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Doing Digital Humanities : Concepts, Approaches, Cases
- 2020
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Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- Digital Humanities is today an integrated part of humanistic research at many universities, and initiatives in the field take a variety of forms. At Linnaeus University, Digital Humanities currently develops as a cross-disciplinary field, building on existing collaborations between faculties in the form of an iInstitute tied to the international iSchool Organization, as part of a research excellence centre on Data Intensive Sciences and Applications (DISA), and European collaboration within the DARIAH-EU network – to mention a few. The papers in this volume emanate from a conference on Digital Humanities, arranged and funded by the Faculty of Arts and Humanities at Linnaeus University on March 12–13, 2020. It is part of the university’s initiative to implement Digital Humanities across departments and faculties, with both a scientific and pedagogical approach, building on competences already present among its researchers and teachers. Focusing the humanities as such, this volume contains contributions from the scholarly fields of Archaeology, History, Library and Information Science, Linguistics, Comparative Literature, Media and Communication Studies, E-learning, and the Study of Religions. It displays a variety of cross-disciplinary connections, new research questions, and innovative methodological approaches – all hallmarks of the wide field of Digital Humanities.
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| 2. |
- Gustafsson, Joacim, et al.
(författare)
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The langbeinite type Rb2TiY(PO4)(3)
- 2006
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Ingår i: Acta Crystallographica Section E: Structure Reports Online. - 1600-5368. ; 62:7, s. i160-i162
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Tidskriftsartikel (refereegranskat)abstract
- Dirubidium titanium yttrium triphosphate belongs to the langbeinite structure type with a framework of Mo-6 octahedra (M = Ti, Y) sharing corners with PO4 tetrahedra and vice versa, creating cages in which the Rb+ cations are located. The compound exhibits mixed Ti/Y populations in the two crystallographically independent octahedral sites of symmetry 3. More than two-thirds of the yttrium is found in one site and the remaining amount in the other; this is caused by the difference in coordination for the two sites.
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| 3. |
- Gustafsson, Joacim, et al.
(författare)
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Two new phosphate langbeinites, Rb2YbTi(PO4)(3) and Rb2Yb0.32Ti1.68(PO4)(3) investigated at 293 and 150 K
- 2005
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Ingår i: Acta Crystallographica Section C: Crystal Structure Communications. - 0108-2701 .- 1600-5759. ; 61:2, s. i9-i13
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Tidskriftsartikel (refereegranskat)abstract
- The rubidium ytterbium titanium phosphates Rb2YbTi(PO4)(3), ( I), and Rb(2)Yb(0.3)2Ti(1.68)(PO4)(3), (II), have been structurally characterized from X-ray data collected at both 293 and 150 K. Compound ( II) is blue owing to the presence of mixed-valence titanium (41% Ti3+ + 59% Ti4+). Both (I) and (II) belong to the langbeinite structure type, with mixed Yb/Ti populations in the two crystallographically independent octahedral sites ( of symmetry 3). Ytterbium favours one of these sites, where about two-thirds of the Yb atoms are found. The O-atom displacement parameters are large in both compounds at both temperatures.
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| 7. |
- Svensson, Joacim, et al.
(författare)
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A serendipitous journey into blended learning : A tale of three tools: How tools for online learning became tools for blended learning
- 2014
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Konferensbidrag (refereegranskat)abstract
- Our presentation deals with how the needs of both students and teachers drive Dalarna University's development of blended learning and how the implementation of campus-based as well as online education has converged. The target audience includes teachers, educational developers, developers of educational technology and university management.We would like to present some of our experiences with blended learning. From our perspective, there is little difference between the needs of campus-based students and those of online students. We have learned that online courses offer new possibilities as well as challenges. What we have gained from our experiences in overcoming these challenges is now helping to systematically benefit and improve campus-based education as well. Our efforts have improved, increased and promoted blended learning despite the fact that blended learning was not our original goal. To illustrate this, we would like to highlight three specific examples of tools that facilitate blended learning that are currently used by students and teachers.At the turn of the millennium, the number of students registering for campus-based courses had declined to such a level that there were not enough students to justify our offering a number of courses. These campus-based courses were at risk of being canceled and for some of these subjects this would have meant layoffs of academic staff. Some of the language subjects taught at Dalarna University then began to offer courses online - the online courses were a success. These positive experiences led to an increased focus on online education as a way for us to reach new groups of students. Campus-based students realized that there were benefits to taking courses online. Online students had, for example, access to recorded lectures and the campus-based students wanted this option; as well. The teachers did not find a good reason to keep the campus and online students separate; thus began the development of blended learning at Dalarna University. Online education turned out to be a good choice for the university, as today 68% of our students attend courses online. We offer courses in 11 languages at a time when most Swedish universities have reduced the number of languages courses they offer.According to the socio-cultural perspective on learning, communicative interaction and the use of cultural artifacts are important elements of all learning (Säljö, 2000). Dalarna University currently has a number of computer-based systems that support learning. When our teachers decided to start teaching online, they needed to have access to tools that met their needs and allowed them to accomplish their pedagogical goals. Therefore, Dalarna University has consciously chosen to invest in tools that efficiently support learning and that are user-friendly rather than tools that simply use the latest technology. The basis of good teaching is that teaching and learning must always come first. "Good teaching may overcome a poor choice of technology, but technology will never save bad teaching"(Bates, 2005: 221).The university has chosen to dedicate significant resources for adepartment that provides support to both teachers and students, on and off campus, in dealing with educational issues in a digital environment. The department also provides support to teachers and students through the development and adaptation of digital tools. The basic thesis is that the environment should be supportive of, not a barrier to, teaching and learning. The support is there because we want to make learning possible (Ramsden 1992/2003). Dalarna University has become known for the use of live lectures via a proprietary system and web-based seminars on a large scale. The tools that were originally used only in online courses are nowalso used in campus-based courses in a blended learning context.We currently offer lectures that students can attend either on campus or from home. We have seminars in which campus and online students are blended together in the same seminar groups and we work with classroom response systems to facilitate active student engagement for both campus and online students. Dalarna University broadcasts over 3500 hours of classroom content a year through our proprietary system "Videochat".Today, we no longer see flexible learning options as simply a way to increase enrollment, but rather as a way to increase the quality of our work. A survey conducted at Dalarna University in 2012 showed that the "Satisfaction" index (CSI) was significantly higher among online students (73) than campus-based students (62). This could suggest that online teaching has further strengths and values that one should identify and incorporate into all types of teaching.We strive for a learning environment where the difference between the experience of online and campus-based education is no longer significant and where the tools that support student learning are used regardless of the form.
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| 8. |
- Svensson, Nina, 1988-, et al.
(författare)
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Effects of a porous asphalt pavement on dust suspension and PM10 concentration
- 2023
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Ingår i: Transportation Research Part D. - : Elsevier. - 1361-9209 .- 1879-2340. ; 123
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Tidskriftsartikel (refereegranskat)abstract
- Non-exhaust emissions from road transport are an important PM10 source, causing negative health effects. Measures to reduce particulate pollution from roads include dust suppression using hygroscopic solutions and road sweeping. This study investigates if porous pavements, generally used for their better noise reduction and water drainage capacity, can also improve air quality. Atmospheric measurements of NOx and PM10 were performed for 7 months along a road stretch containing two different surfaces, one porous and one dense. The PM10 concentration was significantly lower at the porous pavement during all meteorological conditions. Particle emissions measured behind the wheel of a moving car were also lower at the porous pavement. The reasons for the improved air quality are suggested to be the removal of road dust from the surface into the pores of the pavement, the reduction of the air-pumping suspension forces of the tyres, and the prolonged drying of the surface.
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| 9. |
- Svensson, Nina, 1988-, et al.
(författare)
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Kan porösa asfaltsbeläggningar bidra till bättre luftkvalitet?
- 2024
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Ingår i: Sammanställning av referat från Transportforum 2024. - Linköping : Statens väg- och transportforskningsinstitut. ; , s. 322-323
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- I trafikmiljöer är vägdamm, som består av slitagepartiklar från avgaser och annat damm som deponeras på vägen, en viktig källa till höga partikelkoncentrationer. Dammbindning och gatusopning är verktyg som ofta används för att minska uppvirvlingen av vägdammet. Porösa beläggningar, som används för sin förmåga att minska buller och dränera vatten från vägytan snabbare, har också uppmärksammats som en metod att minska dammuppvirvlingen, men endast ett fåtal studier finns avseende denna effekt. I den här studien undersöktes en porös beläggnings potential att förbättra luftkvaliteten längs en kommunal väg i Linköping, med skyltad hastighet 70 km/h. Mätningar av kvävedioxider (NOx), partiklar (PM10), meterologi och trafik utfördes under sju månader på två platser längs en vägsträcka med två olika vägbeläggningar, en porös (ABD11 och ABD16 lagd i två lager) och en tät (ABS11). En mätbil användes för att studera uppvirvlingen bakom sommardäck, odubbade vinterdäck och dubbdäck och observationer av vägens fuktighet utfördes morgon och kväll under en kortare period. Under alla meteorologiska förhållanden var PM10-koncentrationen längs den porösa beläggningssträckan lägre än längs den täta, vilket stöder dess positiva effekt på luftkvaliteten. Partikelmätningar direkt bakom hjulet på en mätbil visade också på lägre uppvirvling på den porösa beläggningen. Då olika däcktyper användes på mätbilen resulterade sommardäck i lägre partikelhalter än dubbfria och dubbade vinterdäck på båda beläggningstyperna. Lägre uppvirvling och PM10-koncentrationerna vid porös beläggning föreslås bero på att vägdamm transporteras ner i beläggningens porer, att däckens uppvirvlingskraft är lägre och att den porösa ytan, efter nederbörd eller fuktutfällning behåller fukten längre än den täta, vilket hämmar uppvirvlingen. För att dessa funktioner ska kvarstå över tid, behöver porositeten bibehållas, vilket kräver att beläggningen inte sätts igen genom att vägdamm transporteras ner i porerna. Porösa beläggningar kan bidra till bättre luftkvalitet genom att minska bidraget från uppvirvlat vägdamm.
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| 10. |
- Svensson, Nina, 1988-, et al.
(författare)
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The effect of a porous pavement on air quality in comparison to a dense pavement
- 2024
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Ingår i: Proceedings of the 25th International Transport & Air Pollution (TAP) and the 3rd Shipping & Environment (S&E) Conference. - : Publications Office of the European Union. - 9789268128107 ; , s. 561-561
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Konferensbidrag (refereegranskat)abstract
- Porous pavements are used because of their ability to remove water from the road surface, thus reducing the risk of aquaplaning, as well as reducing road traffic noise from the road/tyre interaction. Previous studies (e.g. Norman et al. 2017) have shown that porous pavements also can have positive effects on air quality. This study aims to investigate this effect and its causes further.
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