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Velander, J., Mohammed, A. T., Otero, N. & Milrad, M. (2024). Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning. Education and Information Technologies: Official Journal of the IFIP technical committee on Education, 29, 4085-4105
Open this publication in new window or tab >>Artificial Intelligence in K-12 Education: eliciting and reflecting on Swedish teachers' understanding of AI and its implications for teaching & learning
2024 (English)In: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 29, p. 4085-4105Article in journal (Refereed) Published
Abstract [en]

Uncovering patterns and trends in vast, ever-increasing quantities of data has been enabled by different machine learning methods and techniques used in Artificial Intelligence (AI) systems. Permeating many aspects of our lives and influencing our choices, development in this field continues to advance and increasingly impacts us as individuals and our society. The risks and unintended effects such as bias from input data or algorithm design have recently stirred discourse about how to inform and teach AI in K-12 education. As AI is a new topic not only for pupils in K-12 but also for teachers, new skill sets are required that enable critical engagement with AI. AI literacy is trying to close the gap between research and practical knowledge transfer of AI-related skills. Teachers' AI-related technological, pedagogical and content knowledge (TPACK) are important factors for AI literacy. However, as teachers' perspectives, beliefs and views impact both the interpretation and operationalisation of curriculum. this study explores teachers' and teacher educators' understanding and preconceptions of AI to inform teacher education and professional development. To gain a comprehensive understanding of teachers’ conceptualisations regarding AI an anonymous questionnaire together with focus group discussions were employed. The qualitative content analysis underpinned by the theoretical framework Intelligent TPACK reveals that teachers' AI-related content knowledge is generally gained through incidental learning and often results in pre- and misconceptions of AI. Our analysis also revealed several potential challenges for teachers in achieving core constructs of Intelligent TPACK, examples of such challenges are vague and unclear guidelines in both policy and curriculum, a lack of understanding of AI and its limitations, as well as emotional responses related to participants' preconceptions. These insights are important to consider in designing teacher education and professional development related to AI literacy.

Place, publisher, year, edition, pages
Springer, 2024
Keywords
AI literacy, K-12 education, Teacher education, AI competence, K-12 curriculum
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-123104 (URN)10.1007/s10639-023-11990-4 (DOI)001021362600003 ()2-s2.0-85163769587 (Scopus ID)
Funder
Linnaeus University
Available from: 2023-07-04 Created: 2023-07-04 Last updated: 2024-03-15Bibliographically approved
Velander, J., Mohammed, A. T., Otero, N., Milrad, M. & Zijlema, A. (2023). Reflections on Methods for Eliciting Teachers Understanding, Attitudes and Emotions About AI. In: Marcelo Milrad; Nuno Otero; María Cruz Sánchez‑Gómez; Juan José Mena; Dalila Durães; Filippo Sciarrone; Claudio Alvarez-Góme; Manuel Rodrigues; Pierpaolo Vittorini; Rosella Gennari; Tania Di Mascio; Marco Temperini; Fernando De la Prieta (Ed.), Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference: . Paper presented at 13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning (pp. 124-135). Switzerland: Springer, 764
Open this publication in new window or tab >>Reflections on Methods for Eliciting Teachers Understanding, Attitudes and Emotions About AI
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2023 (English)In: Methodologies and Intelligent Systems for Technology Enhanced Learning, Workshops - 13th International Conference / [ed] Marcelo Milrad; Nuno Otero; María Cruz Sánchez‑Gómez; Juan José Mena; Dalila Durães; Filippo Sciarrone; Claudio Alvarez-Góme; Manuel Rodrigues; Pierpaolo Vittorini; Rosella Gennari; Tania Di Mascio; Marco Temperini; Fernando De la Prieta, Switzerland: Springer, 2023, Vol. 764, p. 124-135Conference paper, Published paper (Refereed)
Abstract [en]

AI, and data-driven technologies in particular, have recently drawn attention to the importance of possessing an awareness and understanding of corresponding practices to engage with and participate in society i.e. to be data or AI literate. Education is an arena for promoting literacy and therefore teachers’ ability to provide teaching regarding these technologies is a prerequisite for equal participation. As policy and curricula are often nonspecific regarding digital and AI literacy, teachers require relevant scaffolding to interpret and enact curriculum changes. As such, this paper reflects on methods for eliciting teachers’ understanding and knowledge of AI to help effective scaffolding of teachers’ practices. Grounded in our ongoing empirical research we highlight challenges encountered in collecting and analysing data using different methods to understand teachers’ sense-making of AI. We find that certain methods, such as surveys, potentially fail to capture actual knowledge, understanding and attitudes towards ill-defined concepts such as AI. We conclude by discussing the potential implications of relying on data derived using certain methods and suggest alternative methods considering these limitations.

Place, publisher, year, edition, pages
Switzerland: Springer, 2023
Series
Lecture Notes in Networks and Systems, ISSN 2367-3370, E-ISSN 2367-3389
Keywords
AI literacy Digital literacy, Teacher attitudes and perceptions, Teacher education, Research methods
National Category
Pedagogical Work
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-123996 (URN)10.1007/978-3-031-41226-4_13 (DOI)2-s2.0-85172701401 (Scopus ID)978-3-031-41225-7 (ISBN)978-3-031-41226-4 (ISBN)
Conference
13th International Conference on Methodologies and Intelligent Systems for Technology Enhanced Learning
Available from: 2023-08-31 Created: 2023-08-31 Last updated: 2023-11-17Bibliographically approved
Kamal, A. M., Otero, N. & Golub, K. (2022). Digital Humanities Master’s Programme at Linnaeus University. In: Presented at Higher Education Programs in Digital Humanities and Social Sciences: Challenges and Perspectives: . Paper presented at Digital Humanities in the Nordic and Baltic Countries Annual Conference, Uppsala, Sweden, March 15-18, 2022.
Open this publication in new window or tab >>Digital Humanities Master’s Programme at Linnaeus University
2022 (English)In: Presented at Higher Education Programs in Digital Humanities and Social Sciences: Challenges and Perspectives, 2022Conference paper, Oral presentation only (Other academic)
Abstract [en]

The Digital Humanities Master’s Programme at Linnaeus University started enrolling students in the autumn of 2020. It is implemented as a collaboration between two faculties, Faculty of Arts and Humanities, and Faculty of Technology. The two-year programme is structured to allow a general one-year introduction to the field and in the second year the students choose their specialization. One-year programme is also available. The programme relies heavily on invited talks and collaboration with external sectors for theses. topics and research-based teaching. The talk will report on the structure and challenges of running such an interdisciplinary programme across departments and delivering it to a highly heterogeneous student group. 

National Category
Other Humanities not elsewhere specified Pedagogy
Research subject
Pedagogics and Educational Sciences, Education
Identifiers
urn:nbn:se:lnu:diva-112796 (URN)
Conference
Digital Humanities in the Nordic and Baltic Countries Annual Conference, Uppsala, Sweden, March 15-18, 2022
Funder
Knowledge Foundation
Available from: 2022-05-10 Created: 2022-05-10 Last updated: 2022-05-31Bibliographically approved
Velander, J., Milrad, M., Otero, N. & Cerratto-Pargman, T. (2021). We Know What You Were Doing: Understanding Learners’ Concerns Regarding Learning Analytics and Visualization Practices in Learning Management Systems (1ed.). In: Muhittin Sahin & Dirk Ifenthaler (Ed.), Visualizations and Dashboards for Learning Analytics: (pp. 323-347). Switzerland: Springer Nature
Open this publication in new window or tab >>We Know What You Were Doing: Understanding Learners’ Concerns Regarding Learning Analytics and Visualization Practices in Learning Management Systems
2021 (English)In: Visualizations and Dashboards for Learning Analytics / [ed] Muhittin Sahin & Dirk Ifenthaler, Switzerland: Springer Nature, 2021, 1, p. 323-347Chapter in book (Refereed)
Abstract [en]

The main goal of this chapter is twofold. First, we seek to investigate university students’ understanding of learning analytics (LA) practices in learning management systems (LMSs). Second, we examine students’ ethical stances when raising awareness of such practices through a data visualization dashboard. The empirical work carried out involved deploying a LA dashboard during the 2020 summer semester at a university in Sweden. The LA dashboard was designed to raise students’ awareness about LA practices by providing students with visualizations of the data collected by the LMS. Our findings indicate that the students rated values such as trust, privacy, transparency, and informed consent highly. Although most of the students appreciated the efforts made towards transparency through consent forms, and expected to be informed about the collected data, few students read the higher education institution’s (HEI’s) data collection policy documents. We also found that the students’ trust in their institution is a significant motivator for students’ willingness to share their data. However, we believe that this trust needs to be safeguarded by HEIs and not used as a sine qua non condition for collecting, visualizing, storing, and using students’ data. The findings concerning students’ trust highlight the importance of not breaking boundaries to maintain trust and respect among key educational stakeholders (Beattie S, Woodley C, Souter K, Creepy analytics and learner data rights. Rhetoric and reality: critical perspectives on educational technology. Proceedings ascilite, pp 421–425, 2014). Furthermore, we also observed that students’ attitudes towards data collection processes and data usage are highly related to the context of its use and with whom such data is shared. These findings are relevant for the LA community as they contribute with insights that may guide policymaking, implementation of LA at HEIs, and the design of data visualizations. We end the article by discussing the implications of our findings regarding the privacy paradox and contextual integrity (Nissenbaum, Washington Law Review, 79:119, 2004; Slade S, Prinsloo P, Khalil M, Learning analytics at the intersections of student trust, disclosure and benefit. In: Proceedings of the 9th International Conference on learning analytics & knowledge, pp 235–244, 2019), which are central concepts to consider when conceptualizing and designing LA dashboards.

Place, publisher, year, edition, pages
Switzerland: Springer Nature, 2021 Edition: 1
Series
Advances in Analytics for Learning and Teaching, ISSN 2662-2122, E-ISSN 2662-2130
Keywords
Data collection, Learning analytics, LA dashboards, Higher education, Privacy, Transparency
National Category
Human Computer Interaction
Research subject
Computer Science, Information and software visualization
Identifiers
urn:nbn:se:lnu:diva-117230 (URN)10.1007/978-3-030-81222-5_15 (DOI)9783030812218 (ISBN)9783030812225 (ISBN)
Available from: 2022-11-01 Created: 2022-11-01 Last updated: 2023-04-20Bibliographically approved
Otero, N., Jansen, M., Lazzarini, V. & Keller, D. (2020). Computational thinking in ubiquitous music ecologies. In: Victor Lazzarini;Damián Keller;Nuno Otero;Luca Turchet (Ed.), Ubiquitous Music Ecologies: (pp. 129-154). London: Routledge
Open this publication in new window or tab >>Computational thinking in ubiquitous music ecologies
2020 (English)In: Ubiquitous Music Ecologies / [ed] Victor Lazzarini;Damián Keller;Nuno Otero;Luca Turchet, London: Routledge, 2020, p. 129-154Chapter in book (Refereed)
Abstract [en]

Ubimus music contexts are diverse and might include distinct types of tools and technologies. This chapter explores the potential of facilitating the exploration and understanding of digital tools for music making through a computer science perspective. It shows that creating bridges between core concepts of computer science and music making is possible, accessible and probably beneficial for learners and music makers. The chapter introduces some fundamental principles of computational thinking (CT), reviewing some important steps of the development of the field. It employs a number of simple examples in a music programming language to demonstrate the key concepts exposed. The chapter provides an examination of the contributions to the learning of music, within an ubimus context, which are enabled by a CT approach. The basic perspective of theoretical computer science and corresponding concepts are examined in order to describe the theoretical building blocks in a systematic way and to describe an approach for teaching and learning about CT.

Place, publisher, year, edition, pages
London: Routledge, 2020
National Category
Music
Research subject
Humanities, Music
Identifiers
urn:nbn:se:lnu:diva-103653 (URN)10.4324/9780429281440-8 (DOI)9780367242657 (ISBN)9780429281440 (ISBN)
Available from: 2021-06-03 Created: 2021-06-03 Last updated: 2021-11-11Bibliographically approved
Lazzarini, V., Keller, D., Otero, N. & Turchet, L. (2020). The ecologies of ubiquitous music. In: Victor Lazzarini;Damián Keller;Nuno Otero;Luca Turchet (Ed.), Ubiquitous Music Ecologies: (pp. 1-22). London: Routledge
Open this publication in new window or tab >>The ecologies of ubiquitous music
2020 (English)In: Ubiquitous Music Ecologies / [ed] Victor Lazzarini;Damián Keller;Nuno Otero;Luca Turchet, London: Routledge, 2020, p. 1-22Chapter in book (Refereed)
Abstract [en]

Ubiquitous music (ubimus) is an interdisciplinary area of research that lies at the intersection of music, computer science, education, creativity studies, and engineering. The emergence of ubimus is disruptive in the sense that it has enabled a variety of new ways in which a person can participate in creative musical activities. An initial research goal was to evaluate how, in parallel to the field of ubicomp, portable devices, the internet, and new modes of interaction were shaping music making. The adopted approach embraced all forms of creative practice. The manifesto made a very simple demarcation of ubimus: In practice, Ubiquitous Music is music (or musical activities) supported by ubiquitous computing (or ubicomp) concepts and technology. One of the common uses of the term is related to the ubiquitousness of music, that is, how music and music consumption are permanently present in daily life. This research direction is, quite naturally, dominated by studies in popular music and culture.

Place, publisher, year, edition, pages
London: Routledge, 2020
National Category
Music
Research subject
Humanities, Music
Identifiers
urn:nbn:se:lnu:diva-103654 (URN)10.4324/9780429281440-1 (DOI)9780429281440 (ISBN)9780367242657 (ISBN)
Available from: 2021-06-03 Created: 2021-06-03 Last updated: 2022-05-10Bibliographically approved
Lazzarini, V., Keller, D., Otero, N. & Turchet, L. (Eds.). (2020). Ubiquitous Music Ecologies. London: Routledge
Open this publication in new window or tab >>Ubiquitous Music Ecologies
2020 (English)Collection (editor) (Other academic)
Abstract [en]

Ubiquitous music is an interdisciplinary area of research that lies at the intersection of music and computer science. Initially evolving from the related concept of ubiquitous computing, today ubiquitous music offers a paradigm for understanding how the everyday presence of computers has led to highly diverse music practices. As we move from desktop computers to mobile and internet-based multi-platform systems, new ways to participate in creative musical activities have radically changed the cultural and social landscape of music composition and performance. This volume explores how these new systems interact and how they may transform our musical experiences.

Emerging out of the work of the Ubiquitous Music Group, an international research network established in 2007, this volume provides a snapshot of the ecologically grounded perspectives on ubiquitous music that share the concept of ecosystem as a central theme. Covering theory, software and hardware design, and applications in educational and artistic settings, each chapter features in-depth descriptions of exploratory and cutting-edge creative practices that expand our understanding of music making by means of digital and analogue technologies.

Place, publisher, year, edition, pages
London: Routledge, 2020. p. 258
National Category
Music
Research subject
Humanities, Music
Identifiers
urn:nbn:se:lnu:diva-103652 (URN)10.4324/9780429281440 (DOI)9780429281440 (ISBN)9780367242657 (ISBN)
Available from: 2021-06-03 Created: 2021-06-03 Last updated: 2021-06-07Bibliographically approved
Otero, N. & Oakley, I. (2019). External representations and the design of seamless learning systems: Toward a conceptual framework to analyze empirical evidence regarding learning benefits. In: Chee-Kit LooiLung-Hsiang WongChristian GlahnSu Cai (Ed.), Seamless Learning: Perspectives, Challenges and Opportunities (pp. 53-72). Springer
Open this publication in new window or tab >>External representations and the design of seamless learning systems: Toward a conceptual framework to analyze empirical evidence regarding learning benefits
2019 (English)In: Seamless Learning: Perspectives, Challenges and Opportunities / [ed] Chee-Kit LooiLung-Hsiang WongChristian GlahnSu Cai, Springer, 2019, p. 53-72Chapter in book (Refereed)
Abstract [en]

Current trends in technology-enhanced learning highlight the increasing importance of mobile digital tools in learning scenarios; seamless learning, or learning that spans contexts and activities within and without the classroom, is becoming mainstream. Despite the growing body of the literature in this area, this chapter highlights a general focus on technological issues and perspectives and a lack of theoretically driven discussion. We argue that theoretically/conceptually inspired literature reviews covering pedagogy and cognitive aspects of learning are currently needed to establish a grounded framework for future research in this area. This paper contributes one such analysis—it proposes and reflects on the issues raised when considering seamless learning from the perspective of the established literature on external representations (ERs), a core concept in distributed or embodied accounts of cognition. Core issues we discuss are: (a) what are the challenges facing seamless learning from an ERs perspective? (b) how can knowledge about ERs be applied to seamless learning systems?, and (c) what methodological challenges will emerge if seamless learning systems are studied from the perspective of ERs? This discussion is intended as a bridge between practical and applied work in seamless learning and theoretical or laboratory-based work in ERs—it seeks to drive the field of seamless learning forward by highlighting best practices from an established theoretical perspective. By elaborating on a theoretically grounded lens, we seek to empower researchers to identify promising approaches for the design and evaluation of next-generation high impact seamless learning solutions. © 2019, Springer Nature Singapore Pte Ltd.

Place, publisher, year, edition, pages
Springer, 2019
Series
Lecture Notes in Educational Technology, ISSN 2196-4963, E-ISSN 2196-4971
Keywords
Distributed cognition, Embodied cognition, External representations, Seamless learning
National Category
Human Aspects of ICT Pedagogy
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-82843 (URN)10.1007/978-981-13-3071-1_3 (DOI)2-s2.0-85061374212 (Scopus ID)978-981-13-3070-4 (ISBN)978-981-13-3071-1 (ISBN)
Note

Export Date: 22 May 2019; Book Chapter

Available from: 2019-05-23 Created: 2019-05-23 Last updated: 2019-08-29Bibliographically approved
Yiannoutsou, N., Otero, N., Müller, W., Neofytou, C., Miltiadous, M. & Hadzilacos, T. (2019). Hanging Pictures or Searching the Web: Informing the Design of a Decision-Making System that Empowers Teachers to Appropriate Educational Resources to Their School’s Infrastructure. In: Don Passey, Rosa Bottino, Cathy Lewin & Eric Sanchez (Ed.), Don Passey, Rosa Bottino Cathy Lewin & Eric Sanchez (Ed.), Empowering Learners for Life in the Digital Age: IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24–28, 2018, Revised Selected Papers. Paper presented at IFIP TC3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24-28, 2018 (pp. 112-121). Paper presented at IFIP TC3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24-28, 2018. Springer
Open this publication in new window or tab >>Hanging Pictures or Searching the Web: Informing the Design of a Decision-Making System that Empowers Teachers to Appropriate Educational Resources to Their School’s Infrastructure
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2019 (English)In: Empowering Learners for Life in the Digital Age: IFIP TC 3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24–28, 2018, Revised Selected Papers / [ed] Don Passey, Rosa Bottino, Cathy Lewin & Eric Sanchez, Springer, 2019, p. 112-121Chapter in book (Refereed)
Abstract [en]

In this paper, we report work in designing a decision-making system that aims to support teachers in appropriating to their practice innovative scenarios that employ uses of information and communication technologies (ICT) in teaching and learning. To this end, we break down educational scenarios into micro-activities, and connect them to required and alternative infrastructure. We argue that micro-activities is a unit of analysis of educational scenarios that is compatible with the role of teachers as designers who select, decompose, combine, enact and revise different pieces of resources. This paper offers a reflective viewpoint on integrating ICT in existing scenarios and investigates how teaching objectives make use, or not, of the potential of digital technologies. © IFIP International Federation for Information Processing 2019.

Place, publisher, year, edition, pages
Springer, 2019
Series
IFIP Advances in Information and Communication Technology, ISSN 1868-4238, E-ISSN 1868-422X ; 524
Keywords
Educational innovation, Educational scenarios, Micro-activities, Information technology, Decision-making systems, Digital technologies, Educational innovations, Educational resource, Information and Communication Technologies, Teaching and learning, Decision making
National Category
Computer and Information Sciences
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-94663 (URN)10.1007/978-3-030-23513-0_11 (DOI)2-s2.0-85069529222 (Scopus ID)9783030235123 (ISBN)9783030235130 (ISBN)
Conference
IFIP TC3 Open Conference on Computers in Education, OCCE 2018, Linz, Austria, June 24-28, 2018
Available from: 2020-05-08 Created: 2020-05-08 Last updated: 2020-05-08Bibliographically approved
Jansen, M., Kohen-Vacs, D., Otero, N. & Milrad, M. (2018). A Complementary View for Better Understanding the Term Computational Thinking. In: Proceedings of the International Conference on Computational Thinking Education 2018: . Paper presented at CoolThink@JC. International Conference on Computational Thinking Education 2018. 14-16 June 2018 (pp. 2-7). Hong Kong: The Education University of Hong Kong
Open this publication in new window or tab >>A Complementary View for Better Understanding the Term Computational Thinking
2018 (English)In: Proceedings of the International Conference on Computational Thinking Education 2018, Hong Kong: The Education University of Hong Kong , 2018, p. 2-7Conference paper, Published paper (Refereed)
Abstract [en]

The term Computational Thinking is closely related to efforts connected to teach a systematic and well-structured way of problem solving that includes a set of tools and techniques used in Computer Science. While substantial research in this field has shown promising outcomes concerning distinct intervention programs and teaching initiatives, the term Computational Thinking itself requires to be revised in order to get a wider consensus about its meaning and purpose. This paper contributes to the ongoing quest concerning the definition of the term by starting with a fundamental perspective on computational theory and corresponding concepts in order to describe the theoretical building blocks of a systematic view to further elaborate on an approach for teaching and learning about Computational Thinking. Additionally, based on this foundational effort, more advanced concepts are presented and discussed in order to better understand this domain. Finally, the paper identifies and discusses a set of relevant challenges taking a cognitive psychology perspective on Computational Thinking.

Place, publisher, year, edition, pages
Hong Kong: The Education University of Hong Kong, 2018
Series
Proceedings of the International Conference on Computational Thinking Education, ISSN 2664-5661
Keywords
Computational Thinking, 21st century skills, computability, cognitive psychology, knowledge transfer, multiple external representations
National Category
Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-81540 (URN)2-s2.0-85060020241 (Scopus ID)978-988-77034-5-7 (ISBN)
Conference
CoolThink@JC. International Conference on Computational Thinking Education 2018. 14-16 June 2018
Available from: 2019-04-01 Created: 2019-04-01 Last updated: 2021-05-15Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0003-2446-8727

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