Multimodal design,learning and cultures of recognition     

Gunther Kress  Staffan Selander 《The Internet and Higher Education》2012,15(4):265-268

In this article, a design-oriented, multimodal understanding of learning will be outlined. There seems to be a need for a new conceptualisation of learning in an era characterised by an increasing virtual space, blended media and new communicative patterns. This means a broader understanding of learning, and a theoretical understanding of transformational and interactive processes, where meaning-making, the role of agency, and what is seen as proper representations and as signs of learning in a cultural context are central issues.  相似文献   

“You can't make this a science!” — Analyzing decision support systems in political contexts     

Annika Andersson  Åke Grönlund  Joachim Åström 《Government Information Quarterly》2012

This paper reports on problems and conflicts encountered when using decision support systems (DSS) in political contexts. Based on a literature study and two case studies we describe problems encountered in relation not only to the DSS itself, but also to the political decision process. The case studies have been carried out in two cities in Sweden that at different times but in similar situations have used DSS in order to reach a decision in complicated and contested matters. In both cases we have previously found that the method and IT tool used for decision analysis were appreciated by most participants, but the inherent rationality of the DSS was in conflict with how participants usually make decisions as well as with the political process. The assumption was that a strict and open method would make grounds for clear decisions, but the results of the decision process were none of the cases implemented. In one case the result of the decision analysis was that no clear decision was made. In the other case the lowest ranked alternative was implemented. Furthermore, in neither city the method was ever used again. We therefore ask: What are the challenges and limitations to using DSS in political contexts? Our study shows that challenges relate to selecting and using criteria; eliciting weights for criteria (high level of subjectivity); understanding all the amount of facts available in the system; time constraints; and lack of impact on the final decision. This study contributes to both research and practice by increasing the understanding of what challenges are experienced in DSS use, since the findings can be used as a framework of challenges that should be addressed, in design of systems as well as method for use. The study also contributes to understanding the role of politicians in decision-making and the consequences for the use of DSS. Further, the literature study showed that there are overall very few studies on the actual use of DSS in a political context, and we therefore conclude by encouraging more studies reporting actual use.  相似文献   

Boundary crossing between higher education and the world of work: a case study in post-1994 Rwanda     

Faustin Mutwarasibo  Pierre Canisius Ruterana  Ingrid Andersson 《高等教育研究与发展》2014,33(5):962-977

Workplaces abound with knowledge that is different from the knowledge students gain at universities. Crossing the boundary from a university to a workplace can, therefore, be difficult for students. To compensate for the dearth of knowledge on how these issues play out in an African context, this study investigates how knowledge and experiences gained during academic studies were useful in the workplace by interviewing employers from sectors commonly open to university graduates and student representatives from all faculties at a Rwandan University. Open questionnaires were used to ascertain what kinds of changes might lead to more successful boundary crossing. The findings suggest that while domain-specific knowledge is an essential part of a university qualification, a stronger focus on generic skills is needed in order to help students cross the boundary and succeed in the workplace.  相似文献   

Using Class Blogs in 1:1 Schools—Searching for Unexplored Opportunities     

Annika Andersson  Kalle Räisänen 《学校用计算机》2014,31(3):173-196

This article focuses on class blogs and presents results from 1:1 schools in Sweden. While Swedish schools are increasingly using Web 2.0 technologies (e.g., wikis and blogs), most of this use is still at an experimental stage. To further the understanding of how blogs are and can be used, we compare class blogs used in practice with the fast-growing literature in the field. Previous work suggests eight uses: collaboration, making assignments, journal writing, instruction, posting supplemental material, community building, external readers, and prompting. In practice, we found blogs to be used in a fairly narrow way—mainly for instruction and posting supplemental material. We hope that this article will inspire teachers to further their blog use.  相似文献   

Effects of tactile training on visual speechreading: performance changes related to individual differences in cognitive skills     

Andersson U  Lyxell B  Rönnberg J  Spens KE 《Journal of deaf studies and deaf education》2001,6(2):116-129

We report on a follow-up study of the R?nnberg, Andersson, Lyxell, & Spens (1998) speech tracking training study. The purpose was to examine, initially and after training, the effects of different tactile aids on tasks of visual speechreading. We also examined cognitive prerequisites for initial baseline speechreading and posttraining speechreading performance. Compared with speechreading alone, tactile aids impaired sentence-based speechreading at first, although performance improved with training. No effects of vibrotactile aids or training were obtained for visual word-decoding. Initial baseline speechreading performance and posttraining performance correlated with cognitive skills, but the size of the correlations changed. The size of the correlations also varied with the different tactually mediated speechreading conditions.  相似文献   

What is social justice in Swedish education today? The political governing problem     

Ingrid Nilsson  Inger Andersson 《International Journal of Inclusive Education》2013,17(2-3):257-263

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Swings and roundabouts: Swedish music copyrights 1980–2009     

Staffan Albinsson 《Journal of Cultural Economics》2013,37(2):175-184

For this study, data from the annual reports of the STIM (the Swedish Performing Right Society) (By Swedes it is read as a word: ‘stim’ and not as four separate initials S.T.I.M.) were collected and analysed. If the general hypothesis that a digital technology shift has resulted in illegal downloading holds true, there should be a decrease in total revenues for composers from record sales. This is what the STIM data show. There has, however, been a simultaneous growth in income from other sources, which compensates for the loss from record royalties. This study also includes a unique data set from the STIM showing revenues for individual music IPR owners. The general finding is that a very small group of composers receives a very large share of the copyright revenues. Music as a ‘winner-takes-all’ arena is apparent.  相似文献   

The relation between students’ communicative moves during laboratory work in physics and outcomes of their actions     

J. Andersson  M. Enghag 《International Journal of Science Education》2013,35(2):158-180

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Authentic Learning in a Sociocultural Framework: A case study on non‐formal learning     

Sven B. Andersson  Ingrid Andersson 《Scandinavian Journal of Educational Research》2013,57(4):419-436

This paper reports a case study in which 53 adult refugees initiated their own forms of learning with the aim of strengthening their opportunities for integration into Swedish society. The overall research interest was to find out what theoretical implications can be drawn from a case study where two different forms of learning were implemented. One alternative was offered in a formal setting and another in a non‐formal setting where the group members shaped forms of learning themselves. The findings show that many features of non‐formal working procedures correspond with basic assumptions and key concepts of sociocultural theory. Furthermore, these features accord well with key concepts of authentic learning. In a similar way as theoretical aspects of “situated learning” can be seen as an integrated part of sociocultural theory, we discuss whether the notion “authentic learning” could be used as a dimension of supporting meaningful learning in contextualised inclusive learning environments.  相似文献   

Commercially available compression garments or electrical stimulation do not enhance recovery following a sprint competition in elite cross-country skiers     

Andrew David Govus  Erik Petrus Andersson  Oliver Michael Shannon  Holly Provis  Mathilda Karlsson  Kerry McGawley 《European Journal of Sport Science》2018,18(10):1299-1308

This study investigated whether commercially available compression garments (COMP) exerting a moderate level of pressure and/or neuromuscular electrical stimulation (NMES) accelerate recovery following a cross-country sprint skiing competition compared with a control group (CON) consisting of active recovery only. Twenty-one senior (12 males, 9 females) and 11 junior (6 males, 5 females) Swedish national team skiers performed an outdoor sprint skiing competition involving four sprints lasting ～3–4 min. Before the competition, skiers were matched by sex and skiing level (senior versus junior) and randomly assigned to COMP (n?=?11), NMES (n?=?11) or CON (n?=?10). Creatine kinase (CK), urea, countermovement jump (CMJ) height, and perceived muscle pain were measured before and 8, 20, 44 and 68?h after competition. Neither COMP nor NMES promoted the recovery of blood biomarkers, CMJ or perceived pain post-competition compared with CON (all P?>?.05). When grouping all 32 participants, urea and perceived muscle pain increased from baseline, peaking at 8?h (standardised mean difference (SMD), [95% confidence intervals (CIs)]): 2.8 [2.3, 3.2]) and 44?h (odds ratio [95% CI]: 3.3 [2.1, 5.1]) post-competition, respectively. Additionally, CMJ was lower than baseline 44 and 68?h post-competition in both males and females (P?相似文献