critical thinking skills in students.Translanguaging writing, where students add text to Wikipedia in multiple languages, using sources in one language to write in another. Either a Wikipedia article in one language can be created or extended using input from the same article in another language, or Wikipedia articles on the same topic in more than one language can be written concurrently.The focus of our study is on the second point, comparison between languages. We have investigated the types of differences than can be observed between languages in articles on the same major topics, using both quantitative and qualitative methods.
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| 4. |
- Lindberg, Viveca, 1954-, et al.
(författare)
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Forskningsbaserad undervisning - en inramning
- 2019
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Ingår i: Att utveckla forskningsbaserad undervisning. - Stockholm : Natur och kultur. - 9789127824898 ; , s. 16-28
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Sedan 2011 ska undervisningen i skolan enligt skollagen vila på vetenskaplig grund och beprövad erfarenhet. Under lång tid handlade lärarnas uppdrag om att undervisa ett givet, det vill säga i läroplanen, utpekat stoff. För dagens lärare gäller att de både ”måste veta mer om kunskapande praktiker såväl som om ämnesspecifika förmågor och olika ämnesspecifika sätt att kunna” (Carlgren, 2015, s. 31). Ett sådant arbete ställer nya krav på lärarna, men även på övriga involverade.Diskussionen om praktiknära forskningsbaserad utveckling av undervisningen adresseras ofta i relation till specifika ansatser, exempelvis aktionsforskning, design- eller utvecklingsforskning, lesson respektive learning studies. Även om en ofta använd gemensam benämning för ansatserna är praxisnära forskning finns det ändå skillnader. Främst handlar de om vems frågor som adresseras och vem som ansvarar för designen, genomförandet, analysen och rapportering av studierna, det vill säga om arbetsfördelningen mellan forskare och lärare i relation till projektets olika delar. Mångfalden av svar visar att den klassrumsverksamhet – undervisning – som lärarna ska hantera är komplex, men också att det finns olika alternativ. Kapitlet inleds med förutsättningar på olika nivåer för praxisnära forskning och ställningstaganden som styr olika modeller för denna typ av forskning och avslutas med en introduktion till bokens övriga kapitel.
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| 5. |
- Lindberg, Ylva, 1970-
(författare)
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"L'Écume serait mère encore" : "Ondes " de Guillaume Apollinaire
- 2002
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This dissertation concerns "Ondes" ("Waves") (1912-1914), the first section of Guillaume Apollinaire’s second collection of poems, Calligrammes (1918). "Ondes" is an important part in the poet’s production, because it was written around 1913. For Apollinaire this year is marked by an extreme creativity and a desire to find a new poetical issue. This thesis argues that in "Ondes", one can observe a competition with the scientist, who, in comparison to the poet, seems to be the most able to create wonders, not poetical ones, but the "marvels of modern technology". Besides, as opposed to the poet, the scientist is socially well considered, even admired, and his inventions concern reality. When Apollinaire compares himself to the scientist, he is questioning his role as a poet in society and in poetry. The first chapter focuses on this problematic and it also considers the strategies that the he launches upon to reinforce his status as a poet. In order to have an impact on real life and to further develop the poetical language, Apollinaire tries to invent as the scientist does. He proceeds in integrating some aspects of science in his artistic activity, such as the scientist’s pragmatic language, his discoveries and his technological creations. For instance, the poet finds strategies, such as the "simultaneity", to express a new concept of time and space and of speed. This poetical renewal is also carried out by different ways to relate text and image. The importance of the image is revealed by the figurative texts in Calligrammes. But the contours of some of the designated objects in these poems are also determining for the purely textual ones. This relation between text and image hasn’t been observed in previous works on Apollinaire. The second chapter examines this aspect and starts out with a discussion of the relation to cubist painting, which aims at distinguishing between literary and pictorial practices. Three objects governing "Ondes" are discussed : La "fenêtre" (the "window"), la "tour" (the "tower") et le "soleil" (the "sun"), presented 1) as drawings, 2) as words and 3) as poetical models that determine the purely textual poem’s final form. These concrete objects contain different dynamics that the poet explores in using them to elaborate the structures of his poems. Consequently the progressive movement of the "sun’s" light waves could be one formal feature, the vertical line of the "tower" another one and, finally, the two sides of the "window", inside and outside, could establish a third dynamic form. In the last two chapters a close reading of two texts from "Ondes" is undertaken: "Les Fenêtres" ("The Windows") and "Les Collines" ("The Hills"). The first poem is the one that Apollinaire considered as the most beautiful among the texts in "Ondes" and the second one is regarded as a poetical manifest. The texts are very different from each other and here they are looked upon in a structural perspective, with a method based on the theories of Jurij Lotman and Michel Riffaterre. This approach allows for a confirmation on a micro-level of the thesis developed in the first chapters. According to this, both poems reveal a discourse reminding of natural science and of the scientist. Both poems also show dynamics reminding of the three dominating images in "Ondes": They progress as the spiral in the centre of Apollinaire’s "sun", recycling elements already employed. They also expose an undulation between opposite points that bring back to the "sun’s" light waves. Finally "Les Fenêtres" imitates an alternation between the inside and the outside of the "window" and "Les Collines" indicates a vertical upward movement, illustrated by the "tower". These results are reached in accentuating the theme of the combat in "Les Collines" and the point of intersection in "Les Fenêtres".
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| 6. |
- Waermö, Mimmi, 1970-
(författare)
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Dialectics of Negotiagency : Micro Mechanisms in Children’s Negotiation in Play Activity
- 2017
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This study is about the children in a fourth and fifth grade Swedish primary school class and their play during breaktimes. The study takes the theoretical point of departure in seeing children’s breaktime play as a cultural historical activity. The overarching research problem concerns breaktime play emphasising the phenomena of children’s negotiation, participation and agency. It concerns how breaktime play takes shape and which capacities children possess, who are breaktime play literate, to participate and to uphold play. What is the significance of children’s capacity to negotiate rules and roles? How do they use culturally, historically developed objects and motives to transform and expand established versions of play and games? The research problem foregrounds how the play activity emerges, is carried out and how participation is enabled through negotiation. The aim of the study is to explore the phenomena of children’s negotiation and agency in dialectical change processes in breaktime play activity. The questions explored are: RQ: What are the mechanisms in dialectical processes of collectividual action and collective object transformation in children’s play activity? How does the play activity emerge?How does the object of the play activity transform?The data consists of field notes from participant observations and of audio memos. Audio memos, short smartphone recordings of the children’s verbal reflections on aspects of their actions and experiences, were continuously produced to get the children’s verbal reflections in the immediacy of acting. Various documents and interviews form additional data. The findings show how the children negotiate involvement, rules, role set-up and the hierarchy of demands as a continuous elaboration of the conditions to establish and maintain boundaries of playfully accomplished activity. The notion of negotiagency is introduced, uncovering that breaktime play literacy does not occur in the children’s minds apart from social interaction but develops in and through negotiation. Negotiagency emerges and is realised when the children are engaged in a playfully accomplished activity. The dialectical processes of collectividual action and collective object transformation in playfully accomplished activity are enabled through negotiation. This whole mechanism is referred to as Dialectics of Negotiagency.
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