| 1. |
- Skärsäter, Ingela, 1952-, et al.
(författare)
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Theme Health Innovation at Halmstad University - research, education and collaboration for welfare technology
- 2015
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Ingår i: Abstracts: 19th International Philosophy of Nursing Society (IPONS) conference August 24-26, 2015 Karolinska Institutet, Stockholm, Sweden. - Stockholm : Karolinska Institutet. ; , s. 41-41
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Konferensbidrag (refereegranskat)abstract
- In face of escalating health care costs, new technology holds great promise for innovative solutions and new more sustainable health care model. Welfare technology around a person allowing for greater autonomy and control in health issues and access to tailored information and personalized health behavior interventions. While this offers good opportunities for both public health impact, it also emphasizes the need for properly knowledge base and organizational structure to support a person- centred approach in the development of welfare technology in society. Halmstad University initiated in 2014 a thematic research and educational initiative that has been named Theme Health Innovation. The initiative includes research, education and interaction with the community, region and industry, which in collaboration can contribute with innovative and sustainable solutions to social challenges in the health field. The starting point for the work is action based on societal and individual needs and development of venues for collaboration between different actors and levels of organization. Theme Health Innovation aims to develop and affect people's ability to maintain and promote their health and prevent ill health. Health Innovations developed in encounters between different knowledge, skills and experiences, both within the university's research and education in collaboration with industry and the public sector. Health Innovations that are developed should be based on the needs from the people who will use the innovation, thus have an end user perspective. At the conference, the Theme Health Innovation will be presented including the organizational structure, research as well as training in higher education that support the welfare technical development.
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| 2. |
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| 3. |
- Sidorenko, Galina, 1985-, et al.
(författare)
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The CAR Approach : Creative Applied Research Experiences for Master’s Students in Autonomous Platooning
- 2021
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Ingår i: 2021 30th IEEE International Conference on Robot and Human Interactive Communication, RO-MAN 2021. - : IEEE. - 9781665404921 - 9781665446372 ; , s. 214-221
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Konferensbidrag (refereegranskat)abstract
- Autonomous vehicles (AVs) are crucial robotic systems that promise to improve our lives via safe, efficient, and inclusive transport-while posing some new challenges for the education of future researchers in the area, that our current research and education might not be ready to deal with: In particular, we don't know what the AVs of the future will look like, practical learning is restricted due to cost and safety concerns, and a high degree of multidisciplinary knowledge is required. Here, following the broad outline of Active Student Participation theory, we propose a pedagogical approach targeted toward AVs called CAR that combines Creativity theory, Applied demo-oriented learning, and Real world research context. Furthermore, we report on applying the approach to stimulate learning and engagement in a master's course, in which students freely created a demo with 10 small robots running ROS2 and Ubuntu on Raspberry Pis, in connection to an ongoing research project and a real current problem (SafeSmart and COVID-19). The results suggested the feasibility of the CAR approach for enabling learning, as well as mutual benefits for both the students and researchers involved, and indicated some possibilities for future improvement, toward more effective integration of research experiences into second cycle courses. © 2021 IEEE.
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| 4. |
- Aronsson, Karin, et al.
(författare)
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Verbal artistry in building a youth chat room community : leet speak, language play, and multilingual resources
- 2013
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Konferensbidrag (refereegranskat)abstract
- This talk discusses ways in which chat room participants in a Swedish youth chat room deploy leet speak and other hybrid language forms (including code switches, Swenglish, "Swedish Deutsch" and other multilingual resources). The focus is on the ways in which such hybrid forms are deployed by the participants as part of their local formation of a net community. The detailed analyses draw on recordings of approximately 30 hours of chat room talk.The data document a rich use of invented spelling and various other hybrid forms, related to leet speak (e.g. switches between lower and upper case letters or numbers, as well as other types of creative spelling). Novel varieties of text compressions are other features of leet speak. But above all, code switching, as well as reduplications and capital letters are deployed as ways of accentuating (Bakhtin, 1981; Stanislavskij, 1986) various stances in conversations, for instance, when making assessments about style or performance or when commenting on technical issues (e.g. NEWbies’ for newcomers or inexperienced participants; ‘lagggggggggggggg’ for time 'lag'). The analyses focus on verbal artistry (Bauman & Briggs, 1990)and community building, and especially the ways that leet speak and other hybrid language varieties (e.g. crossings, Rampton, 1999; 2009) are deployed as ways of forming local alignments and disalignments. The chat room conversations show that the participants position themselves as central participants through this type of everyday poetics. This can be seen in ongoing conversations, as well as when participants enter or leave the forum. Greetings and leave takings are extended affairs where the participants revel in embellishing their language through novel varieties of crossings, code switches, creative spelling (e.g. ‘heiiii’ instead of Swedish ‘hej’ for ‘hi’) and other hybrid language forms.The hybrid constructions and verbal artistry can be seen as instances of creative improvisations (Duranti & Black, 2012) where participants align and disalign with each other through various accentuations of talk.
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| 5. |
- Bergdahl, Nina, 1971-, et al.
(författare)
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Assessment Horizons : Pre-service Teacher Expectations on Future Education
- 2023
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Ingår i: The European Conference on Education 2023. - Nagoya : The International Academic Forum (IAFOR). ; , s. 1177-1189
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Konferensbidrag (refereegranskat)abstract
- Socio-technical imaginaries of preservice teachers are an important area of inquiry that warrants exploration, partly because teachers need to be prepared for teaching in a digital society and partly because they will enter schools and influence education in their own right. In this paper, we examine the socio-technical imaginations of pre-service teachers in relation to future assessments in education. Socio-technical imaginaries reflect values and priorities and play a significant role in fostering agency and ownership in meeting and managing the development of future practices, thus contributing to a higher quality of education and professional development. Pre-service teachers (n=21) were instructed to write journal reflections and narratives during a speculative future intervention as part of a teacher training programme. In this study, we sought to explore how pre-service teachers perceive the role of technology in shaping future educational assessment practices. The data was analysed using thematic analysis and discussed through the lens of Information Systems Artefact. The findings indicate both teacher scepticism and robust agency as digital innovations emerge in the learning landscape. This paper will be valuable for stakeholders aiming to promote responsible digitalisation, educators, and educational researchers interested in understanding and adapting to the evolving landscape of technology in education.
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| 6. |
- Bergdahl, Nina, 1971-, et al.
(författare)
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New Minds, New Methods : Pre-service Teachers Envision the Educational Future
- 2023
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Ingår i: Proceedings of the Future Technologies Conference (FTC) 2023, Volume 4. - Cham : Springer. - 9783031474477 - 9783031474484 ; , s. 314-322
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Konferensbidrag (refereegranskat)abstract
- What do people who study to become teachers dread and hope with regard to technology? Pre-service teachers (n = 21) were encouraged to consider the future of education by incorporating elements of, for example, augmented and virtual reality and Chat-GPT during three workshops that introduced them to the subject of sociotechnical imaginaries. Pre-service teachers were requested to write reflections and narratives for their logbooks. Individual thought expression can encourage group discussion and make instructors more confident in controlling future narratives. Such empowerment can mitigate risks and potential, inform elective courses of action, and improve understanding of the complexity of the future of digital education. Reflections were therefore done both individually and in groups. Data were analysed using the lens of Diffusion of Innovations theory, using thematic analysis. Three themes were identified, and key findings reveal opposing and ambivalent responses to the digitalisation of teaching, with plurality and flexibility on the one hand and restriction and isolation on the other. The results convey both passivity and hope as digital innovation was thought to solve problems by bridging the classroom to the outside world, leading to increased loneliness. The paper would interest stakeholders looking to leverage responsible digitalisation, the teaching community, and educational researchers.
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| 7. |
- Brooks, Eva, et al.
(författare)
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A designerly approach as a foundation for school children's computational thinking skills while developing digital games
- 2020
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Ingår i: IDC '20: Proceedings of the Interaction Design and Children Conference. - New York : Association for Computing Machinery (ACM). - 9781450379816 ; , s. 87-95
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Konferensbidrag (refereegranskat)abstract
- This paper contributes to the contemporary debate on the increasing use of computational thinking (CT) in primary schools. It is based on an empirical study in which 28 Swedish third-grade school children (9-10 years of age) participated in a creative workshop where they were challenged to design a digital game using stop-motion film technique, working in groups. The study applies a designerly approach to game design activities to investigate what aspects of computational skills can be identified when children employ stop motion filmmaking as a means to envision a digital game design idea and how a designerly approach can enable them to enact dimensions of their computational skills The data included video observations, casual conversations, and stop-motion videos representing the children's game design ideas. The analysis identified three aspects of computational thinking strategies while children produced stop-motion films: step-by-step procedural skills; design and arrangement skills; and computationalperspectives. © 2020 ACM.
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| 8. |
- Brooks, Eva, et al.
(författare)
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Children’s programming of robots by designing fairytales
- 2021
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Ingår i: Digital Learning and Collaborative Practices. - New York : Routledge. - 9780367617752 ; , s. 158-174
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Bokkapitel (refereegranskat)abstract
- In this chapter, we seek to highlight the importance of allowing and including imagination and creativity in schoolchildren's work with programming robots to enhance learning and to generate interest in programming as such, using classic fairytales as a frame. Theoretically, the chapter draws on Vygotsky’s concepts of imagination and creativity to argue the case that programming embraces imaginative and emotional interactions, which children learn within creative activities, based on examples from an empirical study of children’s learning of programming through representation of fairytales.
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| 9. |
- 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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| 10. |
- Brooks, Eva, et al.
(författare)
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Evolving Playful and Creative Activities When School Children Develop Game-Based Designs
- 2019
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Ingår i: Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering. - Heidelberg : Springer. - 1867-8211 .- 1867-822X. ; 265, s. 485-495, s. 485-495
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Tidskriftsartikel (refereegranskat)abstract
- The presence of digital technologies in classroom settings is relentlessly getting stronger and has shown to have powerful playful qualities. In recent years, digital game-based learning (DGBL) have been introduced in schools. In this paper we investigate an innovative approach to game-based learning, namely to use game design activities as motivators for developing children’s creative and social skills as well as other kinds of learning scenarios, e.g. computational. It is based on two cases, where game design activities by means of a narrative approach were applied in both analogue and digital form. The unit of analysis is game design activities. Hence, game design activities with the participating children (3 rd graders, 9–10 years of age), creative materials and technologies, and children’s actions as well as interactions are analyzed. The research questions posed in this study are: (1) What activities develop when school children design games in two cases, as an analogue activity, and as an activity including technology?; and (2) How do the learning environment, including the artefacts, employed mediate these activities? The outcomes of the study indicate that the game design workshop session which included both creative material and technology unfolded more combinational activities, which indicate that the inclusion of technology facilitated a more critical design decision making. However, the game design workshop session including only creative material exhibited a more thorough knowledge about what the material could do and what the children themselves could do with the material, which seemed to result in more playful interactions between the children. © 2019, ICST Institute for Computer Sciences, Social Informatics and Telecommunications Engineering.
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