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  • Resultat 1-10 av 51
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  • Cerratto-Pargman, Teresa, et al. (författare)
  • Designing Nordic Technology-enhanced Learning
  • 2012
  • Ingår i: The Internet and higher education. - : Elsevier BV. - 1096-7516 .- 1873-5525. ; 15:4, s. 227-230
  • Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
    • The latest developments of information and communication technologies (ICT) and its large penetration in different sectors of our society pose new challenges and demands in the field of education. This special issue entitled "Designing Nordic technology-enhanced learning (TEL)", presents and discusses how researchers in the Nordic countries are currently framing and thinking about issues that are related to pedagogical design of learning spaces, digital literacies, educational professional development, design of tools engaging students in collaborative inquiry learning as well as design-oriented multimodal understandings of learning. The objective pursued with the special issue has been to reflect upon current problems that educational institutions, practitioners and TEL researchers are facing in the Nordic countries as regards the acknowledgment of young people's ICT practices within formal education. Such analytical work has led us to identify and elaborate on what we believe constitute forthcoming research challenges for learning and education in the Nordic countries.
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  • Cerratto Pargman, Teresa, et al. (författare)
  • Taking an instrumental genesis lens : New insights into collaborative mobile learning
  • 2018
  • Ingår i: British Journal of Educational Technology. - : Wiley. - 0007-1013 .- 1467-8535. ; 49:2, s. 219-234
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper, we argue that in order to gain a deeper understanding of collaborative mobile learning in schools, it is important to know not only how mobile devices affect collaborative learning but also how collaborative learning emerges and is mediated by these devices. We develop our argument by applying the instrumental genesis theory and the collective instrumented activities and situations model for the analysis of learners' collaborative learning in the tablet-mediated classroom. This analysis is grounded in data collected in four elementary Swedish schools (ie, from fourth to eighth grade). From the data, we considered the learners' conversation in English as a foreign language, inquiry-based learning in the natural sciences classroom and game-based learning in the arithmetic classroom. On the one hand, the scrutiny of these specific activities led us to distinguish the pragmatic, epistemic, and reflexive instrumental mediations that have already been theorized in the instrumental genesis theory. On the other hand, they helped us to identify two additional ones, which we call emotional and spatial. Based on these findings, we claim that collaboration in the tablet-mediated classroom is a complex activity that emerges from a variety of instrumental mediations that configure contemporary collaborative mobile learning.
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4.
  • Eliasson, Johan, et al. (författare)
  • Mobile Devices as Support Rather than Distraction for Mobile Learners : Evaluating Guidelines for Design
  • 2011
  • Ingår i: International Journal of Mobile and Blended Learning. - Hershey, PA : IGI Global. - 1941-8647 .- 1941-8655. ; 3:2, s. 1-15
  • Tidskriftsartikel (refereegranskat)abstract
    • This article questions the design of mobile learning activities that lead students to spend time focusing on the mobile devices at the expense of interacting with other students or exploring the environment. This problem is approached from an interaction design perspective, designing and analysing geometry-learning activities. The authors present six guidelines for designing mobile learning activities, where mobile devices support rather than distract students from contents and contexts relevant to the learning goals. The guidelines are developed through video analysis of groups of middle school students doing learning activities outdoors and evaluated using the task model. The guidelines suggest that students (1) assume roles based on a different functionality of each device, (2) use devices as contextual tools, that the activities, (3) include physical interaction with the environment, (4) let teachers assume roles, (5) encourage face-to-face communication, and (6) introduce students to the mobile devices.
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5.
  • Rossitto, Chiara, et al. (författare)
  • Exploring Design Methods for Mobile Learning
  • 2011
  • Ingår i: Mobile HCI 2011, Stockholm. - New York, New York, USA : ACM Press. - 9781450305419
  • Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
    • This paper introduces the workshop “Exploring Design Methods for Mobile Learning” to be held at MobileHCI 2011, in Stockholm, Sweden.
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6.
  • Mutimukwe, Chantal, 1979-, et al. (författare)
  • Privacy as Contextual Integrity in Online Proctoring Systems in Higher Education : A scoping review
  • 2023
  • Ingår i: Proceedings of the 56th Annual Hawaii International Conference on System Sciences, HICSS 2023. - : IEEE Computer Society. - 9780998133164 ; , s. 74-82
  • Konferensbidrag (refereegranskat)abstract
    • Privacy is one of the key challenges to the adoption and implementation of online proctoring systems (OPS) in higher education. To better understand this challenge, we adopt privacy as contextual integrity theory to conduct a scoping review of 17 papers. The results show different types of students' personal and sensitive information are collected and disseminated; this raises considerable privacy concerns. As well as the governing principles including transparency and fairness, consent and choice, information minimization, accountability, and information security and accuracy have been identified to address privacy problems. This study notifies a need to clarify how these principles should be implemented and sustained, and what privacy concerns and actors they relate to. Further, it calls for the need to clarify the responsibility of key actors in enacting and sustaining responsible adoption and use of OPS in higher education.
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  • Blåsjö, Mona, et al. (författare)
  • Exploring the Design Space of Genre Pedagogy and Virtual Learning Environments
  • 2012
  • Ingår i: Designs for Learning 2012. - 9788799532803 ; , s. 75-77
  • Konferensbidrag (refereegranskat)abstract
    • This paper explores the design space of genre pedagogy and virtual learning environments. This is done by examining the cornerstones of genre pedagogy and the main activities they give raise to, and how the activities are transformed when they are partly or completely moved from the classroom to virtual learning environments, and what implications for interaction design they give raise to.
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