| 1. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19
- 2020
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-4868 .- 2524-485X. ; 2:3, s. 1069-1230
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- A collection of 84 author's testimonies and workspace photographs between 18 March and 5 May 2020.
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| 2. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19 : The New Normal
- 2022
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868. ; 4:3, s. 877-1015
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Tidskriftsartikel (refereegranskat)abstract
- On 17 March 2020, Postdigital Science and Education launched a call for testimonies about teaching and learning during very frst Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19’ (attached), presents 81 written testimonies and 80 workspace photographs submitted by 84 authors from 19 countries. On 17 March 2021, Postdigital Science and Education launched a call for a sequel article of testimonies about teaching and learning during very first Covid-19 lockdowns. The resulting article, ‘Teaching in the Age of Covid-19—1 Year Later’(attached), consists of 74 textual testimonies and 76 workspace photographs submitted by 77 authors from 20 countries.These two articles have been downloaded almost 100,000 times and have been cited more than 100 times. This shows their value as historical documents. Recent analyses, such as ‘Teaching in the Age of Covid-19—A Longitudinal Study ’(attached), also indicate their strong potential for educational research. As the Covid-19 pandemic seems to wind down, pandemic experiences have entered the mainstream. They shape all educational research of today and arguably do not require special treatment. Yet, our unique series of pandemic testimonies provides a unique opportunity to longitudinally trace what happens to the same people over the years—and this opportunity should not be missed.Today, we launch a call for fnal sequel: Teaching in the Age of Covid-19—The New Normal. In this sequel, we would like to hear about ways in which you—contributors to the previous articles—have established your own new normal. We hope that this will be the last iteration in this series of testimony articles. Unless the world faces another strong pandemic outburst, we would like to end the series with this last article.
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| 3. |
- Jandrić, Petar, et al.
(författare)
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Teaching in the Age of Covid-19—1 Year Later
- 2021
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Ingår i: Postdigital Science and Education. - : Springer. - 2524-485X .- 2524-4868. ; 3:3, s. 1073-1223
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Tidskriftsartikel (refereegranskat)
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| 4. |
- Baalsrud Hauge, Jannicke, 1969-, et al.
(författare)
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Educational Location-based Interaction
- 2022
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Ingår i: IxD&A. - : ASLERD. - 1826-9745 .- 2283-2998. ; :52, s. 141-143
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Tidskriftsartikel (refereegranskat)abstract
- Focus section on 'Educational Location-based Interaction' PrefaceJannicke Baalsrud Hauge, Esteban Clua, Jimmy Jaldemark, Heinrich Söbke(https://doi.org/10.55612/s-5002-052-001pfs)1. Thematic introduction Mobile devices have become more common in recent years. A key feature is their location awareness. The absolute location as well as the relative location awareness related to an object can be exploited for location-based applications on mobile devices allowing location-based interactions. A common example are digital scavenger hunt apps that guide users to different locations. Social inclusion [1] and social interaction [2] are a common goal of location-based experiences. Location-based apps are also used for learning purposes, as they support a variety of learning concepts. In their literature review on mobile apps in general [3], the authors found situated learning, inquiry-based learning, sociocultural theory, scaffolding, communities of practice, and seamless learning, which can be taken as an indication of the manifold didactic options of location-based apps. Moreover, developments opening up new possibilities have been observed for more than a decade [4] are related to Internet of Things (IoT), ensuring that interaction possibilities of mobile devices with many other technical objects are provided. In addition, the Smart Cities paradigm provides more sensors and location-based data both offering options for location-based interactions potentially fostering learning. This is being enhanced through the 5G networks being implemented over the world, with more and more connected devices.Another group of location-based interactions is given by commercial location-based entertainment games. Games such as Ingress, Pokémon GO and Minecraft Earth attract a large player base on the one hand and are increasingly credited for learning effects on the other [5,6]. However, it has also been observed that convergence between the real world and superimposed virtual layers does not necessarily exist [7]. The relevance to learning remains to be investigated.Based on these trends, this special issue intends to foster a more general discourse on the specific contexts in which location-based interactions, e.g. enabled by location-based apps, might be at the core of learning tools, based on the debate of mobile and context-based learning. Some of the contributions in this focus section provide some guidelines on the balance between technical content and educational purpose, while the main contribution of others is more in the area of user experience and immersiveness. Among the topics of interest were design frameworks for (educational) location-based interactions and Augmented Reality (AR) technology enabling location-based interactions. 2. Summaries Overall the work with this special issue embraced the involvement of 30 scholars in the role of authors, editors and reviewers. This project was a true global enterprise by scholars from four continents and ten countries, including Australia, Austria, Brazil, Colombia, Cyprus, Finland, Germany, Italy, Romania, Spain, Sweden, and the US. The article by Nekoui and Roig “Children and the Mediated City. Place Attachment Development Using Augmented Reality in Urban Spaces” focused on augmented spaces as main elements of mediated cities. The authors discuss the application of Augmented Reality to facilitate communication and interaction between digital and physical spaces. The paper explored three case studies that exhibit how children use AR technology to develop various skills. The goal was to promote AR as a contemporary tool that helps children better perceive and experience the feeling of place attachment in their city.The article “A framework for designing applications to support knowledge construction on learning ecosystems” written by Silveira, Cury and de Menezes discussed the increased digital immersion of education and the role learning ecosystems have to support informal and personal aspects of learning. The article develops a framework for location-based applications that may support the modeling of Smart Learning Environments. Cases are included to demonstrate the framework and show its practical implications.The article 'Attention, stimulus and augmented reality for urban daily life education on a social peripheral setting: the 'Altamira - story-telling streets'' by Ricca, Lupo, Diniz, Veras, and Mazzilli addresses designers of location-based experiences. The authors consider location-based experiences in the urban environment as cognitive and attentional stimuli and develop a stimulus level framework in which they distinguish between linear, circular and spiraled stimuli. The framework, which is validated in the article, aims at reflecting on contextual educational experiences.Raber, Ferdig, Gandolfi and Clements explore foundations of AR in teaching related to psychology of learning in their article 'An analysis of motivation and situational interest in a location-based augmented reality application'. Interestingly, they find a decrease in motivation alongside an increase in situational interest as well as a gain in knowledge. What needs to be noted is that the subject of the AR experience, namely tragic shootings at the authors' institution just over 50 years ago may likely not be conducive to motivation. Thus, one lesson may be that assertions regarding psychology of learning must also be contextualized in terms of the knowledge being imparted.Special thanks go to the editor, Carlo Giovanella, who gave the inspiration for this focus section and who patiently and constructively guided the editing process, and to the reviewers, without whom this focus section would not have been possible. 3. Conclusion The multifaceted topics of the articles in this focus section highlight that location-based interactions have found their way into various learning scenarios for different age groups and teaching topics. It also illustrates the wide range of factors and the multi-disciplinarity that characterize a good location-based digital app. As digitalisation continues to spread, the technical foundations are broadening, suggesting that the possibilities and importance of location-based interaction will continue to grow in the future. We believe that the articles provide valuable insights into the current state of location-based interactions and the prospects for the future, and we are intrigued about potential further developments. May the articles be a good inspiration for the readers' own approaches to the use of location-based interactions and researches! References: 1. Bengs, A., Hägglund, S., Wiklund-Engblom, A., & Staffans, S. (2015). Designing for suburban social inclusion: A case of geo-located storytelling. Interaction Design and Architecture(S), 25(1), 85–99.2. Fonseca, X., Lukosch, S., & Brazier, F. (2022). Design Framework for Social Interaction with Location-based Games. International Journal of Serious Games, 9(1), 59–81. https://doi.org/10.17083/ijsg.v9i1.4813. Zydney, J. M., & Warner, Z. (2016). Mobile apps for science learning: Review of research. Computers and Education, 94, 1–17. https://doi.org/10.1016/j.compedu.2015.11.0014. Sintoris, C., Yiannoutsou, N., Demetriou, S., & Avouris, N. (2013). Discovering the invisible city: Location-based games for learning in smart cities. Interaction Design and Architecture(S), 16(1), 47–64.5. Mozelius, P., Eriksson Bergström, S., & Jaldemark, J. (2017). Learning by Walking-Pokémon Go and Mobile Technology in Formal Education. In 10th International Conference of Education, Research and Innovation, Seville, Spain, NOV 16-18, 2017 (Vol. 10, pp. 1172-1179). The International Academy of Technology, Education and Development.6. Söbke, H., Baalsrud Hauge, J., & Stefan, I. A. (2017). Prime Example Ingress: Reframing the Pervasive Game Design Framework (PGDF). International Journal of Serious Games, 4(2), 39–58. https://doi.org/10.17083/ijsg.v4i2.1827. Laato, S., Inaba, N., & Hamari, J. (2021). Convergence between the real and the augmented: Experiences and perceptions in location-based games. Telematics and Informatics, 65, 101716. https://doi.org/https://doi.org/10.1016/j.tele.2021.101716
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| 5. |
- Bader, Sebastian, 1984-, et al.
(författare)
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A tentative model for sustainable pedagogical digital competence development : Exploring networked learning in an educational development project
- 2022
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Ingår i: Proceedings for the Thirteenth International Conference on Networked Learning 2022. - Aalborg. ; , s. 1-7
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Konferensbidrag (refereegranskat)abstract
- This paper addresses one large university initiative for educational development aimed at further developing educations and teacher competence with a focus on technology-enhanced and lifelong learning. The aim of the paper is to describe and problematize the design of an ongoing project for educational development, Higher Education and Digitalisation (HEaD). It focuses on identifying key components of an educational development project for technology enhanced learning as well as how such a project can be organized to sustain in regular university operations. The article discusses how a project for educational development can create over-time durable infrastructures, organization, policy and motivation for maintaining a continual educational development. In the first phase of the project, a model was developed for how competence development can be conducted sustainably. This model contains two perspectives: (1) an organizational perspective that focuses on the key partners to be involved; and (2) a process perspective that focuses on activities and aims in strategic competence development projects. The tentative model with its two perspectives is described and discussed in this article as a preliminary result. The model includes four identified key entities and their roles in pedagogical digital competence development; academic departments and their faculty, educational developers, infrastructure and IT-department and the pedagogical research unit. Further, a process model based on existing support structures, complemented with activities that can be sustained after the HEaD project ends is presented.
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| 6. |
- Bonderup Dohn, Nina, et al.
(författare)
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Conclusion : Emerging themes in sustainable networked learning
- 2023
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Ingår i: Sustainable networked learning. - Cham, Switwerland : Springer Nature. - 9783031427176 - 9783031427183 ; , s. 265-279
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Bokkapitel (refereegranskat)abstract
- In this concluding chapter, we point to themes that emerge from the chapters in this book on sustainable networked learning. The themes cut across different sections of the book, indicating their broader significance. These themes are the lasting effects of lockdown online teaching; Digital sustainability for the future; Future roles of networked learning in society; Balancing utopia and dystopia in visions of AI and open data; Speculative methods in research, education and design; and Balancing qualitative and quantitative data in the research of networked educational settings: Studies at the community and project levels.
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| 7. |
- Cleveland-Innes, Martha, et al.
(författare)
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Higher education for lifelong learning : Shaping the new global social contract for education
- 2023
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Konferensbidrag (refereegranskat)abstract
- The call for a higher education that embraces lifelong learning began in the 1970s, continued to escalate, and has never been louder. From extensive review, this new approach requires a delivery system that is accessible and meaningful to adults of all ages and from diverse backgrounds. Now embedded in the United Nations Sustainable Development Goals, a new social contract for education could be the keystone in our quest to create and sustain “a world of peace, dignity and prosperity on a healthy planet” (Guterres, 2020).This new social contract encourages us to analyse and embrace the results of the Covid-19 pandemic. This event left over 24 million diverse learners at significant risk of developmental loss. These learners from all age groups, including millions of children, may carry a deficit that will increase the demand for education across the lifespan. The same pandemic also left a legacy for digital learning that will shape education forms into the distant future. We add to these two key influences on higher education UNESCO’s recent suggestion that we need “a sector-wide, lifelong learning approach towards the future development of higher education” (International Commission on the Futures of Education, 2021, p. 102). Our research rests in the current higher education but draws on expert opinion about the necessary transformation needed for lifelong learning. An expanded Delphi method gathered data from prominent scholars and practitioners from around the world. This data driven exercise was guided by the question: What are the critical aspects of higher education transformation needed for lifelong learning in a digital era?The paper outlines the data gathering and analysis processes, which include Grounded Theory steps of open, axial, and confirmatory coding. For those with demonstrated knowledge about technology-enabled lifelong learning, there is an interrelated taxonomy of structures and processes that must be addressed in policy creation and reform of higher education. We argue that these seven identified elements need integrated repurposing to achieve lifelong learning outcomes: ‘Multimodal delivery’, ‘Pedagogical change’, ‘Financial resources’, ‘Quality assurance, ‘Digital literacy’, ‘Accessibility’, and ‘Equity, diversity and inclusion.’ In addition, we identify government policy examples from Sweden and Canada that support these change requirements in alignment with SDGs. António Guterres (2020) https://www.un.org/press/en/2020/sgsm20003.doc.htmInternational Commission on the Futures of Education (2021). Reimagining our futures together: A new social contract for education. Paris: UNESCO.
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| 8. |
- Gunnars, Fabian
(författare)
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Smartbands, artificial intelligence, and special educational needs: Multifarious behaviorist design for primary education
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Exploring data from various disciplinary-linked methodologies with many different data types and many different data collection sources is common in multimodal learning analytics research. Such data nowadays include previously unobservable measurements that have the potential to expand our knowledge about student learning. Exploration and manipulation of such data are relevant alongside a complex shift in future education systems fueled by increasingly powerful digital technology that enables Artificial Intelligence (AI). These developments impact research on students with Special Educational Needs (SEN) in primary education. This thesis aims with a multimodal learning analytics approach and radical behaviorist emphasis to relate AI and SEN to educational design and research of primary education. Further, foundational aspects of methodological and scientific approaches are explored in related research fields. Beside in-depth philosophical explorations, three notable knowledge contributions for educational sciences methodological purposes include (a) the empirical study of biometrical understanding of students' stress as related to SEN and learning in primary education classrooms, (b) educational exploration of the management and manipulation of large amounts of data through complex sorting algorithms across databases, and (c) applied AI-related modeling and analysis with networked learning analytics visualizations related to the research of primary education. Potential aspects of the impact of AI on research are discussed, such as vast changes to literature review practices and beneficial aspects of mobile adaptive, behaviorist, and predictive digital technology. Ethical implications are also discussed, such as transparency risks that may contribute to large-scale misinformation and integrity-abusing means of control.
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| 9. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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A literature review of higher education reform and lifelong learning in a digital era
- 2020
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Ingår i: Enhancing the human experience of learning with technology. - : EDEN. ; , s. 189-197
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Konferensbidrag (refereegranskat)abstract
- Policy documents have long emphasized lifelong learning, social development, global competition and employability. At the same time, how higher education needs to be transformed to meet this demand for creating opportunities for lifelong learning is an important issue. This study seeks to take on the literature through the exploration of two main constructs: lifelong learning and higher education reform, answering the question of which key themes of lifelong learning, if any, are emerging in higher education reforms. Using a systematic review of relevant, foundational, and current published literature on lifelong learning and higher education reform, the two-step selection of the publications is presented. Key themes are discussed as well as next steps in the continued study with the systematic literature review in which selected articles will be read by and expert panel. How lifelong learning and higher education reform can create a diverse higher education system which will address diverse students and required competencies in diverse, dynamic societies will be of importance for future study.
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| 10. |
- Håkansson Lindqvist, Marcia, et al.
(författare)
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Building a network for collaborative support in professional development
- 2020
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Ingår i: NETWORKED LEARNING 2020. - Kolding, Denmark : Aalborg university. - 9788797174104 ; , s. 108-111
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Konferensbidrag (refereegranskat)abstract
- This paper aims to explore and describe important steps in creating beneficial conditions for networked learning in a project in organisations. In the inception phase of the project, four important steps were identified: creating a common virtual space, the handshake, the initial support and the mentorship. It is concluded that all the four described steps are important for a successful establishment of a networked community of practice.
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