lnu.sePublications
Change search
Refine search result
1234 1 - 50 of 152
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Alissandrakis, Aris
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Designing interactive mobile services to promote civic participation in northern Uganda2013In: ICT for Anti-Corruption, Democracy And Education In East Africa / [ed] Katja Sarajeva, Stockholm: Stockholm University, 2013, 53-65 p.Chapter in book (Refereed)
    Abstract [en]

    This chapter presents the activities and outcomes of the "People's Voices: Developing Cross Media Services to Promote Citizens Participation in Local Governance Activities" project.

    The aims of the project were a) to identify and describe a number of cross media services that can be used to promote citizens’ participation in political decisions and civic activities, and b) to develop a conceptual design and a prototype system of such a service. The project included a number of field trips from Sweden to Uganda, and used participatory design and ethnographic techniques for requirements elicitation, actively involving the different stakeholders. The developed system allows people in Uganda to use their mobile phones to submit reports of irregularities in local governance or poor services delivery using an interactive voice menu interface.

    We hope that our specific contribution will emphasize on how novel ways of integrating and using ICT can provide opportunities to encourage and facilitate civic engagement in North Uganda. The potential massive adoption of the kind of interactive mobile services described in this book chapter can be used in unique ways to provide opportunities to make governmental services more innovative, transparent and cost-effective, as well as to encourage citizens to become more engaged and goal-focused for the common good of their society.

  • 2.
    Alvarez, Claudio
    et al.
    University of Los Andes, Chile .
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Borie, Francisco
    University of Los Andes, Chile .
    Luna, Martín
    University of Los Andes, Chile .
    CollPhoto: A Paper + Smartphone Problem Solving Environment for Science and Engineering Lectures2014In: Collaboration Technologies and Social Computing: 7th International Conference, CollabTech 2014, Santiago, Chile, September 8-10, 2014. Proceedings / [ed] Takaya Yuizono; Gustavo Zurita ;Nelson Baloian ;Tomoo Inoue; Hiroaki Ogata et al. (Eds):, Springer, 2014, 1-15 p.Conference paper (Refereed)
    Abstract [en]

    Recent studies in science and engineering education support that inductive learning activities encouraging active student involvement may improve students’ motivation, development of soft skills and academic performance, compared to traditional lectures. Until recently, several technology-enhanced learning environments have been proposed to facilitate such activities in classrooms. However, these commonly depend on dedicated hardware devices, such as clickers or tablet PCs. Contrastingly, smartphones are being massively adopted by society as these become increasingly powerful and inexpensive. Even so, the use of smartphones as learning tools in lecture halls has still not been widely adopted. In this paper we present CollPhoto, a paper-plus-smartphone environment that supports face-to-face problem solving activities in the classroom. CollPhoto provides the instructor with instant visibility of students’ work, and facilitates him/her conducting discussions, based on a selection of students’ responses. We report on the design and initial validation of CollPhoto in the context of two computer science courses.

  • 3.
    Alvarez, Claudio
    et al.
    Universidad de Los Andes.
    Salavati, Sadaf
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Nussbaum, Miguel
    Pontificia Universidad Catolica de Chile.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Collboard: Fostering new media literacies in the classroom through collaborative problem solving supported by digital pens and interactive whiteboards2013In: Computers and education, ISSN 0360-1315, E-ISSN 1873-782X, Vol. 63, 368-379 p.Article in journal (Refereed)
    Abstract [en]

    Education systems worldwide must strive to support the teaching of a set of New Media Literacies (NMLs). These literacies respond to the need for educating human capital within participatory cultures in a highly technologized world. In this paper, we present Collboard, a constructivist problem solving activity for fostering the development of specific NMLs in classrooms: collective intelligence, distributed cognition and transmedia navigation. Collboard encompasses successive individual and collaborative work phases that prompt active student participation and engagement. It integrates digitally augmented appliances, namely, digital pens as a means to support individual work, and interactive whiteboards as a collaborative knowledge construction space. We report on the conceptual design of Collboard, its different technological and software components, as well as our findings from experiences we conducted in a Swedish school with 12 students from a 7th grade maths class. Findings from the experience provide an indication that Collboard can be well integrated in classroom teaching, and that it can foster the development of collective intelligence, distributed cognition and transmedia navigation in different knowledge domains. (C) 2013 Elsevier Ltd. All rights reserved.

  • 4.
    Baloian, Nelson
    et al.
    Universidad de Chile.
    Zurita, Gustavo
    Universidad de Chile.
    Frez, Jonathan
    Universidad Diego Portales.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Supporting Engineering Students Learning Wireless Network Planning Using Mobile, Positioning and Web Technologies2012In: Proceedings of the 12th IEEE International Conference on Advanced Learning Technologies, ICALT 2012, IEEE Press, 2012, 509-514 p.Conference paper (Refereed)
    Abstract [en]

    Teaching and learning the principles of wireless communication is a challenging issue mainly because it is difficult for students to translate the theoretical models that are commonly used in this area into practical knowledge. In order to address this challenge, we explore how to design and implement novel teaching and learning activities that integrate the principles of situated learning supported by mobile, positioning and web technologies. In this paper we present the results of our on-going efforts in this direction describing the rationale of our approach, an application supporting a learning activity designed under this approach and the outcomes of an evaluation we conducted with 28 engineering students. Obtained results show that the proposed approach offers the students new possibilities to combine theoretical and practical knowledge in a variety of collaborative situations in which mobile and web technologies played a central role.

  • 5.
    Baloian, Nelson
    et al.
    Department of Computer Sciences, Universidad de Chile.
    Zurita, Gustavo
    Department of Management and Information Systems, Universidad de Chile,.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Combining Learning with Patterns and Geo-collaboration to Support Situated Learning2011In: Workshop Proceedings of the 19th International Conference on Computers in Education / [ed] Mohd Ayub A. F. et al., Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education, 2011, 345-352 p.Conference paper (Refereed)
    Abstract [en]

    Situated Learning stresses the importance of the context in which learning takesplace. It has been therefore frequently associated with informal learning or learning outsidethe classroom. Mobile technologies can play an important role supporting this type oflearning, since it mainly occurs on the field. In this paper we present a learning system and amethodology based on the use of patterns. Students learn about patterns by finding instancesof them on the field, or by recognizing new patterns unknown to them so far. The teacherproposes tasks to the students consisting on finding instances of patterns or discovering newones along a path or inside a pre defined area on a map. This work illustrates the role thatgeo-referenced data collected on the field can play in supporting situated learning activities.

  • 6.
    Cerratto Pargman, Teresa
    et al.
    Stockholm University, Dept. of Computer and Systems Sciences,.
    Järvelä, Sanna
    Oulu University, Finland .
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Designing Nordic technology-enhanced learning2012In: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 15, no 4, 227-230 p.Article in journal (Refereed)
    Abstract [en]

    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.

  • 7.
    Cerratto-Pargman, Teresa
    et al.
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Knutsson, Ola
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Daniel, Spikol
    Malmö University.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Ramberg, Robert
    Stockholms universitet, Institutionen för data- och systemvetenskap.
    Otero, Nuno
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Exploring Teachers’ perspectives on the use of Mobile devices for Math and Language Learning2014In: Conference proceedings: 4th international Designs for Learning conference, 6-9th May 2014, Stockholm: Stockholm University, 2014Conference paper (Refereed)
  • 8.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Beyond Innovation in Mobile Learning: towards Sustainability in Schools2016In: Mobile learning: the next generation / [ed] John Traxler & Agnes Kukulska-Hulme, New York:: Routledge, 2016, 154-178 p.Chapter in book (Refereed)
  • 9.
    Cerratto-Pargman, Teresa
    et al.
    Stockholm University .
    Otero, Nuno
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Spikol, Daniel
    Malmö University.
    Knutsson, Ola
    Stockholm University .
    Ramberg, Robert
    Stockholm University .
    Purposeful Learning Across Collaborative Educational Spaces2014In: 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, 1597-1598 p.Conference paper (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.

  • 10. Chan, Tak-Wai
    et al.
    Roschelle, Jeremy
    Hsi, Sherry
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    and Seventeen, Others
    One-to-One Technology-Enhanced Learning: An Opportunity for Global Research Collaboration2006In: Research and Practice in Technology Enhanced Learning Journal., ISSN 1793-2068, Vol. 1, no 1, 3-29 p.Article in journal (Refereed)
  • 11.
    Dadzie, Aba-Sah
    et al.
    KMi, The Open University, UK.
    Müller, Maximilian
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Alissandrakis, Aris
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Collaborative Learning through Creative Video Composition on Distributed User Interfaces2016In: State-of-the-Art and Future Directions of Smart Learning / [ed] Li, Y., Chang, M., Kravcik, M., Popescu, E., Huang, R., Kinshuk, Chen, N.-S., Springer, 2016, 1, 199-210 p.Chapter in book (Refereed)
    Abstract [en]

    We report two studies that fed into user-centred design for pedagogical and technological scaffolds for social, constructive learning through creative, collaborative, reflective video composition. The studies validated this learning approach and verified the utility and usability of an initial prototype (scaffold) built to support it. However, challenges in interaction with the target technology, multi-touch tabletops, impacted ability to carry out prescribed learning activities. Our findings point to the need to investigate an alternative approach and informed redesign of our scaffolds. We propose coupling of distributed user interfaces, using mobile devices to access large, shared displays, to augment capability to follow our constructive learning process. We discuss also the need to manage recognised challenges to collaboration with a distributed approach.

  • 12.
    Flensburg, Per
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Informatik.
    Milrad, MarceloVäxjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Proceedings of NetLearning 2006 Research Track2006Conference proceedings (editor) (Other (popular science, discussion, etc.))
  • 13.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Andersson, Jesper
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Enhancing Mobile Learning Activities by the Use of Mobile Virtual Devices: Some Design and Implementation Issues2010In: 2010 2nd International Conference on Intelligent Networking and Collaborative Systems (INCOS), IEEE Press, 2010, 137-144 p.Conference paper (Refereed)
    Abstract [en]

    The use of multiple mobile devices is increasing in mobile learning, bringing a need for collaboration and resource sharing among participating pupils. This paper presents an approach that addresses information and resource sharing for mobile devices in indoors and outdoors settings. Our solution consists of aggregated mobile devices, forming organizations. These Mobile Virtual Devices (MVDs) provide a new mechanism that facilitates design of mobile learning activities offering a virtual complex device that combines the features of several mobile devices.

  • 14.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Andersson, Jesper
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Mobile Virtual Devices for Collaborative M-Learning2010In: Workshop Proceedings of the 18th International Conference on Computers in Education, Asia-Pacific Society for Computers in Education, 2010Conference paper (Refereed)
    Abstract [en]

    The increasing use of mobile devices to support collaborative activities creates a need for developing new methods and perspectives to facilitate information sharing. In this paper, we present an approach for information sharing in mobile collaborative settings through the use of Mobile Virtual Devices (MVD). MVD emerges as a new conceptualization of an organization of mobile devices that supports collaborative tasks. The use of MVD allows designers and users to interact with and through mobile devices in novel ways, considering the aggregation of mobile devices as a single entity. The notion of MVD has been conceptualized on the idea of multirole devices, using components to provide and consume resources.

  • 15.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Andersson, Jesper
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Sollervall, Håkan
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Towards a Decentralized and Self-Adaptive System for M-Learning Applications2012In: Seventh IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education: Takamatsu, Kagawa, Japan, 27-30 March 2012, IEEE, 2012, 162-166 p.Conference paper (Refereed)
    Abstract [en]

    Through the analysis of the different iterations of the Geometry Mobile (GEM) project, a mobile learning effort in the field of mathematics, we have identified a major architectural issue to be addressed in the design and implementation of m-learning applications. Due to the dynamic nature of the field many challenging requirements are continuously emerging. One of them relates to the possibility to support collaborative activities that demand sharing resources between students and their mobile devices in constantly changing conditions. These situations generate the need of using decentralized distributed architectures in which mobile devices can share resources to carry out the activity covering the concerns defined by the different stakeholders. This paper describes our current efforts connected to identifying a set of requirements for M-Learning activities. Thereafter, we elaborate on why a decentralized distributed system (DDS) can be used to provide a novel solution to tackle the mentioned above problems. Moreover, initial aspects related to the design of a DDS, including a self-adaptation mechanism are presented.

  • 16.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Calderón, Juan Felipe
    Pontificia Universidad de Chile, Chile.
    Weyns, Danny
    Linnaeus University, Faculty of Technology, Department of Computer Science.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Nussbaum Voehl, Miguel
    Pontificia Universidad de Chile, Chile.
    A Self-Adaptive Multi-Agent System Approach for Collaborative Mobile Learning2015In: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382, Vol. 8, no 2, 158-172 p.Article in journal (Refereed)
    Abstract [en]

    Mobile technologies have emerged as facilitators in the learning process, extending traditional classroom activities. However, engineering mobile learning applications for outdoor usage poses severe challenges. The requirements of these applications are challenging, as many different aspects need to be catered, such as resource access and sharing, communication between peers, group management, activity flow, etc. Robustness is particularly important for learning scenarios to guarantee undisturbed and smooth user experiences, pushing the technological aspects in the background. Despite significant research in the field of mobile learning, very few efforts have focused on collaborative mobile learning requirements from a software engineering perspective. This paper focuses on aspects of the software architecture, aiming to address the challenges related to resource sharing in collaborative mobile learning activities. This includes elements such as autonomy for personal interactive learning, richness for large group collaborative learning (indoor and outdoor), as well as robustness of the learning system. Additionally, we present self-adaptation as a solution to mitigate risks of resource unavailability and organization failures that arise from environment and system dynamism. Our evaluation provides indications regarding the system correctness with respect to resource sharing and collaboration concerns, and offers qualitative evidence of self-adaptation benefits for collaborative mobile learning applications.

  • 17.
    Gil de la Iglesia, Didac
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Andersson, Jesper
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Software Requirements to Support QoS in Collaborative M-Learning Activities2012In: Lecture Notes in Computer Science, ISSN 0302-9743, E-ISSN 1611-3349, Vol. 7493, 176-183 p.Article in journal (Refereed)
    Abstract [en]

    The use of collaborative activities in education has proven to be an effective way to enhance students’ learning outcomes by in- creasing their engagement and motivating discussions on the learning topics under exploration. In the field of Technology Enhanced Learn- ing (TEL), the use of information and communication technologies has been extensively studied to provide alternative methods to support col- laborative learning activities, combining different applications and tools. Mobile learning, a subset of TEL, has become a prominent area of re- search as it offers promising tools to enhance students’ collaboration and it provides alternative views for teaching and learning subject matter in relevant and authentic scenarios. While many studies have focused on the pedagogical opportunities provided by mobile technologies, fewer are the efforts looking at technological related aspects. Hardware and software issues in this field still remain as challenges that require a deeper level of study and analysis. This paper presents and discusses the findings of a deep analysis based on the outcomes of three mobile collaborative learning activities and their requirements. These results have helped us to identify a number of arising challenges that need to be addressed in order to warranty Quality of Service (QoS) in these collaborative M- learning activities. Moreover, the paper offers a view on current practices in M-learning activities, which evidences the lack of research addressing software engineering aspects in mobile collaborative learning. 

  • 18.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Hansson, Joacim
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Löwe, Welf
    Linnaeus University, Faculty of Technology, Department of Computer Science.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    LNU as a Unique iSchool2016Other (Other academic)
  • 19.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Digital Humanities as a Cross-Sector and Cross-Discipline Initiative: Prospects in the Linnaeus University Region2016In: The 3rd International Conference on Behavioral, Economic, and Socio-Cultural Computing Duke University, Durham, NC, USA, 11-13 November, 2016 (BESC 2016), IEEE conference proceedings, 2016, 136-137 p.Conference paper (Refereed)
    Abstract [en]

    This position paper presents and analyses thecross-sector and cross-disciplinary Digital Humanities Initiativeat Linnaeus University along the axes of its strengths,weaknesses, opportunities and threats. Our long-term vision is tocreate a leading education in this field and to establish a leadingresearch regional centre that combines in novel ways alreadyexisting expertise from different departments and facultiesworking in close collaboration and co-creation with people anddifferent organizations (both public and private sector) from thesurrounding society.

  • 20.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Digital Humanities education at Linnaeus University2017Conference paper (Other academic)
  • 21.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Milrad, MarceloLinnaeus University, Faculty of Technology, Department of Media Technology.
    International Symposium on Digital Humanities, Växjö 7-8 November 2016: Book of Abstracts2016Conference proceedings (editor) (Refereed)
  • 22.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Petersson, Bodil
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Digital Humanities Initiative at Linnaeus University2016Other (Other academic)
  • 23.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Ping Huang, Marianne
    Aarhus University, Denmark.
    Tolonen, Mikko
    University of Helsinki, Finland.
    Bergsland, Andreas
    Norwegian University of Science and Technology, Norway.
    Mats, Malm
    University of Gothenburg.
    The Nordic Hub of DARIAH-EU: A DH Ecosystem of Cross-Disciplinary Approaches2017In: Presented at Digital Humanities in the Nordic Countries 2nd Conference, Gothenburg, 14–16 March 2017, 2017Conference paper (Refereed)
    Abstract [en]

    BACKGROUND AND MOTIVATION

    The particular exploration of new ways of interactions between society and Information Communication Technologies (ICT) with a focus on the Humanities has the potential to become a key success factor for the values and competitiveness of the Nordic region, having in mind recent EU and regional political discussions in the field of Digital Humanities (European Commission, 2016; Vetenskapsrådet’s Rådet för forskningens infrastrukturer, 2014). Digital Humanities (DH) is a diverse and still emerging field that lies at the intersection of ICT and Humanities, which is being continually formulated by scholars and practitioners in a range of disciplines (see, for example, Svensson & Goldberg, 2015; Gardiner & Musto, 2015; Schreibman, Siemens, & Unsworth, 2016). The following are examples of current areas of fields and topics: text-analytic techniques, categorization, data mining; Social Network Analysis (SNA) and bibliometrics; metadata and tagging; Geographic Information Systems (GIS); multimedia and interactive games; Music Information Retrieval (MIR); interactive visualization and media.

    DARIAH-EU (http://dariah.eu), is Europe’s largest initiative on DH, comprising over 300 researchers in 18 countries, thereby opening up opportunities for international collaboration and projects. Among the Nordic countries, Denmark is the full partner with four universities, Copenhagen, Aarhus, Aalborg and University of Southern Denmark (DARIAH-DK). Danish DARIAH-EU activities are facilitated by the national DH Infrastructure DIGHUMLAB, hosted at the DARIAH-DK coordinating institution, Aarhus University. Sweden’s first academic institution, Linnaeus University, joined in May 2016 as a collaborative partner. Finland (University of Helsinki) and Norway (Norwegian University of Science and Technology) also became collaborative partners, in November 2016. The Nordic Hub of DARIAH-EU (DARIAH-Nordic) held its first meeting on 8 November in Växjö, Sweden, in connection with the International Symposium on Digital Humanities (Växjö, 7-8 November, https://lnu.se/en/research/conferences/international-digital-humanities-symposium/).

    The Digital Humanities in the Nordic Countries (DHN) organisation was established in 2015 in order to create a venue for interaction and collaboration between the Nordic countries, including the Baltic countries. The ambitions behind the DHN initiative thus largely overlap with the recently formed Nordic Hub of DARIAH-EU. The panel would like to present different perspectives on Nordic contributions to DH as well as the aims of the DARIAH-Nordic and discuss possible joint opportunities and challenges in Nordic DH. With its tradition in supporting the Humanities research and development, Nordic countries may serve as a bastion for (Digital) Humanities. The Nordic Hub of DARIAH-EU and DHN may pave the way forward towards reaching that aim.

    A DH ECOSYSTEM OF CROSS-DISCIPLINARY APPROACHES

    Mats Malm (previous chair of DHN) will present the visions and ambitions behind DHN and the recently established Centre for Digital Humanities at the University of Gothenburg, which will start a Master programme in Digital Humanities in the autumn of 2017. While both the Centre for Digital Humanities and DHN aim at broad inclusiveness, he will here focus on the use of textual databases for re-examining the history and cultural heritage of the Nordic countries. This implies collaboration on common textual resources and technologies for mining, at the same time as it raises a number of questions concerning cross-disciplinarity and exchange of perspectives and methods.

    Mikko Tolonen will present the ongoing developments at the University of Helsinki (and in Finland) regarding Digital Humanities. This includes the recently launched Heldig (Digital Humanities Centre, https://www.helsinki.fi/en/researchgroups/helsinki-digital-humanities) and how it can relate to collaboration in DARIAH-EU. Tolonen will particularly discuss the relationship between the Digital Humanities infrastructure designed to be implemented at the University of Helsinki and how it relates to ongoing grassroot research projects.

    Andreas Bergsland will discuss the role that the arts might play within Digital Humanities. As a starting point, he will take the work that has been done at the Norwegian University of Science and Technology (NTNU): establishing ARTEC, an interdisciplinary task force at the intersection of art and technology. He will argue how some of ARTEC’s initiatives might have both opportunities and challenges partly converging with those of the DH field, but might also expand and enrich current practices. One such initiative, Adressaparken, is a commons area in Trondheim for exploration of sensor-based digital storytelling and an open arena for test and experimentation of new experiences and new digital media. While most DH initiatives in Europe seem to focus on computational humanities projects, Bergsland will explore the unique potential of integrating artistic and creative practices into DH/ARTEC initiatives at NTNU.

    Koraljka Golub and Marcelo Milrad will present and analyse the cross-sector and cross-disciplinary Digital Humanities Initiative at Linnaeus University (LNU) along the axes of its strengths, weaknesses, opportunities and threats. Their long-term vision is to: 1) create a leading and innovative educational programme in this field; and, 2) to establish a prominent research regional centre that combines in novel ways already existing expertise from different departments and faculties working in close collaboration and co-creation with people and different organizations (both public and private sector) from the surrounding society. The main goals of this new initiative (launched in February 2016) at the first phase (12-15 months) are twofold; first, to establish the foundations for the creation of a DH educational programme and second, to carry out research and create an innovation centre at the wider region surrounding LNU, encompassing east southern Sweden. A combination of cross-disciplinary, cross-sector and international aspects would provide a solid ground to build a more or less unique international distance Master-level programme. Addressing future societal challenges would be eventually possible, 1) by highly skilled professionals whose education has been markedly enhanced by practice-informed education, and, 2) through joint, cross-sector innovation.

    Marianne Ping Huang will present DARIAH-EU related activities in a Danish and European context, focusing on initiatives for cultural creative participation, including born digital cultural data and a presentation of open cross-sectoral innovation with DARIAH-EU Humanities at Scale (2015-2017). DARIAH-EU will set up its new Innovation Board in 2017 and host the first DARIAH-EU Innovation Forum with the Creativity World Forum in Aarhus, November 2017, intersecting with Aarhus European Capital of Culture 2017. DARIAH-EU’s move towards digitally enhanced public humanities, closer collaboration with GLAM (Galleries, Libraries, Archives, Museums) institutions, and public-private innovation will be discussed in light of the scope of DH and the Nordic Hub of DARIAH-EU.

    DISCUSSION POINTS: PROSPECTS AND CHALLENGES

    The great breadth of cross-disciplinary and organizational initiatives presented above presents significant potential for DH in Nordic countries. Major opportunities lie in the collaborative democratic tradition that supports re-combining already existing expertise and resources encompassing 1) different universities, 2) various disciplines, and 3) the wider community through input from related public and private sectors. These points serve to unite and consolidate already existing expertise in order to create new constellations for collaboration leading to new knowledge and products (expertise, education, research, public and relevant commercial services). Possibilities to collaborate across Nordic countries can take place at a number of levels, including joint research and innovation, education efforts, expertise and experience exchange, bringing in international views to address more regional challenges. Ensuing important value for the general public could be a (re)-affirmation of the value of humanities in particular, and academic practices in general.

    Challenges would be discussed in terms of the emerging job market, the low number of students pursuing carriers in humanities at the Master level (e.g., in Sweden), and the fact that DH as a field is still in its infancy, leading to it being quite difficult to get funding and grants to carry out long-term research that sustain our efforts over time. Related to sustainability is the question on how to promote a dialogue and collaboration with potential industrial partners in order to run collaborative projects that go beyond just research. Not the least, epistemological, conceptual and terminological differences in approaches by the different disciplines and sectors may present further challenges and therefore may require additional resources to reach an understanding. Further, while there is a strong collaborative spirit across Nordic countries, there will certainly be administrative issues with cross-university collaboration as the current working structures are based on individual units.

  • 24.
    Golub, Koraljka
    et al.
    Linnaeus University, Faculty of Arts and Humanities, Department of Cultural Sciences.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Ping Huang, Marianne
    Aarhus University, Denmark.
    Tolonen, Mikko
    University of Helsinki, Finland.
    Matres, Inés
    University of Helsinki, Finland.
    Bergsland, Andreas
    Norwegian University for Science and Technology (NTNU), Norway.
    Digital Humanities in the Nordic Countries: Current efforts, perspectives and challenges2016In: International Symposium on Digital Humanities, Växjö, 7-8 November 2016: Book of Abstracts, Linnaeus University , 2016, 9-11 p.Conference paper (Refereed)
  • 25.
    Hiroaki, Ogata
    et al.
    Tokushima University, Japan .
    Milrad, MarceloLinnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.Paton, CharlesStanford Research Institute (SRI), USA.
    Proceedings 2012 Seventh IEEE International Conference on Wireless, Mobile and Ubiquitous Technology in Education, WMUTE 2012, Takamatsu, Kagawa, Japan, March 27-30, 20122012Conference proceedings (editor) (Refereed)
  • 26.
    Hoppe, H. Ulrich
    et al.
    Rhine-Ruhr Institute for Applied System Innovation (RIAS), Germany.
    Müller, Maximilian
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Alissandrakis, Aris
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Schneegass, Christina
    Rhine-Ruhr Institute for Applied System Innovation (RIAS), Germany.
    Malzahn, Nils
    Rhine-Ruhr Institute for Applied System Innovation (RIAS), Germany.
    "VC/DC" - Video versus Domain Concepts in Comments to Learner-generated Science Videos2016In: Proceedings of the 24th International Conference on Computers in Education. India: Asia-Pacific Society for Computers in Education / [ed] Weiqin Chen et al., India: Asia-Pacific Society for Computers in Education, 2016, 172-181 p.Conference paper (Refereed)
    Abstract [en]

    The recently finished EU project JuxtaLearn aimed at supporting students' learning of STEM subjects through the creation, exchange and discussion of learner-made videos. The approach is based on an eight-stage activity cycle in the beginning of which teachers identify specific "stumbling blocks" for a given theme (or "tricky topic"). In JuxtaLearn, video comments were analyzed to extract information on the learners' acquisition and understanding of domain concepts, especially to detect problems and misconceptions. These analyses were based on mapping texts to networks of concepts ("network-text analysis") as a basis for further processing. In this article we use data collected from recent field trials to shed light on what is actually discussed when students share their own videos in science domains. Would the aspect of video-making dominate over activities related to a deepening of domain understanding? Our findings indicate that there are different ways of balancing both aspects and interventions will be needed to bring forth the desired blend.

  • 27.
    Hung, Pi-Hsia
    et al.
    National University of Tainan, Taiwan.
    Hwang, Gwo-Jen
    National Taiwan University of Science and Technology, Taiwan.
    Lee, Yueh-Hsun
    National University of Tainan, Taiwan.
    Wu, Tsung-Hsun
    National University of Tainan, Taiwan.
    Vogel, Bahtijar
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Johansson, Emil
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    A Problem-based Ubiquitous Learning Approach to Improving the Questioning Abilities of Elementary School Students2014In: Journal of Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 17, no 4, 316-334 p.Article in journal (Refereed)
    Abstract [en]

    The purpose of this study is to investigate the effects of a ubiquitous problem-based learning system (UPBLS) on students' question-raising performance in field inquiry activities. An experiment was conducted on an elementary school natural science course. A total of 43 sixth and fifth grade elementary students divided into experienced and novice groups participated in the field observation activities with on-line discussion over a period of seven months to evaluate the changes in their questioning ability. Moreover, a rubric for evaluating the students' questioning ability was developed and validated. Supported by UPBLS, the students collected the required wetland ecology data in three wetland field observation activities. The experimental results show that the students' questioning abilities significantly improved during the learning process. Moreover, it was found that both the experienced and the novice students had similar progress trends, implying that the proposed approach is helpful for improving the questioning abilities of students with different levels of prior knowledge.

  • 28.
    Jusufi, Ilir
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Computer Science.
    Junuzi, Lulzim
    Kerren, Andreas
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Computer Science.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Visualization of Content and Semantical Relations of Geonotes2008In: Proceedings of the 8th IASTED International Conference on Visualization, Imaging, and Image Processing (VIIP '08), ACTA Press , 2008, 131-136 p.Conference paper (Refereed)
  • 29.
    Jusufi, Ilir
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Legaspi, Xurxo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Interactive Exploration of Student Generated Content presented in Blogs2016In: EuroVis 2016 - Posters: Eurographics - European Association for Computer Graphics / [ed] Tobias Isenberg & Filip Sadlo, Eurographics - European Association for Computer Graphics, 2016, 53-55 p.Conference paper (Refereed)
    Abstract [en]

    Nowadays blogs are regarded as tools for communication as well as an important source for spreading information in almost every subject. In recent years, school teachers have started to take advantage of this technology in order to support their educational practices. In this paper we focus on the data generated by a project involving more than 50 Swedish schools where teachers and pupils are posting content related to their astronomy class activities in their blogs with the aims of improving the teaching process. The challenge here is to find suitable methods to explore all these blogs in an interactive and discovery fashion. Our proposed solution to this challenge is to provide a visual and interactive tool for the exploration of blog corpora by teachers, pupils, project managers and parents.

  • 30.
    Kaltofen, Sandra
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Kurti, Arianit
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    A Cross-Platform Software System to Create and Deploy Mobile Mashups.2010In: Web Engineering: 10th International Conference, ICWE 2010, Vienna Austria, July 5-9, 2010. / [ed] Boualem Benatallah, Fabio Casati, Gerti Kappel and Gustavo Rossi, Berlin: Springer, 2010, 518-521 p.Chapter in book (Refereed)
    Abstract [en]

    Changes in usage patterns of mobile services are continuously influenced by the enhanced features of mobile devices and software applications. Current cross-platform frameworks that allow the implementation of advanced mobile applications have triggered recent developments in relation to end-user mobile services and mobile mashups creation. Inspired by these latest developments, this paper presents our current development related to a cross-platform software system that enables the creation of mobile mashups within an end-user programming environment.

  • 31. Karlsson, Mia
    et al.
    Spikol, Daniel
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Media Technology.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Media Technology.
    A Mobile Game as a Tool to Support Learning among Teenage Girls: An Explorative Study conducted from a Community of Practice Perspective2008In: Society for Information Technology and Teacher Education International Conference 2008: SITE2008, 2008, 2636-2643 p.Conference paper (Refereed)
    Abstract [en]

    This study explores the use of mobile games to support informal learning. The results presented in this paper are based on interviews conducted with five Swedish teenage girls out of a total of thirty who participated in a summer course on technology and game design. Together with the researchers and in collaboration with the local orienteering club, the girls have been co-designing a game about local history. The game includes the combination of physical and intellectual activities together with the use of mobile and GPS devices. The goal of this study is to gain insights for the continuous evolvement of the mobile game based on the interaction with the players. The findings are more in the line of formulating relevant questions rather than providing answers in order to gain insights about how to use mobile games to support novel ways of learning. This study is the first out of three we plan to conduct during the spring 2008; including trials with teacher educators and teacher students.

  • 32.
    Kerren, Andreas
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Computer Science.
    Jusufi, Ilir
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Computer Science.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    GNV System: A Tool for Visualizing Geo-tagged Data2008Other (Other academic)
    Abstract [en]

    The total population of GPS-enabled location-based services (LBS) subscribers is constantly increasing. These GPS-enabled devices produce a wide range of media content (e.g., text/audio notes, pictures, or videos) enhanced by geo-tagged information. This fact poses a challenge regarding how to store and retrieve it and opens new research opportunities for visualizing this type of data. The overall aim of our current research is to develop novel approaches and methods for visualizing the content of these documents that will be placed in maps using GPS-coordinates as well as to visualize the semantical, temporal, and spatial relations between the documents themselves. We combined different visualization and interaction techniques, such as glyph-based techniques and visual clustering, to analyze the produced data. Our prototype application, called GNV System (GeoNotes Visualization System), demonstrates the interplay of different interaction techniques and components as well as their functionality.

  • 33.
    Kohen-Vacs, Dan
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Jansen, Marc
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Integrating Interactive Videos in Mobile Learning Scenarios2013In: QScience Proceedings, QScience.com , 2013, 17- p.Conference paper (Refereed)
    Abstract [en]

    Nowadays, there is a growing variety of mobile devices and online video content that could be used to support a variety of pedagogical strategies used for different cross-context learning scenarios. In order to take advantage of these developments, this paper presents an approach that allows to integrate learning material represented as videos in mobile learning scenarios, mainly by the implementation of a mobile client that allows to consume learning material represented as small chunks of video content. The application of these ideas potentially provides new educational opportunities to support learning across different contexts. Additionally, the videos consumed by the mobile client allow the integration of interactive elements like questions that could be answered by the learner while consuming the video or additional comments that could be provided to the learner. The rationale for the integration of the interactive parts in the video is to increase learners´ engagement and therefore also to increase their involvement and participation in order to generate an active learning experience.

  • 34.
    Kohen-Vacs, Dan
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Jansen, Marc
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Towards an architecture for educational virtual reality spaces2016In: ICCE 2016 - Proceedings of the 24th International Conference on Computers in Education: "Think Global Act Local" - Main Conference Proceedings / [ed] Weiqin Chen, Jie-Chi Yang, Sahana Murthy, Su Long Wong, Sridhar Iyer, Asia-Pacific Society for Computers in Education, 2016, 368-373 p.Conference paper (Refereed)
    Abstract [en]

    In recent years, hardware for the production and consumption of virtual reality content has reached level of prices that make it affordable to everyone. Accordingly, schools and universities are showing increased interest in implementations of virtual reality technologies for supporting their innovative educational activities. Hence, this paper presents a flexible architecture for supporting the development of virtual reality learning scenarios conveniently deployed for educational purposes. We also suggest an example of such educational scenario for medical purposes deployable with the suggested architecture. In addition, we developed and used a questionnaire answered by 17 medical students in order to derive additional requirements for refining such scenarios. Then, we present these efforts while aiming at deployments usable also for additional domains. Finally, we summarize and mention aspects we will address in our coming efforts while deploying such activities.

  • 35.
    Kohen-Vacs, Dan
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology. Holon Institute of Technology, Israel.
    Jansen, Marc
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Ronen, Miky
    Holon Institute of Technology, Israel.
    Designing and Developing Interactive Video Experiences to Support M-Learning2014In: Proceedings of the 22nd International Conference on Computers in Education ICCE 2014: November 30, 2014 - December 4, 2014 Nara, Japan / [ed] Chen-Chung Liu, Hiroaki Ogata, Siu Cheung Kong, Akihiro Kashihara, Nara, Japan: Asia-Pacific Society for Computers in Education, 2014, 413-422 p.Conference paper (Refereed)
    Abstract [en]

    In recent years, teachers have increasingly started to conduct pedagogical activitiesto promote different kinds of learning interactions supported by rich media. The deployment ofsuch activities is becoming common practice as teachers and students own technological meanssupporting them along such educational interactions. Such activities could be carried out inindoor settings while using regular computers. In addition, these activities could be alsoconducted from anywhere at any time while using smartphones and tablets. In this paper, wedescribe a multiphase pedagogical activity requiring students to author and later peer- assesseducational interactions incorporated to videos in YouTube. We describe the EDU.Tubeenvironment enabling them to create, share and consume such educational and rich mediaactivities across technological environments. We then detail a plan for the implementation of aneducational strategy taking place in 3 different classes dealing with diverse materials addressingcomputer science related topics. We also provide an evaluation presenting students' insights andfeedbacks resulting from the experienced activity. We discuss and elaborate on these outcomesin order to analyze them as concerns that could be applied to a further deployment of theEDU.Tube environment. Finally, we suggest that these set of concerns could be useful alsowhile designing and developing other technological environments offered for authoringeducational interactions supported by rich media aimed to empower teachers' pedagogicalpractice.

  • 36.
    Kohen-Vacs, Dan
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Kurti, Arianit
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ronen, Miky
    Holon Institute of Technology, Israel.
    Systems integration challenges for supporting cross context collaborative pedagogical scenarios2012In: Collaboration and Technology: 18th International Conference, CRIWG 2012 Raesfeld, Germany, September 16-19, 2012 Proceedings, Raesfeld: Springer, 2012, Vol. 7493, 184-191 p.Conference paper (Refereed)
    Abstract [en]

    This paper discusses the potential and challenges of integrating collaborative and mobile technologies in order to support a wide variety of learning activities across contexts. We present and illustrate two examples of such integrations aiming to expand the functionalities of an existing CSCL environment by introducing mobile technologies. Our goal is to enable the design and enactment of pedagogical scenarios that include asynchronous learning, outdoor collaborative activities and tasks performed in class using personal response systems. These examples are used to identify and analyze different challenges related to software systems integration issues. The outcome of these efforts is a proposed cross context systems integration model that can serve as the basis for future work that leads towards the integration of additional mobile applications designed and implemented to support novel collaborative learning scenarios.

  • 37.
    Kohen-Vacs, Dan
    et al.
    Linnaeus University, Faculty of Technology, Department of Media Technology. Holon Institute of Technology, Israel.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Ronen, Miky
    Holon Institute of Technology, Israel.
    Jansen, Marc
    Linnaeus University, Faculty of Technology, Department of Media Technology. University of Applied Sciences, Germany.
    Evaluation of enhanced educational experiences using interactive videos and web technologies: pedagogical and architectural considerations2016In: Smart Learning Environments, E-ISSN 2196-7091, Vol. 3, 6Article in journal (Refereed)
    Abstract [en]

    Nowadays, teachers and students utilize different ICT devices for conducting innovative and educational activities from anywhere at any time. The enactment of these activities relies on robust communication and computational infrastructures used for supporting technological devices enabling better accessibility to educational resources and pedagogical scaffolds, wherever and whenever necessary. In this paper, we present EDU.Tube: an interactive environment that relies on web and mobile solutions offered to teachers and students for authoring and incorporating educational interactions at specific moments along the time line of occasional YouTube video-clips. The teachers and students could later experience these authored artefacts while interacting from their stationary or mobile devices. We describe our efforts related to the design, deployment and evaluation of an educational activity supported by the EDU.Tube environment. Furthermore, we illustrate the specific teachers’ and students’ efforts practiced along the different phases of this educational activity. The evaluation of this activity and results are presented, followed by a discussion of these findings, as well as some recommendations for future research efforts further elaborating on EDU.Tube’s aspects in relation to learning analytics.

  • 38.
    Kohen-Vacs, Dan
    et al.
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Ronen, Miky
    Holon Institute of Technology Holon, Israel.
    Bar-Ness, Orna
    aHolon Institute of Technology, Israel.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Kurti, Arianit
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Integrating Collaborative and Mobile Technologies for Fostering Learning about Negotiation Styles2012In: Proceedings of the 20th international conference on computers in education ICCE 2012, Asia-Pacific Society for Computers in Education, 2012, 403-407 p.Conference paper (Refereed)
    Abstract [en]

    The aim of this research is to develop a hands-on spatial geometry learning system to facilitate students’ geometry learning. The system is developed with Duval’s four critical elements of geometry apprehension including perceptual apprehension, sequential apprehension, operational apprehension and discursive apprehension. The system supports senior high school students in the process of spatial geometry problem-solving, allowing them to hands-on manipulate spatial geometry graphics and develop their visualization and mental imagery. In total, 58 participants from different classes were recruited. The experimental group used the hands-on learning system, whereas the control group followed the traditional paper-based approach. The study investigates the effects of the hands-on geometry learning system on students’ perceptual apprehension, sequential apprehension, operational apprehension, overall spatial geometry scores and learning attitude. The results revealed more learning attitude, and higher perceptual apprehension, sequential apprehension, operational apprehension in the experimental group. 

  • 39.
    Kohen-Vacs, Dan
    et al.
    Holon Insititue of Technology, Israel .
    Ronen, Miky
    Holon Insititue of Technology, Israel .
    Ben Aharon, Or
    Holon Insititue of Technology, Israel .
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Incorporating Mobile Elements in Collaborative Pedagogical Scripts2011In: Proceedings of the 19th International Conference on Computers in Education / [ed] T. Hirashima et al., Chiang Mai, Thailand: Asia-Pacific Society for Computers in Education, 2011, 357-364 p.Conference paper (Refereed)
    Abstract [en]

    This paper describes our on-going efforts regarding how combining the potential andaffordances of two approaches and systems can be used to provide teachers with the ability todesign and enact online learning scenarios that include activities performed in outdoor settings.We describe how different technical features of our systems have been integrated combiningweb-based solutions and mobile applications. We present a detailed example of a learningscenario that was implemented with undergraduate students and included outdoor activitiesperformed via mobile phones, as well as other learning tasks using the web and computers in theclassroom and at home. Our results imply of ways teachers and students may use technology inorder to support collaborative learning trajectories across different contexts, as well as insightspointing to the pedagogical and design challenges involved in combining a variety oftechnologies to support outdoors and indoors learning activities.

  • 40.
    Kong, Siu Cheung
    et al.
    The Hong Kong Institute of Education, China.
    Chan, Tak-Wai
    National Central University, Taiwan.
    Griffin, Patrick
    University of Melbourne, Australia.
    Hoppe, Ulrich
    University Duisburg-Essen, Germany.
    Huang, Ronghuai
    Beijing Normal University, China.
    Kinshuk,
    Athabasca University, Canada.
    Looi, Chee Kit
    Nanyang Technological University, Singapore.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Norris, Cathleen
    University of North Texas, USA.
    Nussbaum, Miguel
    Universidad Catolica de Chile, Chile.
    Sharples, Mike
    So, Wing Mui Winnie
    Hong Kong Inst Educ, Hong Kong, Hong Kong, Peoples R China.
    Soloway, Elliot
    Univ Michigan, Ann Arbor, MI 48109 USA.
    Yu, Shengquan
    Beijing Normal Univ, Beijing 100875, Peoples R China.
    E-learning in School Education in the Coming 10 Years for Developing 21st Century Skills: Critical Research Issues and Policy Implications2014In: Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 17, no 1, 70-78 p.Article in journal (Refereed)
    Abstract [en]

    One of the curriculum goals of e-learning in school education is to develop learners for 21st century skills through their daily learning activities. This paper aims to discuss the research issues and policy implications critical for achieving such a curriculum goal. A review of literature in the related fields indicates that K-12 schools should take advantage of e-learning to maximize learning opportunities of learners for the development of 21st century skills. We identify six research issues critical for e-learning in school education, namely the realization of developing 21st century skills of learners; the bridging of the gap between curriculum in school and situations in society; the maximization of learning opportunities in the learning process; the collection of evidence of improvement and building awareness of progress; the assessment of 21st century skills; and the provision of teacher development for enculturating learners to develop 21st century skills. We recommend the relevant stakeholders across different countries/regions to consider policies on the goal-setting of curriculum addressing 21st century skills development and bridging gap between school and society; on the availability of digital technology for school education; on the privacy/legal issues of learning data in e-learning process; and on the teacher development for pre-service and in-service teachers.

  • 41.
    Kukulska-Hulme, Agnes
    et al.
    Open University, UK.
    Sharples, Mike
    University of Nottingham, UK.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering.
    Arnedillo-Sánchez, Inmaculada
    Trinity College, Dublin, Ireland.
    Vavoula, Giasemi
    University of Leicester, UK.
    Innovation in Mobile Learning: A European Perspective2009In: International Journal of Mobile and Blended Learning, ISSN 1941-8647, Vol. 1, no 1, 12-35 p.Article in journal (Refereed)
    Abstract [en]

    In the evolving landscape of mobile learning, European researchers have conducted significant mobilelearning projects, representing a distinct perspective on mobile learning research and development. Ourarticle aims to explore how these projects have arisen, showing the driving forces of European innovationin mobile learning. We propose context as a central construct in mobile learning and examine theories oflearning for the mobile world, based on physical, technological, conceptual, social and temporal mobility.We also examine the impacts of mobile learning research on educational practices and the implications forpolicy. Throughout, we identify lessons learnt from European experiences to date.

  • 42.
    Kukulska-Hulme, Agnes
    et al.
    The Open University, United Kingdom.
    Sharples, Mike
    University of Nottingham, United Kingdom.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Arnedillo-Sánchez, Inmaculada
    Trinity College Dublin, Ireland.
    Vavoula, Giasemi
    University of Leicester, United Kingdom.
    The Genesis and Development of Mobile Learning in Europe2011In: Combining E-Learning and M-Learning: New Applications of Blended Educational Resources: New Applications of Blended Educational Resources / [ed] David Parsons, Hershey, PA, USA: Idea Group Publishing, 2011, 1, 151-177 p.Chapter in book (Refereed)
    Abstract [en]

    In the past two decades, European researchers have conducted many significant mobile learning projects. The chapter explores how these projects have arisen and what each one has contributed, so as to show the driving forces and outcomes of European innovation in mobile learning. The authors identify context as a central construct in European researchers’ conceptualizations of mobile learning and examine theories of learning for the mobile world, based on physical, technological, conceptual, social and temporal mobility. The authors also examine the impacts of mobile learning research on educational practices and the implications for policy. Finally, they suggest future challenges for researchers, developers and policy makers in shaping the future of mobile learning.

  • 43.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Informatik.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Alserin, Fredrik
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Contextual Design of Mobile Services to Support Knowledge Workers in Library Settings.2006In: Sixth IEEE International Conference on Advanced Learning Technologies (ICALT'06), IEEE Computer Society, Los Alamitos, USA , 2006, 375-377 p.Conference paper (Refereed)
  • 44.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Informatik.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Alserin, Fredrik
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Gustafsson, Jonas
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Designing and Implementing Ubiquitous Learning Activities Supported by Mobile and Positioning Technologies2006In: Proceedings of the IASTED CATE 2006 Conference, IASTED Publication, Calgary, Canada , 2006, 193-199 p.Conference paper (Refereed)
  • 45.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Spikol, Daniel
    Medieteknik.
    Designing Innovative Learning Activities Using Ubiquitous Computing2007In: Proceedings of the 7th IEEE International Conference on Advanced Learning Technologies, IEEE Computer Society, Los Alamitos, USA , 2007, 386-390 p.Conference paper (Refereed)
  • 46.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. ISMT.
    Spikol, Daniel
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. ISMT.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. ISMT.
    Bridging Outdoors and Indoors Educational Activities in Schools with the Support of Mobile and Positioning Technologies2008In: International Journal of Mobile Learning and Organization: Special Issue on Current Mobile Learning Technologies and Applications, ISSN 1746-7268, Vol. 2, no 2, 166-186 p.Article in journal (Refereed)
  • 47.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Informatik.
    Spikol, Daniel
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknologi.
    Flensburg, Per
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Informatik.
    Increasing the value of information: Putting content in context: is that enough?2006In: Proceedings of Information System Research Seminar, IRIS 29, 2006Conference paper (Other (popular science, discussion, etc.))
  • 48.
    Kurti, Arianit
    et al.
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Spikol, Daniel
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Milrad, Marcelo
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Martin, Svensson
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Pettersson, Oskar
    Växjö University, Faculty of Mathematics/Science/Technology, School of Mathematics and Systems Engineering. Medieteknik.
    Exploring How Pervasive Technologies Can Support Situated Learning2007In: Proceedings of “Pervasive Learning 2007”, An International Workshop on Pervasive Learning, in conjunction with Pervasive 2007, May 13th, 2007, Toronto, Canada, Centre for Mobile Computing, Massey University, New Zealand , 2007, 19-26 p.Conference paper (Refereed)
  • 49.
    Liu, Chen-Chung
    et al.
    National Central University, Taiwan.
    Milrad, Marcelo
    Linnaeus University, Faculty of Science and Engineering, School of Computer Science, Physics and Mathematics.
    Guest Editorial: One-to-One Learning in the Mobile and Ubiquitous Computing Age2010In: Journal of Educational Technology & Society, ISSN 1176-3647, E-ISSN 1436-4522, Vol. 13, no 4, 1-3 p.Article in journal (Refereed)
  • 50.
    Looi, Chee-Kit
    et al.
    Nanyang Technol Univ, Singapore.
    Wong, Lung-Hsiang
    Nanyang Technol Univ, Singapore.
    Milrad, Marcelo
    Linnaeus University, Faculty of Technology, Department of Media Technology.
    Guest Editorial: Special Issue on Seamless, Ubiquitous, and Contextual Learning2015In: IEEE Transactions on Learning Technologies, ISSN 1939-1382, E-ISSN 1939-1382, Vol. 8, no 1, 2-4 p.Article in journal (Other academic)
1234 1 - 50 of 152
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf