| 1. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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The Internet at the eco-village : Performing Sustainability in the twenty-first century
- 2016
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Ingår i: First Monday. - : University of Illinois Libraries. - 1396-0466. ; 21:5
-
Tidskriftsartikel (refereegranskat)abstract
- Is the digital infrastructure and its footprint an ideological blind spot for recently emerging ecological communities, including eco-villages? This paper examines how a group of people who are concerned with environmental issues such as peak oil and climate change are orchestrating a transition toward a more sustainable and resilient way of living. We studied a Swedish eco-village, considering how computing in this community contributes to defining what alternative ways of living might look like in the twenty-first century. Drawing on a social-ecological perspective, the analysis illustrates, on the one hand, that the Internet, along with the digital devices we use to access it, capitalizes and mobilizes values, knowledge and social relationships that in turn enhance resilience in the eco-village. On the other hand, the analysis shows that an explicit focus on ecological values is not sufficient for a community of individuals to significantly transform Internet use to conform to ecological ideals. This work contributes to a deeper understanding of the imbrication of social technologies with practices that are oriented to perform sustainable and resilient ways of living.
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| 2. |
- Hansson, Lon Åke, et al.
(författare)
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A Decade of Sustainable HCI: Connecting SHCI to the Sustainable Development Goals
- 2021
-
Ingår i: CHI '21. - New York, NY, USA : ACM Publications. - 9781450380966 ; , s. 1-19
-
Konferensbidrag (refereegranskat)abstract
- Sustainable HCI (SHCI) constitutes a relatively new research field within HCI. We have identified four literature reviews of the field conducted between 2009-2014. In this paper, we present and discuss the results of a systematic literature review of peer-reviewed conference and journal articles that have been published in the field during the last ten years (2010-2019). To this end, we apply the United Nations’ Sustainable Development Goals (SDGs) as a framework to classify and discern high-level goals SHCI researchers have worked towards during this period. This paper contributes to HCI by 1) identifying Sustainable Development Goals that SHCI researchers have worked towards, 2) discerning main research trends in the field during the last decade, 3) using the SDG framework generatively to enumerate and reflect on areas that this far have not been covered by SHCI research and 4) presenting takeaways and opportunities for further research by the larger HCI community.
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| 3. |
- Joshi, Somya, et al.
(författare)
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Whose Future Is It Anyway? : Limits within Policy Modeling
- 2016
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Ingår i: LIMITS '16. - New York, NY, USA : ACM Digital Library. - 9781450342605
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Konferensbidrag (refereegranskat)abstract
- In the age of Big Open Linked Data (BOLD), we inhabit a landscape where future scenarios are imagined, modeled, planned for and embedded in policy. Between the euphoric techno-utopian rhetoric of the boundless potential of BOLD innovations and the dystopian view of the dangers of such innovations (e.g. ubiquitous surveillance etc.), this paper offers a critical understanding of the boundaries that are traversed by the implementation of BOLD within policy modeling. We examine BOLD as a tool for imagining futures, for reducing uncertainties, for providing legitimacy and for concentrating power. In doing so we further develop the LIMITs community’s conceptualization of the societal limitations on computing, with specific reference to the assumptions, interpretations and trust that we place in these models when making socio-environmental policy decisions. We use an illustrative case of policy modeling, which provides a much-needed critical discussion of the inherent limitations and risks as well as the promises that are offered by BOLD.
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| 4. |
- Alvarado Garcia, Adriana, et al.
(författare)
-
Decolonial Pathways : Our Manifesto for a Decolonizing Agenda in HCI Research and Design
- 2021
-
Ingår i: CHI EA '21: Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems. - New York, NY, USA : ACM Digital Library. - 9781450380959 ; , s. 1-9
-
Konferensbidrag (refereegranskat)abstract
- As the push for intersection between decolonial and post-colonial perspectives and technology design and HCI continues to grow, the natural challenge of embracing different ways of approaching knowledge production without ’othering’ begins to emerge. In this paper, we offer what we call ’decolonial paths’, possible portals to navigate through this challenge. This collective exploration inspires five pathways for approaching decoloniality within HCI: understanding, reconsidering, changing, expanding, and reflecting. Non-prescriptive and non-definitive, these pathways offer HCI researchers a framework to investigate their own practice and the spaces of sociotechnical research and learning they inhabit.
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| 5. |
- Artman, Henrik, et al.
(författare)
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Action Context and Target Context Representations : A Case Study on Collaborative Design Learning
- 2005
-
Ingår i: CSCL 2005. - : Lawrence Erlbaum Associates. - 0805857826 ; , s. 1-7
-
Konferensbidrag (refereegranskat)abstract
- This paper focuses on the concept of representations produced in the context of collaborative design. More specifically, on the interplay between collaborative creation of sketches (design proposals), and argumentation and negotiation processes taking place in the design activity. The question raised in this paper is how sketches produced during a design session reflect and mediate dialogues and argumentation in the design activity and how the sketches feed into an envisioned use context or vice versa. The concepts of action context and target context representations are introduced and used to illustrate shifts of focus during a design session. We have studied a group of students working on a design task in an interactive space for two weeks. The purpose of the study was to investigate how an environment meant to support collaborative work and learning support collaborative and creative learning of interaction design. The results indicate that students attending a course on interaction design did not pay enough attention to target representations. Furthermore the results suggest that "action context representations" to a large extent occupy student activities as a result of either complex technology or as a result of the students thrust to do something instrumental. We suggest that pedagogical programs for collaborative learning of design may relieve some of the mapping, or interplay, of design proposals and the target context representation.
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| 6. |
- Blåsjö, Mona, 1960-, et al.
(författare)
-
Att skriva för att lära i digitala miljöer
- 2014
-
Ingår i: Resultatdialog 2014. - Stockholm : Vetenskapsrådet. - 9789173072472 ; , s. 109-119
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 7. |
- Blåsjö, Mona, et al.
(författare)
-
Exploring the Design Space of Genre Pedagogy and Virtual Learning Environments
- 2012
-
Ingår i: Designs for Learning 2012. - 9788799532803 ; , s. 75-77
-
Konferensbidrag (refereegranskat)abstract
- This paper explores the design space of genre pedagogy and virtual learning environments. This is done by examining the cornerstones of genre pedagogy and the main activities they give raise to, and how the activities are transformed when they are partly or completely moved from the classroom to virtual learning environments, and what implications for interaction design they give raise to.
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| 8. |
- Buch, Anders, et al.
(författare)
-
Introduction: Exploring, Valuing, and (Re)enacting Futures in Postdigital Education
- 2024
-
Ingår i: Framing futures in postdigital education. - Cham : Springer. - 9783031586217 - 9783031586248 - 9783031586224 ; , s. ix-xxiii
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- The chapter, an introduction to the anthology Framing Futures in Postdigital Education: Critical Concepts for Data-driven Practices, explores the questions that prompted the research in this anthology and explains the rationale of the anthology in the context of education and the postdigital. Some chapters in the anthology single out key concepts in postdigital education and engage in in-depth discussions of the meanings invested in them with regard to datafication of educa-tion. Other contributions in the anthology explore the complexity of data-driven practices via empirical cases and studies in education. The approach of the anthology caters for critical examination and uses of concepts and methods that presently occur in a wide range of contexts. The chapters of the anthology address these aspects at conceptual levels that reflect observed practices in the making and the pursuit of methods to explore what futures are enacted in the present.
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| 9. |
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| 10. |
- Cerratto-Pargman, Teresa, 1968-, et al.
(författare)
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Automation Is Coming! Exploring Future(s)-Oriented Methods in Education
- 2023
-
Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 5:1, s. 171-194
-
Tidskriftsartikel (refereegranskat)abstract
- Emerging automated-decision making (ADM) technologies invite scholars to engage with future points in time and contexts that have not yet arisen. This particular state of not knowing yet implies the methodological challenge of examining images of the future and how such images will materialize in practice. In this respect, we ask the following: what are appropriate research methods for studying emerging ADM technologies in education? How do researchers explore sociotechnical practices that are in the making? Guided by these questions, we investigate the increasing adoption of ADM in teachers’ assessment practices. This constitutes a case in point for reflecting on the research methods applied to address the future of assessment in education. In this context, we distinguish between representational methods oriented to recounting past experiences and future(s) methods oriented to making futures. Studying the literature on speculative methods in digital education, we illustrate four categories of future(s)-oriented methods and reflect on their characteristics through a backcasting workshop conducted with teachers. We conclude by discussing the need to reconsider the methodological choices made for studying emerging technologies in critical assessment practices and generate new knowledge on methods able to contribute to alternative imaginaries of automation in education.
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| 11. |
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| 12. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
Beyond Innovation in Mobile Learning : towards Sustainability in Schools
- 2016
-
Ingår i: Mobile learning. - New York : Routledge. - 9780415658355 - 9781135123659 - 9781135123666 - 9780203076095 - 9780415658362 ; , s. 154-178
-
Bokkapitel (refereegranskat)abstract
- This chapter describes aspects related to the design approaches and innovative learning activities of the research projects, and also illustrates the problem of sustainability and scalability of educational technology innovations with examples from the Swedish educational context. The research projects on mobile learning have been conducted in both formal and informal learning settings. The factors that can be regarded as both barriers and supports for the sustainability and scalability of technological innovations in Sweden are technology, and partnerships. A geometry mobile (GEM) project is an ongoing mobile learning project in the field of mathematics trying to find alternative ways to support the learning of geometry. The chapter presents a math education and playful learning (MULLE) project to introduce mobile learning activities in primary schools. It pays attention to the role played by research, and the resulting knowledge base, both at national and international level.
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| 13. |
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| 14. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Designing Nordic Technology-enhanced Learning
- 2012
-
Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 227-230
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.
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| 15. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
Emergent Practices and Material Conditions in Tablet-mediated Collaborative Learning and Teaching
- 2017
-
Ingår i: Making a Difference: Prioritizing Equity and Access in CSCL. - : International Society of the Learning Sciences. - 9780990355021 ; , s. 905-908
-
Konferensbidrag (refereegranskat)abstract
- The way in which digital technologies take part and contribute to configuring teaching and collaborative learning practices has become a timely research matter in our field. Current studies in the CSCL field, and particularly on the use of tablets in education, draw attention to how everyday educational practices are entangled with contemporary technologies and, how these technologies shape in turn such practices, in schools and higher education. This half-day workshop aims specifically at accounting for emergent practices in tablet-mediated collaborative learning and teaching, with a particularly focus on the material conditions that constitute such practices. The workshop invites researchers, designers and practitioners to contribute and engage with in-depth analyses of the use of tablets in everyday teaching and learning, in schools and higher education contexts. Furthermore, the workshop intends to trigger and facilitate participants to generate/propose conceptual and methodological analytical tools for examining the material conditions of tablet-mediated collaborative learning and teaching practices. The outcomes of the workshop will consist of (1) a repertoire of (identified) emergent practices bounded to the use of tablets in schools and higher education, reported by the participants, (2) a set of conceptual and analytical tools for the study of material conditions of CSCL practices and (3) a network bringing together researchers, practitioners and designers to set up a research agenda and initiate a consortium including the organisation of a special issue in an International journal.
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| 16. |
- Cerratto Pargman, Teresa, et al.
(författare)
-
Experimenting with Novel Forms of Computing : The case of the Swedish Citizen Observatory for Water Quality Conservation
- 2019
-
Ingår i: Proceedings of the Fifth Workshop on Computing within Limits. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450372817
-
Konferensbidrag (refereegranskat)abstract
- In the Anthropocene, we are looking at an impending future that is characterized by resource scarcity. In this paper we ask how socio-technical arrangements can facilitate a transition from the course we are on today to one of adaptation and conservation. Taking the case of citizen observatories (COs) for water quality conservation as an illustrative lens, this paper analyses the potential of COs to form Publics for management and stewardship of natural resources from a Computing within Limits perspective. Based on interviews, participant observations and co-design workshops with a wide range of stakeholders, we draw attention to 1) the complexities of water quality management in Sweden, 2) the differing views of policymakers and citizens about citizen participation in water governance and 3) designers' efforts in co-developing a sustainable socio-technical system for bringing about change in water quality management. Our work contributes to research on Computing within Limits by identifying opportunities and challenges that arise when designers seek to form Publics and through them transform institutional arrangements.
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| 17. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
Exploring Teachers’ perspectives on the use of Mobile devices for Math and Language Learning
- 2014
-
Ingår i: Conference proceedings - 4th international Designs for Learning conference 6-9th May 2014. - : Stockholm University.
-
Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- “Digital competence” and practices such as “social networking” are today seen as central skills that citizens of the 21st century should have (Lucas and Moreira, 2009). In spite of these developments, recent studies have shown that most of the innovations related to the use of ICT in schools have not impacted pedagogical or school development (Buckinghamn & Willett, 2006; Coiro et al., 2008; Snyder et al., 2010). The problem is far from being trivial since online communication and interaction are not longer a separate phenomenon from children’s daily lives. In this socio‐technological configuration, schools in particular are deeply challenged as they are confronted with questions such as: What kinds of learning strategies and skills are kids developing outside schools? What are they learning in their interaction with digital tools? Which opportunities for learning and work do digital tools really afford? How are schools aligned to the conditions for learning and teaching that the use of digital tools promotes today?
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| 18. |
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| 19. |
- Cerratto-Pargman, Teresa, 1968-, et al.
(författare)
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Högre utbildning i pandemins kölvatten
- 2021
-
Ingår i: Nio-fem : tidskrift om arbetsliv & profession. - 2001-9688. ; :1, s. 28-31
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 20. |
- Cerratto Pargman, Teresa, et al.
(författare)
-
Introduction into Emergent Practices and Material Conditions in Learning and Teaching with Technologies
- 2019
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Ingår i: Emergent Practices and Material Conditions in Learning and Teaching with Technologies. - Cham : Springer. - 9783030107635 - 9783030107642 ; , s. 3-20
-
Bokkapitel (refereegranskat)abstract
- This volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology-enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.
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| 21. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
Make IT Happen : Slutrapport 2020-02-30
- 2020
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport är en utvärdering av utvecklingsprojektet “Make IT happen” som löpte från januari 2018 till december 2019 och som syftade till att ge grundskolans lärare, verksamma i 8 kommuner i region Kronoberg, möjlighet att höja sin digitala kompetens inom programmering och datalogiskt tänkande. Utvärderingen baseras på kvantitativ och kvalitativ analys av enkäter (före och efter projektet), lärares skriftliga reflektioner (under projektet) samt lärares lektionsplaneringar vid slutet av projektet. Total har vi analyserat material från 218 lärare. Analysen av enkäterna visar att “Make IT happen” har varit uppskattat av deltagarna som menar att projektet har hjälpt dem att komma igång med programmering och datalogiskt tänkande i klassrummet. Av utvärderingen framgår det att en betydande andel av de som fyllde i utvärderingarna (33%) anser sig ha behov av kunskaper, lektionstips, tid och idéer - eller av direkta resurser som datorer, pengar eller personal. En något lägre andel av lärarna ansåg inte att de hade några direkta behov för att kunna genomföra undervisning inom programmering efter utbildningen. Analysen av lektionsplaneringar som lämnats in vid sista utbildningstillfälle visar att deltagarna oftast har replikerat uppgifter som de har fått under träffarna; endast några enstaka lärare har försökt skapa helt nya uppgifter. Detta tyder på att de flesta behöver känna sig tryggare med programmering innan de kan transformera sin egen undervisningspraxis. I förhållande till projektets mål kan vi konstatera att “Make IT happen” har bidragit till att öka antalet lärare som utnyttjar möjligheterna med programmering i undervisningen. Mer specifikt har projektet bidragit till att ge deltagarna baskunskaper inom programmering och datalogiskt tänkande samt ett meningsfullt didaktiskt material för lärare som undervisar i matematik och teknik. Projektet har i mångt och mycket bidragit till att fördjupa förståelsen för- och användningen av programmering i klassrummet.
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| 22. |
- Cerratto Pargman, Teresa, et al.
(författare)
-
Mapping the Ethics of Learning Analytics in Higher Education : A Systematic Literature Review of Empirical Research
- 2021
-
Ingår i: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 8:2, s. 123-139
-
Forskningsöversikt (refereegranskat)abstract
- Ethics is a prominent topic in learning analytics that has been commented on from conceptual viewpoints. For a broad range of emerging technologies, systematic literature reviews have proven fruitful by pinpointing research directions, knowledge gaps, and future research work guidance. With these outcomes in mind, we conducted a systematic literature review of the research on ethical issues that have been empirically approached in the learning analytics literature. In our final analysis, 21 articles published in the period 2014–2019 met our inclusion criteria. By analyzing this data, we seek to contribute to the field of learning analytics by 1) characterizing the type of empirical research that has been conducted on ethics in learning analytics in the context of higher education, 2) identifying the main ethical areas addressed in the selected literature, and 3) pinpointing knowledge gaps.
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| 23. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Materiality of Online Students’ Peer-Review Activities in Higher Education
- 2015
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Ingår i: Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015. - : International Society of the Learning Sciences. - 9780990355069 ; , s. 308-315
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Konferensbidrag (refereegranskat)abstract
- In spite of the widespread use of technology in higher education, discourses on learning technologies commonly account for their features as disembodied from their use. There has so far been few theoretical approaches which have delved into "the technology question" in CSCL. We present an empirical study that investigates how students’ peer-review activities are entangled with sociomaterial aspects of mediated collaborative learning. The students' peer-review activities were analyzed according to the Collective Instrument-mediated Activity Situation (CIAS) model, and findings show that the materiality of two different tools had considerable influenced how students engaged with the texts and how they interacted with each other.
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| 24. |
- Cerratto-Pargman, Teresa, 1968-, et al.
(författare)
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New Vistas on Responsible Learning Analytics
- 2023
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Ingår i: Journal of Learning Analytics. - : Society for Learning Analytics Research. - 1929-7750. ; 10:1, s. 133-148
-
Tidskriftsartikel (refereegranskat)abstract
- The focus of ethics in learning analytics (LA) frameworks and guidelines is predominantly on procedural elements of data management and accountability. Another, less represented focus is on the duty to act and LA as a moral practice. Data feminism as a critical theoretical approach to data science practices may offer LA research and practitioners a valuable lens through which to consider LA as a moral practice. This paper examines what data feminism can offer the LA community. It identifies critical questions for further developing and enabling a responsible stance in LA research and practice taking one particular case — algorithmic decision-making — as a point of departure.
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| 25. |
- Cerratto Pargman, Teresa, et al.
(författare)
-
Next Steps : Toward a Relational Mode of Thinking for Educational Technology
- 2019
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Ingår i: Emergent practices and material conditions in teaching and learning with technologies. - Cham : Springer. - 9783030107635 - 9783030107642 ; , s. 257-259
-
Bokkapitel (refereegranskat)abstract
- The work presented in this edited volume brings together inspirational and high-quality chapters that call for more conversations in our field. Together with critique and care, we hope the work initiated here will continue disentangling, assembling, and giving form to new arguments able to structure a more nuanced and deeper dialogue on teaching and learning with digital technology.
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| 26. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
One Tablet, Multiple Epistemic Instruments in the Everyday Classroom
- 2017
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Ingår i: Data Driven Approaches in Digital Education. - Cham : Springer. - 9783319666099 - 9783319666105 ; , s. 379-384
-
Konferensbidrag (refereegranskat)abstract
- Grounded in the analyses of 23 semi-structured interviews and 31 field notes from classroom observations, this study scrutinizes the relationships that teachers and learners entertain with/through the tablet in their process of technology appropriation in the classroom. The results reveal that, on the one hand, the learners elaborate a variety of instruments from their interactions with the tablet and, on the other hand, that the teachers’ appropriation plays a central role in configuring a creative, critical and participatory pedagogy in the contemporary classroom.
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| 27. |
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| 28. |
- Cerratto-Pargman, Teresa
(författare)
-
Practice as a Concept in Educational Technology
- 2020
-
Ingår i: Encyclopedia of Educational Innovation. - Singapore : Springer Nature. - 9789811322624 ; , s. 1-5
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Educational technology is a vibrant field of research that brings together disciplines from the humanities, social science, and computer science. Its aim is to develop the theory and practice of design, development, implementation, use, and evaluation of technologies for teaching and learning. The field is currently characterized by a lack of consensus regarding research methods, theoretical approaches, and design orientations, but its development can be described in terms of four consecutive stages with concordant shifts in research foci (Winn 2002). The field has gone from being focused on the (1) content and (2) format that characterized instructional design and message design at the end of the 1960s towards a focus on (3) interaction and (4) learning environments that has dominated the research and design of technologies in education from the late 1970s onwards (Winn 2002). Throughout this progression, two specific modes of inquiry can be distinguished, namely, a mode of inquiry focused on interaction with technologies that has been prevalent since the inception of the field, and later also a mode of inquiry that is focused on practice. The latter mode of inquiry is at present slowly finding its way onto the educational technology field as a consequence of the everyday use of digital technologies in the educational sector.This article aims to examine the concept of practice in the field of educational technology. To this end, the article first describes how the concept of practice has been discussed in the social sciences (e.g., “practice theory”). In particular, six main scholarly traditions of practice are presented along with a set of common attributes that tie together the different approaches of practice. The concept of educational practice is then introduced together with the different types of arrangements that provide a vocabulary to unpack the study of practice in education. Based on these developments, a mode of inquiry that is focused on practice is distinguished from the more prevalent mode of inquiry that is focused on interaction with educational technology. Implications of applying a practice lens to the study of learning and teaching with digital technologies are finally delineated at the end of the article.
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| 29. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Purposeful Learning Across Collaborative Educational Spaces
- 2014
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Ingår i: Learning and becoming in practice. - : International Society of the Learning Sciences. - 9780990355052 ; , s. 1597-1598, s. 1597-1598
-
Konferensbidrag (refereegranskat)abstract
- This paper presents the overall goals and preliminary results of an on-going research project that aims at: understanding the intricacies and complexities of introducing mobile technologies into schools’ curriculum and accepted teaching practices; analyzing actual transformations that the use of mobile technologies in schools brings to contemporary forms of learning. The results of the project will contribute to a better understanding of new media literacies and their implications for curriculum design and everyday educational practices.
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| 30. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
Purposeful Learning Across Collaborative Educational Spaces
- 2014
-
Ingår i: 11 th International conference of the learning sciences. - New York : International Society of the Learning Sciences. - 9780990355038 ; , s. 1597-1598
-
Konferensbidrag (refereegranskat)
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| 31. |
- Cerratto-Pargman, Teresa, et al.
(författare)
-
Reconfiguring civic participation : open source software in the political space
- 2016
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Konferensbidrag (populärvet., debatt m.m.)abstract
- Discourses on participation, democracy and politics are today profoundly questioned and challenged. Internet and the entrance of open source software into the governmental sphere have much contributed toward the shift in understandings of citizen participation, their rights and representation. In the field of participatory design such an inquiry is reflected in a shift of focus regarding the study of the use of technologies within government. From being concerned by issues on transparency and equity researchers are nowadays more prone to explore issues regarding the transformative power or/and performativity of open source software in contexts such as government. This paper describes the case of the political “Net Party” which in 2013 introduced the platform “Democracy OS” into the legislature of the Ciudad de Buenos Aires in Argentina. The question that motivates the study is: Do open source tools redefine the political space and reconfigure citizen civic participation? And if so, how? The paper contributes five analytical axes for scrutinizing the entrance of open source tools into the political space.
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| 32. |
- Cerratto-Pargman, Teresa, 1968-
(författare)
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Reconsidering learning in a socio-material world. A response to Fischer et al.'s contribution
- 2023
-
Ingår i: The international journal of information and learning technology. - 2056-4880 .- 2056-4899. ; 40:1, s. 40-48
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this commentary is to comment on Fischer's et al. (2022)Design/methodology/approach - This commentary responds to Fischer's et al. (2022) call on envisioning alternate conceptualizations of learning for the digital era. In doing so, the author argues for reconsidering learning in its socio-material condition, situated and made of a web of social and technological relations. In this context, the author takes a relational lens on learning to interrogate taken-for-granted views of (1) personalizing data increasingly used for student learning, (2) emerging educational infrastructures for higher education and (3) the student–teacher relationship mediated by data and algorithms.Findings - In this commentary, the author suggested unpacking assumptions about learning that get reflected in the design and discourses about socio-technical arrangements and transformations in education. Taking the example of personalized learning, the author has illustrated a relational mode of thinking that leads the author to argue that, renewed definitions of learning must be discussed multidimensionally and, most importantly, situated in the material world that learning is already part of.Research limitations/implications - Following Fischer et al. (2022, this issue), the author agrees that the focus should be on finding “new ways of organizing learning by exploring opportunities for radically new conceptualizations and practices.” In order to do that it is of utmost importance to problematize the social and material conditions that actively configure learning today and infrastructure tomorrow's learning. Hopefully, these observations will entice others to discuss further the educational transformations at stake in the age of datafication and algorithmic decision-making.Originality/value - The author argues for reconsidering learning in its socio-material condition, which is situated and made of a web of social and technological relations. In this context, the author argues that any attempt to reconceptualize learning from a transformational perspective in the 21st century, as mentioned by Fischer et al. (2022), needs to interrogate views and assumptions about the socio-technical relationships researchers, practitioners and educators are contributing to via their practices and discourses.
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| 33. |
- Cerratto Pargman, Teresa, et al.
(författare)
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Responsible learning analytics : Creating just, ethical, and caring LA systems
- 2021
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Ingår i: Companion Proceedings 11th International Conference on Learning Analytics & Knowledge (LAK21). - : Society for Learning Analytics Research (SoLAR). ; , s. 331-335
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Ethical considerations and the values embedded in the design, development, deployment, and use of Learning Analytics (LA) systems have received considerable attention in recent years. Ethical frameworks, design guidelines, principles, checklists, and a code of practice have contributed a conceptual basis for focused discussions on ethics in LA. However, relatively little is known about how these different conceptual understandings of ethics work in practice and what specific tensions practitioners (e.g., administrators, developers, researchers, teachers, learners) experience when designing, deploying, or using LA with care.This half-day interactive workshop aims to provide participants with a space for information, dialogue, and collaboration around Responsible LA. The workshop will begin with a brief overview of Responsible LA. After that, the participants will present their cases drawing attention to the ethical considerations covered and not covered in LA practices. Following this, participants in groups will discuss the cases illustrating ethical tensions and create semantic categories to document such edge cases. The collected edge cases will be shared in a wiki or database. The workshop outcomes will help inform LA practitioners on ethical tensions thatneed to be discussed with care while highlighting places where more research work is required.
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| 34. |
- Cerratto-Pargman, Teresa
(författare)
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Review of Lesley Gourlay and Martin Oliver (2018). Student Engagement in the Digital University: Sociomaterial Assemblages
- 2020
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Ingår i: Postdigital science and education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X.
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Recension (övrigt vetenskapligt/konstnärligt)abstract
- Lesley Gourlay and Martin Oliver’s Student Engagement in the Digital University: Sociomaterial Assemblages (2018) is a welcome and critical contribution to the study of how students actually engage with the digital university in everyday practice. Inspired by scholars in New Literacy Studies (NLS), Science and Technology Studies (STS), and by Actor-Network Theory (ANT), Gourlay and Oliver argue for a sociomaterial understanding of students’ digital engagement by adopting assemblages (Latour 2005; Fenwick et al. 2015; Bennett 2010) as a conceptual lens. The authors make their case through the study of ‘students’ day-to-day practices of studying’ (62) in the digital university and develop their argument in 12 compelling chapters that read as a liberating narrative from the non-stop messianic ‘tech-talk’ in education (Selwyn 2016: ix). In this context, Gourlay and Oliver (2018) unpack complex issues like: How do current discourses and ideologies position students, teachers, scholarship, and the university in relation to the digital in higher education? How does research in education approach students’ agency in the digital university? What kind of revolution follows the use of digital technology in universities―if any? What can (or cannot) we as researchers perceive when applying models and frameworks on empirical student data?
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| 35. |
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| 36. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Tablets in the CSCL Classroom : A Lens on Teachers’ Instrumental Geneses
- 2017
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Ingår i: Making a Difference: Prioritizing Equity and Access in CSCL. - : International Society of the Learning Sciences. - 9780990355021 ; , s. 837-838
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Konferensbidrag (refereegranskat)abstract
- Most educational research on tablets in schools seeks to find out whether children learn more efficiently with or without such devices. This study differs from such research as it instead investigates how tablets take part in the everyday CSCL classroom? Grounded in the instrumental genesis theory, this study focuses on the multifarious relationships between teacher-tablets-learner(s) to inform the processes of tablet appropriation in the classroom. Analysis of the instrumental processes observed reveals that learners on the one hand develop usage schemes that challenge those developed by the teachers. Teachers on the other hand are forced to review their competence, rethinking power-relationships vis-à-vis learners and have to reflect/design a creative, critical and participatory pedagogical practice that is aligned with learners’ utilization schemes and the instruments they bring to our contemporary classrooms.
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| 37. |
- Cerratto Pargman, Teresa, et al.
(författare)
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Taking an instrumental genesis lens : New insights into collaborative mobile learning
- 2018
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Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 49:2, s. 219-234
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Tidskriftsartikel (refereegranskat)abstract
- In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.
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| 38. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Teaching Computational Thinking in K-9 : Tensions at the Intersection of Technology and Pedagogical Knowledge
- 2020
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Ingår i: The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020. - Nashville, Tennessee, USA : International Society of the Learning Sciences. ; , s. 2409-2410, s. 2409-2410
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Konferensbidrag (refereegranskat)abstract
- This work draws attention to the question of how in-service teachers learn to teach computational thinking and programming across subjects in K-9 education. Drawing on qualitative analyses of 298 reflective notes provided by 120 in-service teachers attending a professional development program, we pay attention to the following emergent themes: i)developing an understanding of the subject of computational thinking in K-9, ii)connecting programming with the teachers’ own subject matters, iii)understanding the purpose of teaching computational thinking. These themes point at the importance of scaffolding in-service teachers to learn to program with educational materials, tools and programming environments but also with a sound and inspirational pedagogy that addresses the fundamental questions of: what, how and why programming and computational thinking should be part of the compulsory school curriculum?
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| 39. |
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| 40. |
- Cerratto Pargman, Teresa, et al.
(författare)
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The role of “genre” in the analysis of the use of videoconference systems in working environments
- 2002
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Konferensbidrag (refereegranskat)abstract
- This paper reports the results of three case studies aimed at exploring the use of videoconference systems in different working situations. We observed how professionals in three geographically distributed groups --- one from the academic world and two from large Swedish companies --- used different videoconference systems for work. The paper discusses the fact that groups from different working contexts, using different videoconferences systems, decided to avoid them and instead all chose telephone conferences to support their meetings. This result is interpreted as a sign of a gap between emerging technologies and implementations of genres (conventions) in design.
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| 41. |
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| 42. |
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| 43. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Understanding audience participation in an interactive theater performance
- 2014
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Ingår i: Proceedings of the 8th Nordic Conference on Human-Computer Interaction. - New York, NY, USA : Association for Computing Machinery (ACM). - 9781450325424 ; , s. 608-617
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Konferensbidrag (refereegranskat)abstract
- This article presents an empirical study investigating audience participation in an interactive theater performance. During the performance, audience members were enticed to act upon and contribute to the performance by sharing their opinions, emotions, values and other thoughts, by means of text messages that were integrated into the performance itself. The study aimed at understanding the main characteristics of audience participation in the interactive performance, as well as the role of communication technology as a medium enabling social participation. The results draw attention to the immediate and reflective facets of audience participation, both unfolding at two different but interrelated levels of interactions: an individual and collective one.
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| 44. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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Understanding Limits from a Social-Ecological perspective
- 2015
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Ingår i: First Monday. - : University of Illinois Libraries. - 1396-0466. ; 20:8
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Tidskriftsartikel (refereegranskat)abstract
- The latest developments in the field of HCI have given rise to an increasing interest in issues pertaining to global warming, resource depletion and environmental degradation. Concern about such issues has contributed to give shape to the design space of sustainable HCI (SHCI); a space whose boundaries are at times blurred. On the one hand, some, design “sustainable” information technology based on visions of the world that do not really question limits to continuous economic growth and, on the other hand, others embrace the design of information technology from stances that acknowledges limits (i.e., economic, ecological, energetic). This paper introduces the perspective of social ecology into SHCI. This perspective provides us with a core set of principles that makes us situate computing at the intersection of physical (natural) and moral (human) qualities of our human environment systems. As such it confronts us with choices to be made in the challenging years to come and invites us to argue about the very purpose of information technology in a world of limitations.
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| 45. |
- Cerratto Pargman, Teresa
(författare)
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Unpacking Emergent Teaching Practices with Digital Technology
- 2019
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Ingår i: Emergent Practices and Material Conditions in Learning and Teaching with Technologies. - Cham : Springer. - 9783030107635 - 9783030107642 ; , s. 33-51
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Bokkapitel (refereegranskat)abstract
- What changes when digital technology is used in the classroom, and how do we identify these changes? These questions motivated the present study, which sought to contribute to the discourse on the digitalization of schools from the perspective of teachers’ everyday practice. The analysis was grounded in the scrutiny of 11 semi-structured interviews and field notes stemming from ethnographic observations carried out in classrooms, breaks, and teachers’ workshops. The data were analyzed in terms of materials, competences, meanings, and experiential qualities (i.e., referring to how certain properties of a digital design are experienced in use). The experiential qualities that emerged from the analysis of the data show an interrelation between the elements of practice; in particular, they reflect a visible, problem-solving and adaptive teaching practice that develops with the use of digital technologies in the classroom. Such a practice is characterized as effective, evidence-based, and liberated from time and space communication. The implications of these findings are discussed in relation to, the emergence of the teachers’ practice of experimenting with the digital materials, and the emergence of a managerial communication practice in the elementary school. The chapter contributes to the discussion of the tensions between incremental and radical changes in teaching with digital technologies and offers an elaboration of the relevance of a lens on practice in studies about technology and education.
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| 46. |
- Cerratto-Pargman, Teresa, et al.
(författare)
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User Centered Development of Automatic E-mail Answering for the Public Sector
- 2012
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Ingår i: Human-Computer Interaction, Tourism and Cultural Heritage. - Berlin, Heidelberg : Springer Berlin/Heidelberg. - 9783642339431 - 9783642339448 ; , s. 154-156
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Konferensbidrag (refereegranskat)abstract
- In Sweden, the use of e-mail by the public sector has become a key communication service between citizens and governmental authorities. Although the integration of e-mail in the public sector has certainly brought citizens and handling officers closer, it has also introduced a particular vision on governmental authorities such as for instance the idea that public service and information should be available to citizens any time, anywhere. Such a belief among citizens puts certainly high demands on the quality and efficiency of the e-service governmental authorities are capable to provide. In fact, the growing number of citizens’ electronic requests must be accurately answered in a limited time. In the research project IMAIL (Intelligent e-mail answering service for eGovernment) [1], we have focused on the work carried out at the Swedish Social Insurance Agency (SSIA) that exemplifies a governmental authority dealing with 500,000 emails per year on top of face-to face meetings, phone calls and chat communication. With the objective of creating an e-mail client capable to ease and ensure the quality of SSIAs’ handling officers public service, we have developed a prototype that: (1) automatically answer a large part of simple questions in the incoming e-mail flow, (2) improve the quality of the semi- automatic answers (i.e. answer templates), and finally, (3) reduce the workload for the handling officers. The development of the prototype is grounded in an empirical study conducted at the SSIA. The study comprises the analysis and clustering of 10,000 citizens e-mails and the working activity of 15 handling officers that were collected through questionnaires, interviews and workshops [2].
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| 47. |
- Dalianis, Hercules, et al.
(författare)
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Using human language technology to support the handling officers at the Swedish Social Insurance Agency
- 2009
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Ingår i: Design and Evaluation of e-Government Applications and Services. ; , s. 30-32
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Konferensbidrag (refereegranskat)abstract
- The Swedish Social Insurance Agency, (Försäkringskassan) receives 40 000 per month as well as phone calls from the citizens that are handled by almost 500 handling officers. To initiate the process to make their work more efficient we carried out two user-centered design workshops with the handling officers at Försäkringskassan with the objective of finding in what ways human language technology might facilitate their work. One of the outcomes from the workshops was that the handling officers required a support tool for handling and answering e-mails from their customers. Three main requirements were identified namely to find the correct template to be used in the e-mail answers, a support to automatically create templates and finally an automatic e-mail answering function. We will during two years focus on these design challenges within the IMAIL-project.
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| 48. |
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| 49. |
- Damşa, Crina, et al.
(författare)
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Learning in Unbounded Landscapes ̶ Conceptualizations and Design From an Ecological Perspective
- 2020
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Ingår i: The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1. ; , s. 366-373
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Konferensbidrag (refereegranskat)abstract
- The symposium seeks to advance an understanding of learning from an ecological perspective. The abundance of digital technologies and rapid changes in knowledge domains generate new epistemic and learning practices, drawing on heterogeneous sets of resources, actors, and forms of knowledge. Consequently, learners must navigate complex and unstructured landscapes to gather resources and structure activities. Little is known about these processes and how they can be studied and enhanced. This symposium argues for the necessity of a paradigmatic shift towards an ‘ecological understanding’ of learning, which takes into account the enactment of the learning ‘act’, the knowledge forms, contexts, relationships, digital technologies and infrastructures that shape learning practices in unbound landscapes. The four contributions in this symposium use empirical illustrations to build an argument leading towards a new learning research and design agenda. These contributions are complementary as they pinpoint practices students, teachers and institutions engage with in this unbounded landscape.
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| 50. |
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