| 1. |
- Jahnke, Isa, 1971-, et al.
(författare)
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Digital didactical designs : reimagining designs for teaching and learning
- 2015
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Ingår i: Educational development in a changing world.
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Konferensbidrag (refereegranskat)abstract
- In order to progress in educational development, digitaldidactical designs area promising approach. Ourthreestudies show principlesof new designs including a) new learning goals where more than one correct answer exists, b) focus on learning as a process in informal-in-formal learning using guided reflections, c) making learning visible in different products. The studies illustratethatit is time for re-consideringestablished concepts of teaching–higher educationmovesfrom course-based learning into learning expeditions.
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| 2. |
- Jahnke, Isa, 1971-, et al.
(författare)
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Tablettien Käytön Digitaalis-Didaktist Mallit Kouluissa : TVT on enemmäm kuin pelkkä työkalu
- 2015
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Ingår i: Digitaalinen oppiminen ja oppimisympäristöt. - Tampere : Juvenes Print – Suomen Yliopistopaino Oy. - 9789526815930 - 9789526815923 ; , s. 65-85
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vuonna 2012 seitsemään kouluun Odderin kunnassa Tanskassa hankittiin tabletit. Noin 2000 iältään 6–16 vuotiasta oppilasta sekä noin 170 opettajaa saivat käyttöönsä henkilökohtaiset tabletit niin sanotun 1:1 ohjelman puitteissa (yksi tabletti per oppilas). Tutkija-ryhmämme aloitti työn koulujen parissa. Ensimmäinen tavoite oli ymmärtää opettajien didaktisia malleja. Miten opettajat käyttävät tabletteja, mihin tarkoituksiin ja miksi? Näihin kysymyksiin etsittiin vastauksia eri menetelmillä, joita olivat mm. syvähaastattelu, luo-kan observointi, ryhmätapaamiset opettajien ja oppilaiden kans-sa sekä verkkokysely. Olemme tehneet töitä kyseisten koulujen kanssa yli kolme vuotta. Kerromme yksityiskohtaisesti viiden eri oppitunnin opetuskäytännöistä ja -kokemuksista. Teknologian in-tegrointi määritellään digitaalis-didaktisen mallin kautta joka poh-jautuu sosio-teknis-pedagogiseen näkemykseen opetuskäytänteis-tä. Tutkimuksemme osoitti, että TVT on enemmäin kuin pelkkä työkalu ja että TVT ja luokkahuoneet ovat yhdistymässä joksikin uudeksi kokonaisuudeksi – uudeksi kommunikointi- ja viestintä-ympäristöksi.
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| 3. |
- Lundberg, Gun, 1966-, et al.
(författare)
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Alternativ examinationsmetod av VFU i lärarprogrammet
- 2006
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Ingår i: Tänk efter, tänk nytt, tänk om. - Umeå : Universitetspedagogiskt centrum, Umeå universitet. - 9172640685 ; , s. 272-283
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- En i vårt tycke lyckad utprovning av en alternativ examinationsform till fysiska VFU-besök i de lärarstuderandes praktikskolor, med anledning av att VFU-besök tar mer och mer tid i anspråk i takt med att lärarutbildningens partnerområden sprids allt längre ut från universitetet. Examination med hjälp av film (video/digital) kombinerat med skriftlig dokumentation från de studerande samt sammanfattande kommentarer från mentorn (den lokala lärarutbildaren), ger de lärarstuderande ett utökat ansvar och inflytande för sitt eget lärande och sin egen examination samt höjer mentorernas delaktighet. Som en extra bonus erövrar de lärarstuderande kompetens för att hantera det idag så viktiga s.k. vidgade textbegreppet. Att kunna dokumentera med bilder och behärska bildmedieteknik är önskvärda färdigheter hos varje lärare som skall arbeta med dagens och morgondagens barn.
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| 4. |
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| 5. |
- Bergström, Peter, 1975-, et al.
(författare)
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Swedish teachers' didactical design from students' perspective : perspectives on digital competences
- 2017
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Ingår i: Learning and education. - Copenhagen : Aalborg University.
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Konferensbidrag (refereegranskat)abstract
- Research topic/Aim: Based on students' perspective, the aim of this study is to understand teachers' didactical design in contemporary one-to-one computing classroom in Sweden. The following research questions were formulated:How do teachers' organise students' use of one-to-one computing, and what are the effects?How are social processes constructed in the one-to-one computing learning environment based on students' experience and use?Theoretical frameworks:In a theoretically informed analysis, we applied Bernstein's (2000) concepts for symbolic power and control: classification and framing. Bernstein's relative concept of classification indicates the symbolic boarders between categories, for example teachers and students. The concept of framing indicates the locus of control, or who controls what. The concepts of classification and framing is relative, either strong or weak. These concepts are used to understand how teachers' either keep symbolic power and control, or shift the symbolic power and control towards the students in teaching and learning situations.Methodology/research design:This study is part of a greater project about the digitalisation of compulsory schools. Based on results from the bigger project, this study focused on a mixed group of students in compulsory school in grade-2, grade-6, grade-7 and grade-8 studying mathematics, arts and sports. The empirical material consists of four classroom observations, 11 focus group interviews with students and a questionnaire. The focus group interviews were based on three themes: 1) students' basic digital skills, 2) teachers' teaching, and 3) students’ learning. During the interviews, the approach of stimulated recall (Haglund, 2003) was used for probing students' experiences of different teaching approaches by showing the focus groups photography's of different one-to-one computing practices. The focus group interviews lasted between 18 to 35 minutes.Expected conclusions/Findings:Based on the concepts of classification and framing, three themes were constructed that indicated teachers and students digital competence. The first theme indicated students' basic digital skills. This theme identified for what and how often the most common activities in which the teachers’ ask students to use one-to-one computing. The second theme indicated a piecework approach, which highlighted students' use of one-to-one computing in class and out of class. In class use indicated a formal practice based on the teachers' power and control, while the out of class use indicated practices based on students' power and control. The third theme indicated the symbolic gesture of raising ones hand. This theme indicated diverse aspects how the teacher either held or dislocated symbolic control.Relevance for Nordic Educational Research:In the Nordic countries, digital competence is either already introduced or on its way to be introduced in the national steering documents. Few studies have so far focused on understanding students' perspective of teachers' didactical design. This study contributes to this field of research and indicates a need for a broader understanding of the concept digital competence beyond basic digital skills. Among other things, this study indicate especially how one-to-one computing constructs a need for diverse digital competences based on students' use of one-to-one computing in class as well as out of class.
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| 6. |
- Bergström, Peter, 1975-, et al.
(författare)
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Variations of symbolic power and control in the one-to-one computing classroom : Swedish teachers' enacted didactical design decisions
- 2019
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Ingår i: Scandinavian Journal of Educational Research. - : Taylor & Francis. - 0031-3831 .- 1470-1170. ; 63:1, s. 38-52
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Tidskriftsartikel (refereegranskat)abstract
- This study provides new insights into Swedish teachers' didactical designs when handling two contemporary challenges regarding the new national curriculum and the increasing digitalisation of schools through one-to-one computing initiatives. The research questions consider how teachers organise physical and digital resources in their classrooms as well as variations in teachers' pedagogical communication. From a study of 23 one-to-one computing classrooms (using tablets), some ethnographic-inspired methods were applied based on classroom observation and recordings of teachers' teaching. The findings show two distinct forms of teachers' classroom organisation that indicate different didactical designs used by teachers to integrate one-to-one computing into the classroom. Variations in teaching resulted in a shift of symbolic power and control from teachers to students, which exploit the potential of using one-to-one computing in the classroom.
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| 7. |
- Broman, Karolina, Universitetslektor, 1969-, et al.
(författare)
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Application of Digital Tools in Chemistry Education : Virtual Reality, Augmented Reality and Gamification
- 2019
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Ingår i: 2019 ESERA.
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Konferensbidrag (refereegranskat)abstract
- In a politician-decided top-down implementation of digital tools into the school curricula, chemistry education researchers and teacher educators try to develop relevant and meaningful digital tools possible to use to increase students’ learning. To exemplify and explore the impact of digital tools on students’ learning processes, two chemistry education projects are discussed in this presentation. When are digital tools applicable to enhance learning and how should teachers embed and frame this application of the digital tools? The projects present how Virtual Reality (VR), Augmented Reality (AR) and gamification can be used to enhance students’ perceived interest and value.
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| 8. |
- Broman, Karolina, Universitetslektor, 1969-, et al.
(författare)
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Gymnasiearbete (GARB) – an upper secondary school recepit before entering university studiies
- 2021
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Konferensbidrag (refereegranskat)abstract
- At Swedish upper secondary school, all students have to pass a mandatory course with thename “Gymnasiearbete”. This course is different from all other courses due to severalreasons, for example, being a project work related only to the programme orientation andwithout an explicit course curriculum. In this project, we have followed students from theNatural Science Programme taking this course, and studied their interest, engagement andepistemic beliefs. Through observations, interviews, and questionnaires, we have foundtriggers important to emphasise to make students more engaged and interested to enhancetheir knowledge. We will, from both a teacher and researcher perspective, discuss this courserelated to both affective and cognitive variables.
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| 9. |
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| 10. |
- Broman, Karolina, Universitetslektor, 1969-, et al.
(författare)
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Spatial Ability in Organic Chemistry : Can Virtual and Augmented Reality be Valuable?
- 2019
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Ingår i: 7:e Utvecklingskonferensen för Sveriges ingenjörsutbildningar. - : Luleå tekniska universitet.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper, the roles of digital technologies as Virtual Reality (VR), and Augmented Reality (AR), are discussed to explore how biotechnology engineering students develop their spatial ability in organic chemistry. We have, through stereochemistry workshops, followed how students, in specific, visualise and rotate molecular representations and how the use of digital tools influences the students’ interest.
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| 11. |
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| 12. |
- Broman, Karolina, Universitetslektor, 1969-, et al.
(författare)
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Zoom combined with Virtual Reality (VR) to visualize chemical structures inorganic chemistry
- 2021
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Ingår i: Universitetspedagogiskakonferensen 2021. - Umeå : Universitetspedagogik och lärandestöd (UPL), Umeå universitet. ; , s. 12-13
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Konferensbidrag (refereegranskat)abstract
- The ability to visualize chemistry and to move between two-dimensional (2D) representations presented in textbooks, and three-dimensional (3D) representations of the real molecular structures and mechanisms, is an important competence to master in university chemistry. In research, this is called spatial thinking or spatial ability (Hegarty, 2014). Through spatial thinking, chemists can predict how and why chemical compounds react. Chemistry experts are used to apply this spatial thinking, i.e., visualization through the move between 2D and 3D, without realizing it, whereas novices as students often find spatial thinking or spatial ability challenging (Harle & Towns, 2011). Spatial ability is a competence that is possible to develop through practice (Kozma & Russel, 2005), and in this project, chemistry students had the possibility to use virtual reality, VR, to visualize organic molecular structures and improve their spatial thinking. VR has a potential as a digital learning tool to explore 3D representation During the last one and a half years, Covid 19 has influenced teaching strategies at universities, and Zoom has become the most common software to teach students. At a first-cycle chemistry course in biological chemistry within a bachelor programme in life science, students were given the opportunity to visualize 3D representations of chemical structures. Due to the Covid 19 restrictions, the teachers could not help students attending the course to be active VR users. Instead, one teacher applied the VR application, Oculus Rift combined with Nanome software (https://nanome.ai), and streamed the visualization over Zoom. The second university chemistry teacher, and the students, used simple VR glasses with their smartphones to visualize the 3D projected molecules, and the teacher explained what was presented. This design-based research project (Anderson & Shattuck, 2012), where the university chemistry teachers collaborated with a chemistry education researcher and a digitalization researcher, will elaborate further on how Zoom as a digital teaching tool also can be applied to facilitate spatial thinking for students even post-Covid. The chemistry teachers and chemistry education researcher designed an intervention from where examples of the visualizations will be presented together with survey results on students’ responses of the application of digital techniques as a way to practice their visualization competence and spatial ability. Preliminary results show that students find this visualization combining VR and Zoom valuable to practice their spatial thinking, and examples of teaching activities will be presented.For more information about the project, see https://www.umu.se/en/feature/vr-glasses-help-students-visualize-molecules-/or https://www.umu.se/reportage/vr-glasogon-hjalper-studenter-visualisera-molekyler/
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| 13. |
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| 14. |
- Danielsson, Karin, 1977-, et al.
(författare)
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Growing up together : children and artificial intelligence
- 2023
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Ingår i: AI, education and children. - : Wallenberg-stiftelserna. ; , s. 5-6
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- This roundtable brought together a diverse group of participants from research and practice, representing perspectives on the digitalization of society, AI legalization, AI in education, children’s development, and children-technology relations. One focus of this roundtable was on how AI technologies impact children at an early age. In northern Europe, most children have grown up in a world that is intimately connected to technology. They have been exposed to various devices, from home computers and smart-phones to digital games and social media platforms. These technologies have provided children with pre-designed interaction possibilities that are limited to the parameters set by the designers. However, with the advent of AI-powered devices, children now have the opportunity to interact with a system that can learn by input and act as an artificial companion.
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| 15. |
- Jahnke, Isa, 1971-, et al.
(författare)
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Digital Didactical Designs as research framework : iPad integration in Nordic schools
- 2017
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Ingår i: Computers and education. - : Elsevier BV. - 0360-1315 .- 1873-782X. ; 113, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- In this research, the design of teaching and learning with web-enabled technologies, such as iPads, in 64 one-to-one (1:1) Nordic classrooms was explored using the Digital Didactical Design (DDD) framework. DDD focuses on both teachers' activities and students’ learning activities in the classroom and how web-enabled technologies are integrated into teaching, learning, and assessment. Semi-structured classroom observations were conducted to investigate how teachers apply the elements of DDD in their classroom practice, and what kinds of learning they support. The analysis resulted in three clusters: Cluster A demonstrates integration and alignment toward meaningful learning; Cluster B shows the potential for deep learning but a semi-alignment of teaching, learning, assessment, roles, and technology; and Cluster C indicates non-integration of the five elements. The findings point out that tablet integration needs the alignment of all five DDD elements to achieve meaningful learning. Pedagogy has to evolve to include new uses of the technology: it is a co-evolutionary growth of the five DDD elements together. DDD can be used by teachers for planning, self-assessment or reflective collaboration with peers and by schools to plan, document, evaluate, and rethink the interwoven pedagogy-technology relationship in tablet classrooms.
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| 16. |
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| 17. |
- Lundberg, Gun, et al.
(författare)
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SÄL-utbildning i framkant med IKT-integrering och helhetsperspektiv
- 2006
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Ingår i: Några erfarenheter från SÄL-projektet. - Göteborg : Göteborgs universitet, Malmö högskola, Högskolan i Jönköping, Lärarhögskolan i Stockholm, Karlstads universitet, Umeå universitet. ; , s. 46-79
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 18. |
- Mejtoft, Thomas, 1976-, et al.
(författare)
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Feedback in commercial educational applications : Guidelines and conceptual framework
- 2017
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Ingår i: Proceedings of the European Conference on Cognitive Ergonomics 2017 (ECCE 2017). - New York, NY, USA : ACM Digital Library. - 9781450352567 ; , s. 113-120
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Konferensbidrag (refereegranskat)abstract
- In recent years, schools made large investments to increase the integration and use of contemporary technologies in teaching and learning.Today iPads and educational applications are growing in popularity and are commonly used. These technologies have a potential beneficial effect on the learning, but studies show that some applications have flaws that hinder these positive effects, for example regarding the feedback provided to the user. This study has determined a number of guidelines for effective feedback in a learning situation and has further shown how well these guidelines can be reached in an educational application today. The study shows that there are both advantages and disadvantages of feedback in an application compared to giving feedback in a more traditional learning situation. Many of the guidelines for effective feedback were found to be possible to reach in an application, and the greatest advantage found in applications is that they can provide feedback timely on each action taken by the pupils.
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| 19. |
- Mejtoft, Thomas, Universitetslektor, 1976-, et al.
(författare)
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User experience design and digital nudging in a decision making process
- 2019
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Ingår i: 32nd Bled eConference: Humanizing Technology for a Sustainable Societ. - Maribor, Slovenia : University of Maribor Press. - 9789612862800 ; , s. 427-442
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Konferensbidrag (refereegranskat)abstract
- When using online nudges to steer people in the right directionwhile they are making a decision, there is usually one preferable outcome.What might happen if the user experience is inadequate, will the nudgesstill work or might they be undermined? In this paper we investigate thecorrelation between user experience and digital nudges in a decisionmaking process. A user A/B test was conducted to investigate theproblem. The test participants visited one of two websites that includedthe same nudges where they were nudged to choose option (a) instead of(b). The only difference in the websites was the quality of the userexperience, one website design had a good user experience while the otherone offered an inadequate user experience. The results showed thateveryone who was assigned the good user experience chose (a), while twoof the inadequate experience participants chose (b). The results indicatethat user experience design can be used for digital nudging.
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| 20. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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A.I.D.A. the digital receptionist : An Artificial Intelligent Assistant solution for Dental Healthcare
- 2018
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Ingår i: The 6th Swedish Workshop on Data Science (SweDS18) - Posters.
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Konferensbidrag (refereegranskat)abstract
- Swedish dental healthcare is facing several challenges that are shared with the rest of the western world regarding how to develop effective dental healthcare in a digitized society. For society, the challenges concern a growing population at the same time as growing staff shortages. It is not possible to address the shortage of dentists and dental nurses by traiing more and it is therefore necessary to find other solutions. In addition, there is an ongoing digitization of dental healthcare and increased demands are being made for developing new innovative solutions, as well as those made on existing structures and systems. The focus is on creating effective dental healthcare in combination with an agile and innovative way of meeting the challenges of the future. The use of Artificial intelligence (AI) in dental healthcare brings the hope of increased quality and effectiveness as well as increased growth and better welfare. This project is about an on-going applied study in dental healthcare. The study context embraces a newly built public dental clinic in the city centre of Umea, Sweden that opened for patients in September 2018.The clinic’s vision is to become the world’s smartest dental clinic, using smart digital tools and developing smart working methods. Furthermore, the clinic aims to be a fully functioned test bed within two years. The clinic is fully digitized with the latest equipment it is possible to obtain for dental healthcare. The staff recruited have a specific responsibility to be part of the exploration and share their experiences of how to develop dental healthcare for the future. Another focus concerns how to conduct more effective dental healthcare for the patients. One of the on-going projects is an AI-based communication-solution under development called A.I.D.A. – the digital receptionist (e.g. Artificial Intelligent Dental Assistant).Aim and method: The study aims to investigate how an AI-system can optimize the communication between patient and staff as well as the communication between the staff within the clinic. The research questions focus on patients’ and staffs’ experiences and their use of the developed AI-system concerning opportunities as well as challenges. Design-based research methods will be used as a means to develop an approach to meet the challenges of staff shortages based on the use of AI. Three types of data will be collected based on staff interviews, patient interviews and log data from the AI system. The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points. Activity theory embraces an exploration and an understanding of a context in relation to how social relations and materials, tools and intentions affect acting in different situations.Thematic analysis will be used to construct an understanding and sense of the collected empirical material and to identify key themes and emerging patterns based on the study’s aim and research questions.
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| 21. |
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| 22. |
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| 23. |
- Mårell-Olsson, Eva, 1966-
(författare)
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AR, VR and AI - something for the future education?
- 2021
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Docent Eva Mårell-Olsson works at the Department of Education, Umeå University. Her research concerns the implementation and use of ICT in the society regarding a pedagogical perspective. More specifically, her research interest concerns the implementation and use of digital technologies in various professional areas and its impact on an individual level as well as the organization level with regard to opportunities and challenges, for example, in teaching and learning and, when working methods are changing in working life due to digital transformation. She has many years of experience in competence development initiatives that are supported by digital technologies in foremost the education sector and the dental health care sector. In this presentation she will present research projects she has carried out in recent years with a special focus on the use of technologies such as AR (Augmented Reality), VR (Virtual Reality) and AI (Artificial Intelligence) in the area of teaching and learning. For example, studies about the use of AR and VR technology in chemistry teaching in higher education for enhancing students’ conceptual transition from a 2D representation of a molecule to a 3D structure visualized using AR and VR glasses (i.e., spatial ability), and studies about using gamification as a teaching strategy in K-12 education in combination with the use of different types of digital technologies (e.g., computers, tablets, mobile phones and smart glasses) for fostering students 21st century skills. She will also present a research project just recently funded by the Swedish Research Council investigating how AI-based technology can be developed for supporting and fostering, from a pedagogical perspective, interactions and sense of inclusion among schoolchildren who are suffering from long-term illness and staying in hospital for longer treatment periods.
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| 24. |
- Mårell-Olsson, Eva, 1966-
(författare)
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Att göra lärandet synligt? : Individuella utvecklingsplaner och digital dokumentation
- 2012
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Since 2006 there have been two major changes to the Swedish Education Act. In January 2006, the first change, concerning nine-year compulsory school, took effect. The Act now requires that Personal Development Plans (i.e. individuella utvecklingsplaner – IUP) be introduced for students in elementary school, special schools for disabled children, Sami schools and special schools. The second change came into effect in July 2008. The content of the personal development plan was expanded to contain not only plans for future development, but also teachers’ written assessments of students’ knowledge and learning process. To implement the new regulations and support teachers’ work, many schools have turned to digital tools. The combination of new regulations and digital tools has generated new, unexplored circumstances for teachers, students and parents.The aim of this thesis is to provide a greater understanding of the work process with students ́ personal development planning and the role of digital documentation in this process. The aim is also to investigate students’, teachers’ and guardians’ experiences and participation. The main focus is on experience of the work processes associated with the recent reform of methods for communicating students’ knowledge and learning processes. To better understand this new educational situation, students’, parents’ and teachers’ experience of working according to the new regulations has been analysed and problematized. The research questions address how the use of digital tools influences the process, in what ways the process affects students’ and parents’ participation and in what ways the students’ identity work is affected by the communication and work process. The study is based on qualitative semi-structured interviews, a survey study and a document analysis. The material was analysed through an inductive thematic analysis. The analysis draws on activity theory and theories focusing on participation at higher and lower levels, and on social relationships through concepts of power and control, as well as visible and invisible pedagogy. Patterns in the material were analysed using concepts of communicative and strategic communication, negotiation of influence, self-regulation and techniques for disciplining, positioning processes and the individual’s approach to a prevailing norm. The concept of cultural capital has also been used as an analytical concept.Students, parents and teachers all state that the process is now, finally, about the student’s personal learning. Thus, the study shows that students’ goals and personal planning do not significantly affect teaching in schools. Responsibility for achieving the goals is left to the student alone. Students can decide when and how they will work towards the goals in the plan. The follow-up process is concentrated to the discussion on progress with parents each semester where new goals are set for the student. The study also shows that the process with the personal development plans is focused on students’ behaviour and on transforming students into model students who perform at their absolute best. The study also shows that parents are entering as a new player – their child’s representative in negotiation. Teachers on the other hand are trying to manage the work process rationally by copying and pasting written opinions among several students and formulating and adapting students’ goals to suit their teaching.Students’ personal development plans are significant texts where players other than the student and his or her parents or teachers, are able to scrutinize and criticise the content as the student’s plans are public documents. All in all, the study shows that the whole work process with students’ personal development plans requires both awareness and understanding of the importance of language and wording. The work process is not only about learning; it is also about power, control and negotiation.
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| 25. |
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| 26. |
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| 27. |
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| 28. |
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| 29. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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Emergent Technologies in Higher Education : Google Glass and Telepresence Robots
- 2014
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Ingår i: Supporting Teaching and Learning in the Digital Age.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In this paper, we demonstrate the use of new emergent technology in higher education. We present two examples, first, Google Glass in dental education, secondly, telepresence robots for communication among teachers and students across spaces. With both of the cases, we want to illustrate how technology can be adopted for education when a re-design of teaching and learning takes place. Moreover, the two empirical cases show that we need to radical think through our established concepts of ICT-enhanced, technology-enhanced learning ways from course-based learning into learning expeditions.
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| 30. |
- Mårell-Olsson, Eva, 1966-
(författare)
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Gamification as a teaching strategy : teachers’ readiness for gamified teaching designs
- 2019
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Ingår i: Fjärde nationella konferensen i pedagogiskt arbete, Umeå, 19-20 augusti, 2019.. - Umeå.
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Konferensbidrag (refereegranskat)abstract
- Purpose/goals: This presentation reports on a study exploring teachers’ readiness to design gamified teaching activities with the use of contemporary and emerging technologies in K-12 education in Sweden. More specifically, the aim was to explore and understand what opportunities and challenges teachers perceive and express by gamified teaching designs.Method: The study was conducted between 2014 and 2018 and included four sub-studies where four groups of university students were given the task to design a gamified teaching activity for school students in combination with the use of digital technologies such as laptops, media tablets and smart glasses. The empirical material is based on observations during the school tests and interviews afterwards with the participating school teachers.Theoretical framing: The theoretical framework is based on activity theory, where motives, goals, actions and operations are key starting points (Leontiev, 1986). Within activity theory, it is of importance to study the role that an artefact or a tool plays in everyday life (Nardi, 1996). Using Activity Theory as a theoretical framework helps to make sense of a context, and more specifically, the interplay between social relations, materials, tools, and expressed motives within the activity system (Nardi, 1996).Conclusions: The findings illustrate two emerging themes concerning 1) fostering motivation and collaboration and 2) a pedagogical balance is needed to achieve deeper learning. The school students enjoyed the gamified activities a lot and this fostered their motivation for schoolwork and collaboration. The teachers described it as a catalyst for motivating and engaging school students in schoolwork while at the same time acquiring knowledge. However the challenges they perceive primarily concern time and knowledge about how to design for a pedagogical balance between fun elements in relation to elements that triggers the school students’ knowledge acquisition and learning processes.
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| 31. |
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| 32. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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Holographic Learning – the use of augmented reality technology in chemistry teaching to develop students’ spatial ability
- 2020
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Ingår i: IMHE-WELL4SD 2020.
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Konferensbidrag (refereegranskat)abstract
- In chemistry teaching, three-dimensional molecules are traditionally visualised and drawn in2D on paper or on a whiteboard/screen. However, the conceptual transition from 2D to 3D (i.e.spatial ability) is important for the understanding of chemistry. This is something with which many university students struggle, and they need to practice this through the visualisation of representations of atoms, molecules and reaction mechanisms. This paper reports on a study exploring how university students perceive the use of augmented reality (AR) technology inchemistry teaching. More specifically, the aim was to explore and understand what opportunities and challenges the students perceive when using AR technology for the purpose of enhancing their transition from a 2D representation of a molecule to a 3D structure visualisedusing AR glasses. The study was conducted during spring 2020. In this project, two groups of students of organic chemistry, in total 19 students, were given the opportunity to 'see' aholographic 3D structure of a molecule using AR glasses (e.g. Microsoft HoloLens 1). The empirical material is based on field test discussions, observation notes and 19 surveys that the students completed anonymously afterwards. The students described an immersive experience and the holographic 3D molecule was perceived as appearing like a very real object in the room. The student described the specific added value as being a support to visualising in 3D. They also stated that the amount of information on the 3D object was larger compared to a 2D representation. The challenges primarily concerned the rather narrow field of view of the AR glasses, and that training was required in order to use the device properly.
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| 33. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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Is the tablet a teacher or a student tool? : Emergent practices in tablet-based classrooms
- 2019. - 1
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Ingår i: Emergent practices and material conditions in learning and teaching with technologies. - Cham : Springer. - 9783030107635 - 9783030107642 ; , s. 89-105
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Bokkapitel (refereegranskat)abstract
- The aim of the study was to understand how digitalization of K–12 education has been carried out in Sweden. The focus lied on investigating 26 teacher's teaching designs in tablet-based one-to-one computing initiatives in Sweden. Further, the aim was to explore teachers' motives and practical implementation for teaching and learning in the one-to-one computing classroom. Data were collected through semi-structured interviews with 26 teachers along with 26 classroom observations in grades 2 to 12 (e.g. students from 8 to 18 years old). Activity theory was used for analyzing the participated teachers' motives, goals, actions, and operations involved in the integration of the tablets in the classroom. This study was part of a broader research project with classroom observations and student group interviews that was conducted during 2011–2015. The findings illuminate emergent practices based on teachers' strategies for constructing a teaching design that attempts to fulfill each student's individual needs. The findings also make clear that teachers are struggling for providing a customized education for all. In addition, the findings contribute to knowledge about how principals' strategic leadership (i.e. leadership and organization of the work in the school) has an impact on teachers' design practices.
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| 34. |
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| 35. |
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| 36. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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Opportunities and challenges of using socially intelligent agents : increasing interaction and school participation for children suffering from a long-term illness
- 2021
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Ingår i: The international journal of information and learning technology. - : Emerald Group Publishing Limited. - 2056-4880 .- 2056-4899. ; 38:4, s. 393-411
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – Children suffering from cancer or cardiovascular disease, who need extended periods of treatment in hospitals, are subjected to multiple hardships apart from the physical implications, for example, experienced isolation and disrupted social and academic development. This has negative effects long after the child’s recovery from the illness. The purpose of this paper is to examine the non-medical needs of children suffering from a long-term illness, as well as research the field of artificial intelligence (AI) – more specifically, the use of socially intelligent agents (SIAs) – in order to study how technology can enhance children’s interaction, participation and quality of life. Design/methodology/approach – Interviews were performed with experts in three fields: housing manager for hospitalized children, a professor in computing science and researcher in AI, and an engineer and developer at a tech company.Findings – It is important for children to be able to take control of the narrative by using an SIA to support the documentation of their period of illness, for example. This could serve as a way of processing emotions, documenting educational development or keeping a reference for later in life. The findings also show that the societal benefits of AI include automating mundane tasks and recognizing patterns. Originality/value – The originality of this study concerns the holistic approach of increasing the knowledge and understanding of these children’s specific needs and challenges, particularly regarding their participation and interaction with teachers and friends at school, using an SIA.
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| 37. |
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| 38. |
- Mårell-Olsson, Eva, 1966-
(författare)
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Social närvaro, personlig interaktion och reflektion : En studie om studenters upplevelser och erfarenheter av att prova olika kommunikationssätt i distansutbildning
- 2006
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Ingår i: Fyra studier om fortbildning av universitetslärare i Kvarkenområdet. - Umeå : Institutionen för interaktiva medier och lärande Fakulteten för lärarutbildning, Umeå universitet. - 9172641673 ; , s. 59-76
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- IT för utbildning 3 p ges vid institutionen för interaktiva medier och lärande, Umeå universitet. Kursen har tillkommit bland annat av ett behov av att kunna utbilda universitetslärare i att bli bättre i sin roll som lärare i en allt mer flexibel lärsituation. Syftet med denna studie är att ta reda på hur studenterna i kursen beskriver sina erfarenheter av kommunikationen i de olika virtuella seminarierna, (videokonferens, chatt och textbaserat diskussionskonferens) och vilka fördelar och nackdelar de anser respektive sätt att kommunicera med varandra har i kursen. Jag har tittat på hur de beskriver sina upplevelser och erfarenheter av att använda olika verktyg för kommunikation i kursen IT för utbildning 3 p samt vilka fördelar och nackdelar studenterna menar att respektive kommunikationssätt har. Detta arbete är en texttolkning ur ett lärandeperspektiv med tonvikt på studenters upplevelser och erfarenheter av kommunikation via olika verktyg. Den texttolkning jag gör är utifrån studenternas processdagböcker där de reflekterar och skriver om sitt lärande, upplevelser och erfarenheter av kursens olika moment och en gruppuppgift, om tre studenter per grupp, där de fått diskutera student- och lärarrollen i distansundervisning. Resultaten visar att chatten har en hög social närvaro om man är snabb i tanken och i fingrarna då respons och feedback kommer direkt. Är man inte snabb i tanken och i fingrarna så upplevs chatten som rörig och ostrukturerad. Även videokonferensen upplevdes ha hög social närvaro. Här har både bild och ljud stor betydelse för att kommunikationen ska kännas som mer personlig och att studenterna kan interagera med varandra. En nackdel är att ett videokonferensmöte bör planeras och struktureras väl då det annars kan upplevas bli mer ”svammel” än diskussion. Den textbaserade diskussionskonferensen upplevs som det sätt att kommunicera som stödjer det reflekterande lärandet mest. Den sociala närvaron är inte lika tydlig som i chatten eller videokonferensen, men det går lättare att gå djupare in i diskussioner än vad de två andra sätten medger. Sammanfattningsvis så kan jag konstatera att det krävs olika verktyg för kommunikation i en distansutbildning för att främja social närvaro, interaktion och reflektion både såväl synkron som asynkron. Alla dessa komponenter är viktiga för att få en lärmiljö som passar många olika studenter, med olika förutsättningar och behov.
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| 39. |
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| 40. |
- Mårell-Olsson, Eva, 1966-
(författare)
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Teachers’ perception of gamification as a teaching design
- 2022
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Ingår i: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :53, s. 70-100
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a study investigating teachers’ experiences of using gamification as a teaching strategy, in combination with the use ofcontemporary and emergent technologies in K–12 education. More specifically, the aim was to explore and understand the opportunities and challenges teachers describe by using gamification in teaching. The study was conducted between 2014 and 2018 and included four sub-studies in which university students were given the task of designing gamified teaching activities for school students within K–12 education. This was combined with the use of contemporary technologies such as laptops, media tablets, and emergent technologies such as smart glasses. The university students’ gamification designs were tested in school settings within K–12 education. The empirical material is based on observations of the schools’ tests and interviews with participating teachers. The findings illustrate three emerging themes concerning (a) fostering motivation and collaboration, (b) needing pedagogical balance to achieve deeper learning and (c) organisational changes regarding time and collaboration in teacher teams. The participating teachers described gamification as an opportunity and a catalyst to motivate school students and have them engage in schoolwork while acquiring knowledge at the same time. However, the challenges and obstacles the teachers perceived in using and designing their own teaching activities using gamification primarily concerned a lack of time and a lack of knowledge of the design process, which they perceived as very complex because it differs from that of their ordinary teaching designs.
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| 41. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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The use of Augmented Reality Technology in Chemistry Teaching
- 2019
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Ingår i: Fjärde nationella konferensen i Pedagogiskt arbete, Umeå, 19-20 augusti, 2019. - Umeå.
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Konferensbidrag (refereegranskat)abstract
- Purpose/goals: Traditionally in chemistry teaching, molecules are visualized on paper or on a whiteboard/screen, i.e. the molecule is drawn in 2D. However, one basic problem many students are struggling with in basic organic chemistry is the conceptual transition (e.g. from 2D to 3D), and research has shown that spatial thinking is very important for the understanding of chemistry [1][2]. This presentation reports on a study exploring how university students are perceiving the use of augmented reality technology (AR) in chemistry teaching. More specifically, the aim is to explore and understand what opportunities and challenges students perceive when using AR-technology for enhancing their transition from a 2D representation of a molecule to the 3D structure visualised by AR-glasses.Method: The study was conducted during the spring of 2019 where a group of university students were able to ‘see’ the 3D structure of a nicotine molecule by using AR-glasses. The empirical material is based on discussions during the test and 14 surveys which the students answered anonymously afterwards.Theoretical framing: Design-based methods were used in the study [3] for exploring the possibilities as well as the challenges students meet when using, for them, such a new emerging technology as AR. For encoding the collected material, thematic analysis [4] was used for identifying key themes and emerging patterns.Conclusions: The first preliminary findings illustrate both possibilities and challenges when using AR-technology in chemistry teaching. For example, the students expressed an immersive experience and the 3D molecule was perceived as a very real object in the room, and in addition, felt that the amount of information was larger compared to 2D. The challenges concern quite a narrow field of view of the AR-glasses, and the students would like to have several different molecules to be visualized at the same time so as to be able to compare them with how they actually are represented in 3D.
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| 42. |
- Mårell-Olsson, Eva, 1966-
(författare)
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To make learning visible : In what way can ICT contribute?
- 2008
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Konferensbidrag (refereegranskat)abstract
- The overall purpose of this article is to make a contribution to current educational debate about learning tools by exploring theoretical and practical arguments for using ICT in teaching and learning. The article will focus on epistemological, technological, and pedagogical dimensions in relation to ICT. Furthermore, it will emphasize creativity and how ICT can make different skills visible in teaching and learning. Firstly, it draws attention to different models i.e. epistemological and learning models, Academic literacy and Digital literacy as key concepts. Secondly, some practical examples from case studies are given to illuminate how ICT can support pedagogical documentation. Thirdly, it describes work with a web based tool for individual development plans and how this has been developed at Umeå University, Sweden, with the aim of developing participants’ ability to critically reflect on their learning. Finally, the article gives a suggestion for course assignments with ICT integration according to the epistemological and learning models described earlier.
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| 43. |
- Mårell-Olsson, Eva, 1966-
(författare)
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University Students as Co-creators in Designing Gamification Teaching Activities using Emergent Technologies in Swedish K-12 Education
- 2019
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Ingår i: IxD&A. - Roma : Interaction Design and Architectures. - 1826-9745 .- 2283-2998. ; :42, s. 47-69
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a study exploring the use of university students as co-creators when designing activities for an emergent teaching practice such as gamification, using emergent technologies in a Swedish K-12 education context. More specifically, the aim was to empirically explore and develop knowledge about the process of designing for gamification teaching in K-12 education, to develop gamification teaching design principles and, in addition, to study how emergent technologies could be used in this context. Four sub-studies were conducted between 2014 and 2018 which included four groups of university students as co-creators in the teaching designs. The empirical material is based on observations from the field test in which school students tested university student designs. Post interviews were conducted with participating school teachers and university students. In addition, university student written reports were included. Findings illustrate four themes; 1) The design process of the gamification teaching activities, 2) The gamification teaching design principles developed, 3) The school students’ experiences of the gamification designs and 4) Designing gamification teaching activities – a complex process. Findings show that designing for gamification teaching designs using emergent technologies is quite a complex process. This complexity concerns, among other things, the puzzle of combining the different knowledge domains into the TPACK Model (i.e. technological knowledge, pedagogical knowledge, content knowledge) in an emergent teaching practice (gamification) with the use of emergent technologies. The co-creation process and the move between these knowledge domain areas could maximize the effect of achieving a pedagogical balance concerning what school students perceive as fun without sacrificing focus on their knowledge acquisition and learning processes.
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| 44. |
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| 45. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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Using AI-Based Technology for mediating presence to increase the sense of 'being there' in a hybrid learning environment
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- This research project aims to investigate how AI-based technology can help and support K-12 students with problematic school absenteeism (school refusal) to increasing their sense of presence in teaching despite long-term school absences. AI technology gives them an opportunity to increase their participation in new ways and at the same time create a sense of presence even though they are not physically in the school.
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| 46. |
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| 47. |
- Mårell-Olsson, Eva, 1966-
(författare)
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Using gamification as an online teaching strategy to develop students' 21st century skills
- 2021
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Ingår i: IxD&A. - : Association for Smart Learning Ecosystems and Regional Development. - 1826-9745 .- 2283-2998. ; :47, s. 69-93
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Tidskriftsartikel (refereegranskat)abstract
- This paper reports on a study investigating the use of gamification as a teaching strategy in an online setting for developing upper-secondary students' 21st century skills (i.e., collaboration, critical reasoning, communication, solving complex problems, and being able to use and manage digital tools and devices). More specifically, the study aimed to empirically explore pedagogical design perspectives as well as students' and teachers' experiences on what opportunities and challenges they perceive about gamification teaching designs in this context. University students co-created the gamification activities' design and the participating teachers chose virology and immunology (Biology 2 for upper-secondary schools in Sweden) as the topics. The study was conducted during Spring 2020 and in total 26 upper-secondary students, 2 teachers, and 7 engineering students studying in the Master of Science programmes participated. The empirical material is based on observations during the online tests in which the school students tested the university students' design, a survey with the school students, postinterviews with the teachers and the university students, and the university students' written report as a mandatory assignment in their course. The findings illustrate three themes: 1) developing pedagogical design principles for online gamification activities, 2) the school students' experiences, and 3) the participating teachers' experiences. The findings show that designing for gamification teaching in an online setting with a specific purpose in developing students' 21st skills is quite a complex process. The participating teachers, for example, perceive gamification teaching designs as a catalyst for motivating and engaging students' learning to a high extent, but the challenges they experience concern foremost how to design tasks and assess an individual student's knowledge in collaborative assignments. The collaboration between the university and K–12 education concerned combining the different competences in the TPACK-model, and in addition aligning expressed motives and goals towards an applied teaching design. This presented study is an aspiration and a practical example of directing towards development of smart learning ecosystems.
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| 48. |
- Mårell-Olsson, Eva, 1966-, et al.
(författare)
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Virtual reality as an environment for learning : Facilitating a controlled environment for pupils with diagnosed concentration disorders
- 2019. - 1
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Ingår i: Perspectives on Wearable Enhanced Learning (WELL). - Cham : Springer. - 9783319643014 - 9783319643007 ; , s. 367-384
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Bokkapitel (refereegranskat)abstract
- Pupils with concentration disorders need an education that is adapted for them for fulfilling the goals of their education. They often need an adjustable learning environment with fewer distractions. Unfortunately, the public education system often fails in providing such pupils the aid and the support they need. This paper presents a study regarding how virtual reality (VR) can be used as a learning support for pupils aged 16–18 years with diagnosed concentration disorders and how this technology can support them in accomplishing their educational goals. This study was performed as a case study with three sources of data – (1) observations during a key task test, (2) qualitative interviews with the participants, and (3) a survey. The findings are presented in three themes; 1) increasing the ability to concentrate, 2) the suitability of using VR technology in learning, and 3) developing knowledge acquisition with the support of VR technology. The findings indicate that the level of concentration can be increased while using VR technology due to a controlled environment and that VR technology can be suitable as a complement in education for pupils with concentration disorders and can support pupils in developing their own knowledge according to their specific needs.
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