Invitation to Interactions Design Elective Course

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This is a 5-ECTS elective course in the 8th semester of Candidate (two-year master program) in IT, Learning and Organizational Change offered by the Department of Learning and Philosophy of Aalborg University in Denmark.

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Teachers’ development of digital literacy (DL) is gaining importance with the increase in the integration and adoption of information and communication technologies in educational contexts. The focus has been predominantly on students and not much on teachers, who require greater attention due to rapid transformation of both school systems and digital systems’ applications. The goal of this systematic literature review is to draw attention of researchers, policy-makers, and practitioners associated with education systems for considering ‘digital literacy for the professional development of teachers’ as an agenda for the transformation at both individual level and organizational level. Applying the methodology elaborated by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, 16 peer-reviewed articles were selected. Constant comparative method was used for the qualitative analysis. This paper reports on three main categories: (a) definition of digital literacy, (b) development of digital literacy of preservice and in-service teachers and (c) models for the development and evaluation of digital literacy. The general definitions of DL include the elements of technical, cognitive, and social aspects. The circumstances and conditions in relation to both pre-service and inservice teachers can help to create a culture that develops DL. Existing DL models can be adopted in teacher education programs and schools and can thus be verified.

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Abstract: With an interest in learning that is set in collaborative situations, the data session presents excerpts from video data produced by two of fifteen students from a class of 5th semester techno-anthropology course. Students used video cameras to capture the time they spent working with a scientist, for one week in 2014, and collected and analyzed visual data to learn about scientists’ practices. The visual material that was collected represented the agreed on material artifacts that should aid the students' reflective process to make sense of science technology practices. It was up to the student and the science expert to negotiate the nature of this collaboration. Following the inspirations by Charles Goodwin on action and embodiment and Lorenza Mondada’s work on multimodality in interactional spaces, this analysis explores: the nature of the interactional partnership and their transformations through video, nature of the interactional space, and material and spatial semiotics.

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Workshop: Software-based clicker systems turn all the computers, mobiles, tablets and other Internet-browsable devices into clickers. It is an undisputed educational technology with significant pedagogical values – for formative assessment, engaging in discussions, recording attendance, conducting course/module evaluation, and many others! Commonly, three types of questions - multiple-choice, true-false and open-ended – are available, along with the option for anonymous responses. Different clickers will be introduced but only Socrative will be facilitated as it is free and most efficient in terms of usability factors.

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iPad, with its Apple platform and interoperability-dependent material conditions, bring complex barriers in its adoption and integration in secondary education system as a learning tool. In the schools’ context, it is an emerging educational technology for its affordances supporting collaborative learning. This systematic literature review on the barriers to the integration of iPad in primary and secondary schools is based on 13 peer-reviewed and full-text articles. The paper discusses what are the challenges in using iPad as a learning tool in primary and secondary educational settings. The identified barriers are discussed in three broad categories or stages of innovation process in an educational context: basic challenges with the tool, barriers to the integration of the iPad in a school setting, and barriers in the use of the iPad.

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Abstract: Massively open online courses (MOOCs) are one of most recent educational technology development that have become a highly debated issue, polarized among proponents, boosters, skeptics, and resistants. To understand the nature of such evolving technology concepts, the typical methods and techniques in current literature result in the production of systematic literature reviews, case studies, and theoretical or conceptual frameworks. This work-in-progress paper explores the controversies about MOOCs by adopting the recently developed method “cartography of controversies” from the science and technology studies (STS) discipline. The method guides the application of actor network theory (ANT). Online digital media and tools (namely, Scopus, ScienceScape, Google trends, OpenHeatMap, NodeXL, Gephi, Facebook, Twitter) are used for data collection and analysis. The study uses both qualitative and quantitative tools and techniques to highlight the statements, literatures, actors, cosmoses or general concepts involved in the controversy. The paper propounds the adoption of the method in the field of education and educational technology and proposes through demonstration in this article that such investigations can be reported as a genre of the scholarly article.

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Mobile devices, especially the integration and adoption of iPads in school classrooms, is gaining emphasis across the research and development forums of academic, policy, organizational, political, and public spheres. In April 2012, the Danish government announced that they would allocate DKK 500 million to develop the use of IT in elementary schools in Denmark. Since then, many municipalities have purchased iPads for schools for large sums. The existing literature, however, says very little about how these IT resources are being used or should be used in teaching. This paper contributes to the knowledge of how teachers and students use iPads in school contexts. During fall 2013, three elementary schools’ second and sixth graders were observed, and their subject teachers were interviewed. The researchers applied a social constructivist perspective and a qualitative research design, using grounded theory methodology. The relevant factors identified were available knowledge and adoptable practice (including innovation evaluation, subject culture, learning activity design, and teachers’ and students’ skill level with iPads); advantages (including mobility, multimodality, access to information, startup time, and differentiated learning environments); and adoption barriers (including accessibility, training, and economy) as seen in relation to technology, pedagogy, and content. The paper concludes that the identified nature of knowledge, practices, and barriers are similar to the trend of integrating and adopting desktop computers and other educational technologies. However, there are some unique advantages that iPad and other mobile devices can enable through apps, readiness, etc. Policies and strategies should be adopted to combine training and maintenance along with ensuring access to iPads.

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Asthma is a common chronic disease that affects millions of people in the world. The most common signs and symptoms of asthma are cough, breathlessness, wheeze, chest tightness and respiratory rate. These signs and symptoms can’t be measured accurately since they consist of various types of uncertainties such as vagueness, imprecision, randomness, ignorance, incompleteness. Consequently, traditional disease suspicion, which is carried out by the physician, is unable to deliver accurate results. Hence, this paper presents the design, development and application of a decision support system to assess asthma suspicion under uncertainty. Belief Rule-Base Inference Methodology Using the Evidential Reasoning Approach (RIMER) was adopted to develop this expert system that is named as Belief Rule Based Expert System (BRBES). The system has the capability to handle various types of uncertainties both in knowledge representation and inference procedures. The knowledgebase of this system was constructed by taking account of real patient data and expert’s opinion. The practical case studies were used to validate this system. It was observed that the system generated results are more effective and reliable in terms of accuracy than the results generated by a manual system.

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This paper builds on research directions from ‘activity theory’ and ‘learning design’ to provide ‘facilitation’ for students standing within decision making related to selection of web 2.0 tools and university provided web-based applications for supporting students activities within problem and project based learning. In the area of problem and project based learning, facilitation is the core term and the teacher often has the role as facilitator or moderator instead of a teacher teaching. Technology adoption for learning activities needs facilitation, which is mostly absent. Sustainable adoption might be facilitated based on tool appropriation with activities associated with courses and projects. Our mapping of different tools in a framework is reported based on interviews, observations, narratives and survey. A direction towards facilitation process for adoption is discussed as part of future scope of work.

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Md. Saifuddin Khalid, 2011, ICT in Education-Secondary Technical Vocational Education and Training Institute Centered Diffusion of Innovation in Rural Bangladesh — A Study Proposal, ABSTRACTS CD ISBN: 978-84-614-7422-6 PROCEEDINGS CD: 978-84-614-7423-3, pp. 2010- 2020. International Technology, Education and Development Conference (INTED 2011) 5th Edition – Valencia (Spain)- 7th – 9th March, 2011

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