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Spikol, Daniel
Publications (10 of 36) Show all publications
Zbick, J., Vogel, B., Spikol, D., Jansen, M. & Milrad, M. (2016). Toward an Adaptive and Adaptable Architecture to Support Ubiquitous Learning Activities. In: Alejandro Peña-Ayala (Ed.), Mobile, Ubiquitous, and Pervasive Learning: Fundaments, Applications, and Trends (pp. 193-222). Springer
Open this publication in new window or tab >>Toward an Adaptive and Adaptable Architecture to Support Ubiquitous Learning Activities
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2016 (English)In: Mobile, Ubiquitous, and Pervasive Learning: Fundaments, Applications, and Trends / [ed] Alejandro Peña-Ayala, Springer, 2016, p. 193-222Chapter in book (Refereed)
Abstract [en]

The continuous evolution of learning technologies combined with the changes within ubiquitous learning environments in which they operate result in dynamic and complex requirements that are challenging to meet. The fact that these systems evolve over time makes it difficult to adapt to the constant changing requirements. Existing approaches in the field of Technology Enhanced Learning (TEL) are generally not addressing those issues and they fail to adapt to those dynamic situations. In this chapter, we investigate the notion of an adaptive and adaptable architecture as a possible solution to address these challenges. We conduct a literature survey upon the state of the art and state of practice in this area. The outcomes of those efforts result in an initial model of a Domain-specific architecture to tackle the issues of adaptability and adaptiveness. To illustrate these ideas, we provide a number of scenarios where this architecture can be applied or is already applied. Our proposed approach serves as a foundation for addressing future ubiquitous learning applications where new technologies constantly emerge and new requirements evolve.

Place, publisher, year, edition, pages
Springer, 2016
Series
Advances in Intelligent Systems and Computing, ISSN 2194-5357 ; 406
Keywords
Domain-specific architecture, Web-based, Adaptive and adaptable architecture, Technology enhanced learning, Ubiquitous learning
National Category
Computer Sciences Media and Communication Technology
Research subject
Computer and Information Sciences Computer Science, Computer Science; Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-49272 (URN)10.1007/978-3-319-26518-6_8 (DOI)2-s2.0-84966318500 (Scopus ID)978-3-319-26516-2 (ISBN)978-3-319-26518-6 (ISBN)
Available from: 2016-01-25 Created: 2016-01-25 Last updated: 2018-01-10Bibliographically approved
Spikol, D., Ehrenberg, N., Cuartielles, D. & Zbick, J. (2015). Design Strategies for developing a Visual Platform for Physical Computing with Mobile Tools for Project Documentation and Reflection. In: Jesus Boticario, Kaisa Muldner (Ed.), Proceedings of the Workshops at the 17th International Conference on Artificial Intelligence in Education AIED 2015, Madrid, Spain, June 22 - 26, 2015: . Paper presented at The 17th International Conference on Artificial Intelligence in Education (AIED), 22-26 June, 2015, Madrid (pp. 57-62). CEUR-WS.org
Open this publication in new window or tab >>Design Strategies for developing a Visual Platform for Physical Computing with Mobile Tools for Project Documentation and Reflection
2015 (English)In: Proceedings of the Workshops at the 17th International Conference on Artificial Intelligence in Education AIED 2015, Madrid, Spain, June 22 - 26, 2015 / [ed] Jesus Boticario, Kaisa Muldner, CEUR-WS.org , 2015, p. 57-62Conference paper, Published paper (Refereed)
Abstract [en]

This poster discusses work on the design of a visual-based programming language for physical computing and mobile tools for the learners to actively document and reflect on their projects. These are parts of a European project that is investigating how to generate, analyze, use and provide feedback from analytics derived from hands-on learning activities. Our aim is to raise a discussion about how learning analytics, intelligence, and the role of learners’ documenting their work can provide richer opportunities for supporting learning and teaching.

Place, publisher, year, edition, pages
CEUR-WS.org, 2015
Series
CEUR Workshop Proceedings, ISSN 1613-0073 ; 1432
Keywords
learning analytics, human factors and interface design, prototyping
National Category
Media and Communication Technology Computer Sciences
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-46147 (URN)2-s2.0-84944345978 (Scopus ID)
Conference
The 17th International Conference on Artificial Intelligence in Education (AIED), 22-26 June, 2015, Madrid
Available from: 2015-09-08 Created: 2015-09-08 Last updated: 2019-08-15Bibliographically approved
Cerratto-Pargman, T., Otero, N., Milrad, M., Spikol, D., Knutsson, O. & Ramberg, R. (2014). Purposeful Learning Across Collaborative Educational Spaces. In: Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 : Proceedings, Volume 3. Paper presented at 11th International Conference of the Learning Sciences, June 23-27, 2014, Colorado, USA, The University of Colorado Boulder (pp. 1597-1598). International Society of the Learning Sciences, 3
Open this publication in new window or tab >>Purposeful Learning Across Collaborative Educational Spaces
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2014 (English)In: Learning and becoming in practice: The International Conference of the Learning Sciences (ICLS) 2014 : Proceedings, Volume 3, International Society of the Learning Sciences, 2014, Vol. 3, p. 1597-1598Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This paper presents the overall goals and preliminary results of an on-going research project that aims at: understanding the intricacies and complexities of introducing mobile technologies into schools’ curriculum and accepted teaching practices; analyzing actual transformations that the use of mobile technologies in schools brings to contemporary forms of learning. The results of the project will contribute to a better understanding of new media literacies and their implications for curriculum design and everyday educational practices.

Place, publisher, year, edition, pages
International Society of the Learning Sciences, 2014
Keywords
Mobile Learning
National Category
Human Computer Interaction
Research subject
Computer and Information Sciences Computer Science, Media Technology; Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-42201 (URN)2-s2.0-84937808823 (Scopus ID)9780990355052 (ISBN)
Conference
11th International Conference of the Learning Sciences, June 23-27, 2014, Colorado, USA, The University of Colorado Boulder
Projects
PLACES-VR
Available from: 2015-04-13 Created: 2015-04-13 Last updated: 2019-08-26Bibliographically approved
Spikol, D. & Otero, N. (2012). Designing better mobile collaborative laboratories for ecology field work for upper secondary schools. In: Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012: . Paper presented at 2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Takamatsu, 27-30 March, 2012 (pp. 77-81). IEEE
Open this publication in new window or tab >>Designing better mobile collaborative laboratories for ecology field work for upper secondary schools
2012 (English)In: Proceedings 2012 17th IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012, IEEE, 2012, p. 77-81Conference paper, Published paper (Refereed)
Abstract [en]

This paper presents the next step in the iterative design process of a four-year project that explores how to use technology in the everyday ecology classroom for fieldwork. In order to proceed in making mobile science inquiries more accessible to the everyday teacher and to better understand how to design the final phases of the project we investigate how small groups of students' use new media tools to conceptualize science. The findings point to design implications that include the need to provide skills concerning the utilization of new media for small group teamwork along with more comprehensive inquiry tools for the learners to support mobile fieldwork

Place, publisher, year, edition, pages
IEEE, 2012
Keywords
mobile learning, inquiry science, collaboration, design-based research
National Category
Other Electrical Engineering, Electronic Engineering, Information Engineering
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-19168 (URN)10.1109/WMUTE.2012.20 (DOI)2-s2.0-84860817523 (Scopus ID)
Conference
2012 IEEE Seventh International Conference on Wireless, Mobile and Ubiquitous Technology in Education, Takamatsu, 27-30 March, 2012
Available from: 2012-05-31 Created: 2012-05-31 Last updated: 2017-04-24Bibliographically approved
Spikol, D., Milrad, M., Wichmann, A., Hoppe, U., Engler, J., De Jong, T., . . . Anastopoulou, S. (2011). Discussing and Synthesizing Three Positions in Computer-supported Inquiry Learning from a Design Perspective: Mobile Collaboratories, Emerging Learning Objects, and Personal Inquiry. In: Spada, Hans Stahl, Gerry Miyake, Naomi Law, Nancy (Ed.), 9th International Computer-Supported Collaborative Learning Conference: . Paper presented at 9th International Conference on Computer-Supported Collaborative Learning, Hong Kong, 4-8 July, 2011 (pp. 1202-1204). Hong Kong: International Society of the Learning Sciences
Open this publication in new window or tab >>Discussing and Synthesizing Three Positions in Computer-supported Inquiry Learning from a Design Perspective: Mobile Collaboratories, Emerging Learning Objects, and Personal Inquiry
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2011 (English)In: 9th International Computer-Supported Collaborative Learning Conference / [ed] Spada, Hans Stahl, Gerry Miyake, Naomi Law, Nancy, Hong Kong: International Society of the Learning Sciences, 2011, p. 1202-1204Conference paper, Published paper (Refereed)
Abstract [en]

This workshop compares and seeks to synthesize different design approaches for exploring and promoting innovative educational practices supported by collaborative technologies. Bringing the design process to the forefront to support research and the realization of products for CSCL can help to balance the different needs of researchers and practitioners. The goal of the workshop is to examine different collaborative inquiry-learning based projects to determine what key themes can be further developed to address the use of design to improve research and implementation. While science inquiry is the focus of these three approaches, the comparative and synthesis activities should be of use for workshop participants concerned with synthesizing multiple design approaches for other CSCL domains as well, such as new literacies.

Place, publisher, year, edition, pages
Hong Kong: International Society of the Learning Sciences, 2011
Keywords
CSCL
National Category
Other Computer and Information Science
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-16568 (URN)
Conference
9th International Conference on Computer-Supported Collaborative Learning, Hong Kong, 4-8 July, 2011
Available from: 2012-01-04 Created: 2012-01-04 Last updated: 2018-01-12Bibliographically approved
Spikol, D. (2011). Expanding the role of design to support CSCL. In: H. Spada, G. Stahl, N. Miyake, & N. Law (Ed.), 9th International Computer-Supported Collaborative Learning Conference: . Paper presented at 9th International Computer-Supported Collaborative Learning Conference (pp. 942-943). Hong Kong: International Society of the Learning Sciences
Open this publication in new window or tab >>Expanding the role of design to support CSCL
2011 (English)In: 9th International Computer-Supported Collaborative Learning Conference / [ed] H. Spada, G. Stahl, N. Miyake, & N. Law, Hong Kong: International Society of the Learning Sciences, 2011, p. 942-943Conference paper, Published paper (Refereed)
Abstract [en]

This paper argues for the need of different strategies to explore and promote innovative educational practices supported by collaborative technologies. By expanding the role for design in the research process can acts as a catalyst for this change. By using a design process that guides research and the realization of products for CSCL can help balance the different needs of researchers and practitioners. An improved process is presented that suggests a design approach to tackle this social challenge.

Place, publisher, year, edition, pages
Hong Kong: International Society of the Learning Sciences, 2011
National Category
Other Computer and Information Science
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-16565 (URN)
Conference
9th International Computer-Supported Collaborative Learning Conference
Available from: 2012-01-04 Created: 2012-01-04 Last updated: 2018-01-12Bibliographically approved
Rossitto, C., Spikol, D., Cerratto-Pargman, T. & Hokstad, L. M. (2011). Exploring Design Methods for Mobile Learning. In: Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services - MobileHCI '11: . Paper presented at 13th International Conference on Human Computer Interaction with Mobile Devices and Services Stockholm, Sweden — August 30 - September 02, 2011 (pp. 741-743). New York, New York, USA: ACM Press
Open this publication in new window or tab >>Exploring Design Methods for Mobile Learning
2011 (English)In: Proceedings of the 13th International Conference on Human Computer Interaction with Mobile Devices and Services - MobileHCI '11, New York, New York, USA: ACM Press, 2011, p. 741-743Conference paper, Published paper (Refereed)
Abstract [en]

This paper introduces the workshop “Exploring DesignMethods for Mobile Learning” to be held at MobileHCI2011, in Stockholm, Sweden.

Place, publisher, year, edition, pages
New York, New York, USA: ACM Press, 2011
Keywords
Mobile Learning, Interaction Design, Mobility
National Category
Human Computer Interaction
Research subject
Computer and Information Sciences Computer Science
Identifiers
urn:nbn:se:lnu:diva-16573 (URN)10.1145/2037373.2037502 (DOI)2-s2.0-80054839525 (Scopus ID)9781450305419 (ISBN)
Conference
13th International Conference on Human Computer Interaction with Mobile Devices and Services Stockholm, Sweden — August 30 - September 02, 2011
Available from: 2012-01-04 Created: 2012-01-04 Last updated: 2018-01-12Bibliographically approved
Pea, R., Milrad, M., Maldonado, H., Vogel, B., Kurti, A. & Spikol, D. (2011). Learning and Technological Designs for Mobile Science Inquiry Collaboratories (1ed.). In: Littleton, K., Scanlon, E., & Sharples. M. (Ed.), Orchestrating Inquiry Learning (pp. 105-127). London, Uniteed Kingdom: Routledge
Open this publication in new window or tab >>Learning and Technological Designs for Mobile Science Inquiry Collaboratories
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2011 (English)In: Orchestrating Inquiry Learning / [ed] Littleton, K., Scanlon, E., & Sharples. M., London, Uniteed Kingdom: Routledge, 2011, 1, p. 105-127Chapter in book (Refereed)
Place, publisher, year, edition, pages
London, Uniteed Kingdom: Routledge, 2011 Edition: 1
Keywords
Mobile applications, web visualizations, inquiry based learning
National Category
Media and Communication Technology Didactics Learning Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Media Technology
Identifiers
urn:nbn:se:lnu:diva-16500 (URN)978-0-415-60113-9 (ISBN)978-0-415-60112-2 (ISBN)
Projects
LETS GO
Available from: 2012-01-03 Created: 2012-01-03 Last updated: 2019-05-20Bibliographically approved
Eliasson, J., Pargman, T. C., Nouri, J., Spikol, D. & Ramberg, R. (2011). Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design. International Journal of Mobile and Blended Learning, 3(2), Article ID 1.
Open this publication in new window or tab >>Mobile Devices as Support Rather than Distraction for Mobile Learners: Evaluating Guidelines for Design
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2011 (English)In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, E-ISSN 1941-8655, Vol. 3, no 2, article id 1Article in journal (Refereed) Published
Abstract [en]

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.

Keywords
Activity Theory, Human-Computer Interaction, Interaction Analysis, Interaction Design, Mobile Learning, Situated Learning
National Category
Human Computer Interaction
Identifiers
urn:nbn:se:lnu:diva-63521 (URN)10.4018/jmbl.2011040101 (DOI)2-s2.0-85001785616 (Scopus ID)
Available from: 2017-05-09 Created: 2017-05-09 Last updated: 2018-01-13Bibliographically approved
Spikol, D. (2010). A Design Toolkit for Emerging Learning Landscapes Supported by Ubiquitous Computing. (Doctoral dissertation). Växjö, Kalmar: Linnaeus University Press
Open this publication in new window or tab >>A Design Toolkit for Emerging Learning Landscapes Supported by Ubiquitous Computing
2010 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

The widespread use of mobile devices and their integration in our everyday ac- tivities is changing the way we communicate, share information, and learn. The rapid adoption of powerful mobile devices also offers new opportunities to sup- port teaching and learning. For many users, mobile devices along with different types of computers are always connected, providing a constant stream of digital content to and from people and thereby adding new layers to the everyday in- formation landscape. These emergent trends are changing communication and collaboration patterns, but they have not yet been effectively leveraged for the field of education. Nearly 20 years ago, it was argued that the limitations of computer use for education in the coming decades would likely be less a result of technological limitations than a result of limited human imagination and the constraints of old habits and social structures. These two latest behaviors are still observable in many of today's classrooms. Therefore, different strategies are needed to explore and promote innovative educational practices supported by mobile and ubiquitous technologies, and this thesis will argue that design can be the catalyst for such a change.The main research question to be addressed in this thesis relates to what new approaches can be developed to design emerging learning landscapes supported by ubiquitous computing. In order to investigate this question, different design approaches are used to bring together the perspectives of technology- enhanced learning, ubiquitous computing, and interaction design. The empirical work presented in this dissertation is based on the activities and outcomes that emerged from three projects that included informal learning activities, inquiry-based science learning, and mathematics learning inside and outside the formal classroom. The most salient design approaches were identified from a comparative analysis of the projects, and this provided the foundations of a design toolkit. The intention of creating and using such a design toolkit is to provide a set of guidelines for researchers, designers, teachers, and other stakeholders to tackle the challenges of designing innovative learning activities supported by ubiquitous technologies.

Place, publisher, year, edition, pages
Växjö, Kalmar: Linnaeus University Press, 2010. p. 192
Series
Linnaeus University Dissertations
Keywords
Technology-enhanced learning, mobile and ubiquitous computing, design-based research, interaction design
National Category
Computer and Information Sciences Computer Sciences
Research subject
Computer and Information Sciences Computer Science, Computer Science
Identifiers
urn:nbn:se:lnu:diva-8922 (URN)978-91-86491-44-4 (ISBN)
Public defence
2010-11-16, Weber, Hus K, Växjö, 10:15 (English)
Opponent
Supervisors
Available from: 2010-10-12 Created: 2010-10-12 Last updated: 2018-01-12Bibliographically approved
Organisations

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