| 1. |
- Hakkarainen, Kai, et al.
(författare)
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Artefacts mediating practices across time and space: Sociocultural studies of material conditions for learning and remembering.
- 2015
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Ingår i: Exploring the Material Conditions of Learning: Computer Supported Collaborative Learning (CSCL) Conference 2015. - 1573-4552. - 9780990355076 ; 2, s. 593-598
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Konferensbidrag (refereegranskat)abstract
- The theme of this symposium is to explore the material conditions of learning and remembering from a sociocultural perspective. We do this in four different empirical contexts. Learning and remembering are understood as meaning-making processes that are dependent on and co-constituted by mediating tools that enable practices to extend across time and space. Our interests are precisely in what ways the “tools” people employ in these studies mediate activities of learning and remembering, and how they contribute to the organization of collective forms of knowing. We also address how we analyze the specific material features of tools that co-determine the unfolding of the activities.
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| 2. |
- Sellberg, Charlott, 1974, et al.
(författare)
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Temporal and material conditions for instruction in simulator-based maritime training
- 2015
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Ingår i: CSCL 2015 Proceedings. - 1573-4552. - 9780990355076 ; 2, s. 699-700
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Simulator-based training in maritime education is a highly structured and technological advanced learning activity. By analyzing video recordings of exercises in a navigation course, the study specifically explores: a) the use of different tools and technologies in maritime training, and b) how the instruction shapes and are shaped by the temporal organization of the events. The results highlight instructional matters of connecting the general learning objectives with the particular details of the scenario throughout the whole training session.
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| 3. |
- Abrahamson, Dor, et al.
(författare)
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Moving Forward: In Search of Synergy Across Diverse Views on the Role of Physical Movement in Design for STEM Education
- 2018
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Ingår i: Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 2. - : International Society of the Learning Sciences.. - 1573-4552. - 9781732467217
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Konferensbidrag (refereegranskat)abstract
- Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field has yet to agree on a conceptually coherent and empirically validated framework for leveraging and shaping students’ capacity for physical movement as a socio–cognitive educational resource. This symposium thus convenes to ask, “What is movement in relation to concepts such that we can design for learning?” To stimulate discussion, we highlight an emerging tension across a set of innovative technological designs with respect to the framing question of whether students should discover an activity’s targeted movement forms themselves or that these forms should be cued directly. Our content domains span mathematics (proportions, geometry), physics, chemistry, and ecological system dynamics (predator–prey, bees).
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| 4. |
- Dabisias, Giacomo, et al.
(författare)
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A Learning Analytics Framework for Practice-Based Learning
- 2015
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Ingår i: Exploring the Material Conditions of Learning. - : International Society of the Learning Sciences. - 9780990355076 ; , s. 740-742
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Konferensbidrag (refereegranskat)abstract
- The role of the PELARS Learning Analytics System (LAS) system is to collect information from students performing project-based tasks, reason on such information and provide visualization to teachers and students, that is usable for understanding the learning process. The information collected by the LAS comprises pieces of information collected directly by the Students, and other collected by the System automatically. In this work we will provide a comprehensive description of the framework and the motivations behind the various decisions. The software framework will be described starting from the broad vision of the context and then the different components will be described in detail.
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| 5. |
- Jahnke, Isa, et al.
(författare)
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Changing teaching and learning practices in schools with tablet-mediated collaborative learning (#TMCL15) : Nordic, European and International views
- 2015
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Ingår i: Exploring the material conditions of learning. - Atlanta : ISLS. - 9780990355076 ; , s. 889-893
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Konferensbidrag (refereegranskat)abstract
- We propose an interdisciplinary workshop to share and discuss ongoing research and existing results with regard to studies revolving around tablet-mediated collaborative learning in schools. The guiding question is: Is the expanding use of media tablets on the way to change teaching and learning practices in schools? If yes, which are these emergent practices, how are they developing, and in what ways do they contribute to renew computer-supported collaborative learning? Current studies on the use of media tablets in schools raise an important set of issues and potentials for research in CSCL. They point at the examination of teachers’ and learners’ sociotechnical-pedagogical practices that are enacted in the classroom on a daily basis.
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| 6. |
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| 7. |
- Mårell-Olsson, Eva, et al.
(författare)
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Designing for collaborative learning expeditions by using wearable technology and smart glasses
- 2015
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Ingår i: Exploring the material conditions of learning. - Göteborg. - 9780990355076 ; , s. 689-690
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Konferensbidrag (refereegranskat)abstract
- Wearable web-enabled technology is the newest social fad, but in what ways is it useful in education? In this paper, we illustrate an explorative study of wearable technology for supporting collaborative learning. More specifically, university students from three different study programs collaboratively developed a gamification activity for pupils in secondary schools. The study illustrates a new way of collaborative learning towards “learning expeditions” where the students become designers for a collaborative learning situation.
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| 8. |
- Ponti, Marisa, et al.
(författare)
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Designing Futures for Learning in the Crowd: New Challenges and Opportunities for CSCL : Workshop organized at the CSCL 2015, the 11th International Conference on Computer Supported Collaborative Learning
- 2015
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Ingår i: Lindwall, O., Häkkinen, P., Koschman, T. Tchounikine, P. & Ludvigsen, S. (Eds.) (2015). Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference. - 1573-4552. ; Vol. 2, s. 885-888
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Prieto Santos, Luis, et al.
(författare)
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The Orchestrated Collaborative Classroom : Designing and Making Sense of Heterogeneous Ecologies of Teaching and Learning Resources
- 2015
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Ingår i: CSCL 2015 Proceedings. - Gothenburg, Sweden : International Society of the Learning Sciences. - 9780990355076 ; , s. 880-884
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Konferensbidrag (refereegranskat)abstract
- The physical face-to-face classroom still represents the core educational setting in which everyday CSCL practice takes place. However, current classrooms are not limited anymore to books, blackboards and other physical artifacts: laptops, tablets, digital whiteboards, wikis, shared applications and simulations have also become part of this learning landscape. These last ones add new layers of complexity to the everyday educational practicesand the dynamics of the classroom. CSCL researchers have traditionally proposed standalone systems or innovations, focusing their evaluation on the effects and management of a single system/intervention. However, everyday classroom activities involve multiple subject matters, different pedagogical approaches as well as a variety of technologies. The assumption that our innovation is alone no longer holds. The multiplicity and heterogeneity of resources (digital and legacy) pose a unique set of opportunities and challenges for the CSCL research community, which are bound to become stronger as time goes by. This collaborative workshop brought together technology designers, researchers and practitioners, in an attempt to match CSCL technologies to the pedagogical needs and contextual constraints of practitioners, identify a set of guidelines to design and connect existing CSCL systems with each other and with legacy classroom resources, and help teachers and students to make sense of these heterogeneous learning ecologies.
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| 10. |
- Susi, Tarja, et al.
(författare)
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Promoting sustainability : Learning new practices through ICT
- 2015
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Ingår i: Exploring the Material Conditions of Learning. - Gothenburg, Sweden : Intenational Society of the Learning Sciences. - 9780990355076 ; , s. 743-744
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Konferensbidrag (refereegranskat)abstract
- The purpose of this paper is to promote sustainability as an important research topic within the computer-supported collaborative learning (CSCL) community. CSCL can play a crucial role in the achievement of sustainability, which is paramount for the well-being of current and future generations. While CSCL brings formal educational settings to mind, computers and cooperative learning should be considered in a wider perspective since learning also takes place in and through people’s everyday practices. This paper considers two on-going research projects outside mainstream CSCL research, to illustrate ways that technology can lead to changed practices for the benefit of increased environmental and social sustainability. The projects concern children’s online practices and social sustainability, and information and communication technology (ICT) and practices in sustainable agriculture, respectively.
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