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  • 1.
    Cerratto-Pargman, Teresa
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Knutsson, Ola
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Materiality of Online Students’ Peer-Review Activities in Higher Education2015Ingår i: Exploring the Material Conditions of Learning: The Computer Supported Collaborative Learning (CSCL) Conference 2015: Conference Proceedings. Volume 1 / [ed] Oskar Lindwall, Päivi Häkkinen, Timothy Koschmann, Pierre Tchounikine, Sten Ludvigsen, International Society of the Learning Sciences, 2015, 308-315 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    In spite of the widespread use of technology in higher education, discourses on learning technologies commonly account for their features as disembodied from their use. There has so far been few theoretical approaches which have delved into "the technology question" in CSCL. We present an empirical study that investigates how students’ peer-review activities are entangled with sociomaterial aspects of mediated collaborative learning. The students' peer-review activities were analyzed according to the Collective Instrument-mediated Activity Situation (CIAS) model, and findings show that the materiality of two different tools had considerable influenced how students engaged with the texts and how they interacted with each other.

  • 2.
    Hansson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Aron
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Verhagen, Harko
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Actory: A Tool for Visualizing Reputation as a Means to Formalize Informal Social Behavior2011Ingår i: The second International Conference on Reputation, ICORE 2011, 2011Konferensbidrag (Refereegranskat)
    Abstract [en]

    In order to investigate and challenge a normative liberal democratic view of participation, we propose an experimental system based on differences in reputation and user activity. Based on democratic meeting techniques and social media, basic principles for a groupware are formulated containing typical democratic features such as voting and discussion, but taking reputation into account and clarifying the individual's activities in relation to the group. The prototype stands in contrast to commonly used internet forums by highlighting differences in reputation and activity and making these visible and changeable by its users thus shedding some light on status and reputation issues in internet forums and groupware.

  • 3.
    Hansson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Aron
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Verhagen, Harko
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Reputation, inequality and meeting techniques: visualising user hierarchy to support collaboration2014Ingår i: Computational and mathematical organization theory, ISSN 1381-298X, E-ISSN 1572-9346, Vol. 20, nr 2, 155-175 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Equality within groups is ordinarily taken for granted when technology for e-democracy is conceived and developed. However, inequality in online communication is just as common as in other social contexts. Therefore, we have developed a groupware with the express purpose of illuminating imbalance of power. Inequalities are measured and made visible to users of the system, and they change dynamically as actions are taken by users. The system is based on democratic meeting techniques and is reminiscent of a strategy game based on social media. Each participant’s score within the game is dynamically calculated and reflects that user’s activity, others’ reactions to that activity and reactions to others’ activities. The calculations and weighing mechanisms are open to inspection and change by the users, and hierarchical roles reflecting game levels may be attached to system rights belonging to individual users and user groups. The prototype we present stems from the question of how to conceive of groupware based on diversity and is the result of combining social theory with algorithms for modelling and visualising user hierarchy and status. Empirical user tests suggest improvements to the prototype’s interface, which will be implemented and further evaluated by embedding the algorithms in a system for e-participation.

  • 4.
    Hansson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Verhagen, Harko
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Aron
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Formalizing informal social behavior: Developing a visual tool to support collaborative discussions2011Ingår i: Proceedings of the 7th International Conference on Collaborative Computing: Networking, Applications and Worksharing / [ed] Dimitrios Georgakopoulos and James B. D. Joshi, IEEE conference proceedings, 2011, 422-429 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    In technological development in the area of e- democracy in-group equality is taken for granted. However, inequality in online communication is just as common as in other social contexts. To research the effects of starting from the presupposition of inequality we have developed a groupware for discussions. Based on democratic meeting techniques and social media it takes the form of a strategic game. The score within the game reflect user activity and the reactions to the activity in a dynamic way. Existing groupware and Internet forums available share the measurement of user activity but their evaluation systems are hidden from the user and not open to change. Instead, our system offers many reaction mechanisms that all add to the score for a user that can be seen as the expression of the user’s status. The calculation and weighing mechanisms are open to inspection and change by the users. Hierarchical roles reflecting game levels may be attached to rights of what a specific user may change. The prototype presented in this paper will be evaluated in the next phase of the design research process.

  • 5.
    Hansson, Karin
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Verhagen, Harko
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Larsson, Aron
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Reputation and Online Communication: Visualizing Reputational Power to Promote Collaborative Discussions2013Ingår i: 46th Hawaii International Conference on System Sciences (HICSS), 2013, IEEE Computer Society, 2013, 748-758 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    In technological development in the area of e-democracy in-group equality is taken for granted. However, inequality in online communication is just as common as in other social contexts. To research the effects of starting from the presupposition of inequality we have developed a groupware for discussions. Based on democratic meeting techniques and social media it takes the form of a strategic game. The score within the game reflect user activity and the reactions to the activity in a dynamic way. The calculation and weighing mechanisms are open to inspection and change by the users. Hierarchical roles reflecting game levels may be attached to rights of what a specific user may change. The prototype presented in this paper will be further evaluated in the next phase of the design research process.

  • 6. Karlsson, Niklas
    et al.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Knutsson, Ola
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lindström, Berner
    Social bookmarking and tagging in a biology class2013Ingår i: Problem-Based Learning for the 21st Century: new practices and learning environments / [ed] Ellen Christiansen, Aalborg: Aalborg Universitetsforlag, 2013, nr 1Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 7.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    CALL of the Wild: Using language technology in the second language classroom2009Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [en]

    Technology that analyzes written human language displays compelling possibilities for computer assisted language learning (CALL). Applications may be designed to examine second language students’ free text production in order to suggest improvements, draw attention to selected linguistic elements, provide examples from native language use, etc. However, language technology is not free from issues. Output from the tools is occasionally inaccurate, and the tools’ emphasis on language structure stands in possible contrast with pedagogies that foreground the social nature of language.

    These difficulties cannot be resolved by improving technology alone. It is equally important to find out in empirical detail how students handle possibly problematic directions from particular tools, and how tasks and teacher guidance may affect students’ tool usage. This thesis provides detailed analyses of applied CALL activities with a language tool, in order to discern how usage of that particular tool occurs, and how complex interrelationships of tool and context of use direct students.

    The thesis makes six interrelated contributions, ranging from particular empirical results to implications for general theory and methodology in CALL. On the level of theory, the thesis 1) provides an argument to reintroduce language technology in CALL, and 2) suggests grounding in sociocultural theory for investigating second language classroom CALL as it unfolds. From these standpoints, it 3) develops methodology and empirical studies on the use of a particular tool in the hands of students in class. The studies result in 4) illuminations of problems in use and means to avoid these problems by attending to classroom setting. Returning to general theory, the results provide 5) evidence that the introduction of novel tools demands more than merely providing technology for students and teachers, suggesting 6) a need for more detailed considerations of how CALL tools are introduced to students.

  • 8.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Analyzing student activity in computer assisted language learning2006Ingår i: The Sixth IEEE International Conference on Advanced Learning Technologies (ICALT 2006), 2006, 222-226 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 9.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Knutsson, Ola
    Literate tools or tools for literacy?: A critical approach to language tools in second language learning2008Ingår i: Digital Kompetanse - Nordic Journal of Digital Literacy, ISSN 0809-6724, Vol. 3, nr 2, 97-112 s.Artikel i tidskrift (Refereegranskat)
  • 10.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lindström, Henrik
    Knutsson, Ola
    Tool mediation in Focus on Form activities: case studies in a grammar-exploring environment2007Ingår i: ReCALL, ISSN 0958-3440, Vol. 19, nr 1, 39-56 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.

  • 11.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tools, language technology and communication in computer assisted language learning2006Ingår i: Writing and digital media / [ed] Luuk Van Waes, Mariëlle Leijten, Christine M. Neuwirth, Amsterdam: Elsevier, 2006, 1. ed.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 12.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ramberg, Robert
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Tools, language technology and communication in computer assisted language learning2006Ingår i: Writing and digital media / [ed] Luuk Van Waes, Mariëlle Leijten, Christine M. Neuwirth, Amsterdam: Elsevier, 2006, 189-198 s.Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 13.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lindström, Henrik
    Cerratto-Pargman, Teresa
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Knutsson, Ola
    KTH, Stockholm, Sweden.
    Tool Mediation in Focus on Form Activities: Case studies in a grammar-exploring environment2007Ingår i: ReCALL, ISSN 0958-3440, E-ISSN 1474-0109, Vol. 19, nr 1, 39-56 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    We present two case studies of two different pedagogical tasks in a Computer Assisted Language Learning environment called Grim. The main design principle in Grim is to support ‘Focus on Form’ in second language pedagogy. Grim contains several language technology-based features for exploring linguistic forms (static, rule-based and statistical), intended to be used while writing. Our question is, in what ways does Grim support Focus on Form in actual classroom use. We have explored this question within sociocultural theory, emphasizing tool mediation and how tools shape the learner’s activity. The first case concerns a text-reconstruction exercise in which students worked in a pair within the Grim environment. The second case was conducted with another group of students, who engaged in collaborative revision of texts, written in advance by one of the students, in student pairs. In both studies, students were instructed and encouraged to use the different features of Grim. Data was collected by recording dialogue during the sessions with Grim. Our results show how learners put the features of Grim into use in their writing tasks. In some instances, the program was used creatively, in combination with external tools such as the users’ own dictionaries, knowledge of other languages, or teachers. In other instances, we note that Grim was used for error correction, rather than as a language resource. The learners’ activities are thus transformed by their use of the program, from the tasks of revision and text-reconstruction into error correction. The application shapes the activity, in conjunction with the pedagogical tasks. We argue for studying the activities of students with CALL tools, in order to find out in detail how tasks and technology concur in use and what view on language and pedagogy they mediate.

  • 14.
    Karlström, Petter
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lundin, Eva
    CALL in the zone of proximal development: novelty effects and teacher guidance2013Ingår i: Computer Assisted Language Learning, ISSN 0958-8221, E-ISSN 1744-3210, Vol. 26, nr 5, 412-429 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Digital tools are not always used in the manner their designers had in mind. Therefore, it is not enough to assume that learning through CALL tools occurs in intended ways, if at all. We have studied the use of an enhanced word processor for writing essays in Swedish as a second language. The word processor contained natural language processing technology to display linguistic information such as part of speech while students wrote their texts. We investigated how students' real classroom activity when using the tool corresponded to that which was planned by their teacher. Our contribution is on two levels: (1) a real-world analysis of occasionally problematic technology and (2) an elaboration on research methodology for conducting classroom studies within the sociocultural perspective. Our findings show that use of the tool varied greatly between sessions and that paying close attention to the near-future proficiencies of students is paramount. It is therefore important to account for novelty effects in CALL and to provide guidance to teachers concerning the use of such tools in their pedagogical context. We also suggest further elaborations of sociocultural theory and method in order to capture learners' classroom activities.

  • 15.
    Knutsson, Ola
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Blåsjö, Mona
    Stockholms universitet, Humanistiska fakulteten, Institutionen för nordiska språk.
    Hallsten, Stina
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Identifying different registers of digital literacy in virtual learning environments2012Ingår i: The Internet and higher education, ISSN 1096-7516, E-ISSN 1873-5525, Vol. 15, nr 4, 237-246 s.Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    In this paper social semiotics, and systemic functional linguistics in particular, are used in order to identify registers of digital literacy in the use of virtual learning environments. The framework of social semiotics provides means to systemize and discuss digital literacy as a linguistic and semiotic issue. The following research question was investigated in the paper: What different registers of digital literacy could be identified when students and teachers communicate and interact in a VLE? The research question was answered by. initially, an application of social semiotics to virtual learning environments, and its relation to the knowledge domains of everyday, specialized and reflexive digital literacy. This application was then further developed, using an analysis of a course specific use of a virtual learning environment in a case study. The study identified discrepancies between the digital literacies of teachers. designers and students. These discrepancies mean that a shared semiotic register was sometimes difficult to maintain. The conclusion is that the designers and teachers as co-designers of virtual learning environments need a better understanding of everyday digital literacy in order to design more sufficient learning environments. The paper shows that digital literacy must be considered as a situated practice, and that it concerns functional and communicative competencies rather than acquiring a set of technical skills.

  • 16.
    Wang, Jinyi
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Mobility and multi-modality: An exploratory study of tablet use in interaction design learning2012Ingår i: / [ed] M. Specht, M. Sharples J. Multisilta, 2012, 276-279 s.Konferensbidrag (Refereegranskat)
    Abstract [en]

    Tablet computers contain affordances that could make them particularly useful for students in interaction design. However, there is a lack of research and guidelines on how to integrate mobile tablets in learning. In this paper, we aim to gain understanding on the use of tablets in interaction design education by conducting a case study in an undergraduate class in interaction design. We frame our results in five features of mobile devices. Mobility and multi-modality stood out as the most distinct features of tablets in interaction design education.

  • 17.
    Åkerfeldt, Anna
    et al.
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för pedagogik och didaktik.
    Karlström, Petter
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Selander, Staffan
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Ekenberg, Love
    Stockholms universitet, Samhällsvetenskapliga fakulteten, Institutionen för data- och systemvetenskap.
    Lärande i en digital miljö. Observation av 1:12013Rapport (Övrigt vetenskapligt)
    Abstract [sv]

    Stockholms universitet fick 2009 i uppdrag av Nacka kommun, Förskola, Fritids & Skola att följa kommunens satsning på att sponsra kommunens skolor med bärbara datorer. En projektgrupp tillsattes och under 2009-2011 har gruppen genomfört olika datainsamlingar i Nacka kommuns skolor för att följa 1:1-satsningen (en dator per elev och lärare). I följande rapport kommer projektet att slutrapporteras. Vi kommer att presentera resultat från fyra delstudier; 1) videoobservationer från klassrumsmiljö, 2) fokusgruppssamtal med lärare och rektorer, 3) enkätundersökning med eleverna samt 4) system- och programanalys.

1 - 17 av 17
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