Open Access Journals at Aalborg University
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Teaching with an adaptive technology: Data, acceptance and change
Get PDFIn this paper we present the first findings from a 4 year longitudinal study that investigates the interplay between an adaptive learning technology and educators and students in a nurse education in Denmark. With inspiration from grounded theory we analyse data from 14 hours of classroom observations supplemented by educator interviews, student surveys and mini interviews with students. In the paper we focus on the role of a new technology in the classroom: we ask how data reports from an adaptive learning technology influence educators’ preparations for classroom activities, and we ask how students' technology acceptance evolves over time. Analyzing our data we see three main themes emerge that contributes to answer the research question:
Interpretative inclinations: The adaptive technology contributes to planning the lessons with a recurring inclination in practice: wrong answers lead to more educator presentations, and correct answers lead to student-centred group work during class.
Implicit comparisons: The use of data reveals the educator’s expectations and assumptions when she implicitly compares the data on the students with her intuition, and when she compares the technology with the physical book. The implicit comparisons make the use of data challenging for the educator.
Reverse adoption: The students find it hard to grasp the intention of the adaptive technology, but they accept and learn to adapt and appreciate it over time.
In contrast to e.g. Rogers’ technology acceptance theory we find that the adaptive learning technology cannot be evaluated per se: in order to describe how a learning technology is accepted and what role it comes to play in an educational context, the parameter of time is mandatory to include in the research design
Envisioning scenarios in designs for Networked Learning: Unfolding value tensions between technology and social learning
Get PDFThis article presents an application of a design methodology to envision implicit value hierarchies in the design process of a digital learning platform meant to encompass learning processes and activities conducive to experiential collaborative learning (ECL). The authors argue that many technologies for the field of education fall short of their purposes and neglect intended underpinning pedagogy and didactics. Previous research efforts in networked learning have primarily focused on conceptual critiques of the implementation of EdTech and warned of technological euphoria undermining relevant caution. This means, that when a design team tries to conceptualize technological artefacts into a script the more ethical and value-oriented parts of the learning process tend to be ignored. While we agree with the conceptual critiques, our approach has instead been to engage with the design process and implement appropriate methodologies in an attempt to highlight implicit value hierarchies in the underlying learning theory. When using technologies in Networked learning we thus emphasize that both designers and stakeholders should engage in a systematic discussion and reflection of values and related judgements while constructing a value hierarchy.
Through a Value-based design methodology based on semantic zooming we thus present 7 interconnected envisioning scenarios developed in the UnFoLD project to demonstrate how it is possible to operationalize values into detailed design briefs or technological scripts. This article will through presented experiences from a design process, show how the methodology of envisioning scenarios can be applied to mitigate the risks of implementation technology in a learning situation. We argue that an awareness and mapping of values as a part of the design process is essential and that an increased focus on the ethical and moral responsibilities of designers and involved researchers are important as technologies should not be seen as isolated, value-neutral, or uncomplicated translations of analogue teaching activities. The purpose of the article is to inspire other researchers and designers to implement value hierarchies, envisioning scenarios, or other similar methods to ensure that pedagogical and didactic priorities are not lost in accommodating marketability, practicalities, or technological constraints
Symposium 4: Malta Networked Learning Forum 2021: Experiences and Reflections
No full textThis symposium presents 3 papers relating to the Malta-based Networked Learning (NL) Forum 2021. The first two papers review the expectations and experiences of early researchers participating in the forum. The third paper presents reflections on the hybrid modality in which the forum convened. The purpose of this symposium and its component papers looking back on a NL community initiative is to look back, inform and look ahead to future similar events which potentially serve novice researchers develop connectedness to the broader networked learning community of scholars and peer researchers.
In this symposium, we use the term ‘early researchers’ (ERs) rather than the prevalent early-career researchers (ECRs) to distinguish between the graduate and doctoral level researchers grouping which arose for the case of the NL Forum 2021 event from the overlapping doctoral and postdoctoral category to which the term ECRs more commonly refers to (McAlpine, Pyhältö, & Castelló, 2018)
Online Learning from the Peers in Higher Education
Get PDFThe main reason for the research is to find out what factors affect the student's participation and engagement to peer learning in the university's online course. Today's higher education has a strong foothold in learning theories and pedagogical approaches that focus on collaborative learning, networking and working with peers. Now when digital technology and eLearning platforms have established their place in the infrastructure of educational institutions, we should have the keys to implementing modern education in practice. The hypothesis of the article suggests that we do not yet know how to exploit the capabilities of modern learning technology in a way that students can learn from their colleagues, peers.
The practical objective of this article is to create information for planning online courses and organizing weekly tasks. The research data for this paper was drawn up from two different online implementations of the single university course. Students conducted a Moodle-based survey in which they were asked about the pedagogical approach and tools of the course. One aspect of the research is to increase the understanding of the students' opinions of peer activities in an online course. The theoretical background of the research is based on theories of active learning and learning communities. The research data are also reflected in the scientific literature on peer learning and peer assessment.
According to the results, students' opinions on peer learning are quite positive. Students are able to appreciate the learning opportunities offered by assignments and activities, which are open and visible to everyone during the course. Most of the students were not interested in peer assessment, but preferred feedback and grade produced by the teacher. Most of the students opposed the small group assignments of the online course. According to the data, students feared that their contribution was considered weak in the eyes of others in the course.
The results of this document underline the need for further research into peer learning in higher education. Many strategies that utilize collaborative learning may be useful, but there are still questions about the individual needs, fears and motivation of peer learning. In addition, it would be important to find a way to strengthen mutual trust through online courses
Global learning through the lens of criminal justice
Get PDFMy research involves piloting a networked learning pedagogy, Collaborative Online International Learning (COIL), in an introductory criminal justice course at an urban U.S. community college. COIL involves the collaboration of professors from universities in different countries in creating assignments and projects, which their students collaboratively undertake. The networked learning values that are manifest in COIL are collaboration, group work, discussion, student ownership of learning, and navigating difference. I am partnering with a professor teaching an international criminal justice course at a university in The Hague. Through three assignments, we aim to develop student global learning competencies and increase student awareness of the existence of different criminal justice systems in the world. We are exploring certain aspects of global learning, including global self-awareness, perspective-taking and understanding cultural diversity. The students use "WhatsApp" and Skype technology to collaborate and the technology used to showcase the student work is Padlet, an online virtual bulletin board designed for students and teachers to collaborate and reflect and share videos, photographs, and written material. I will conduct assessment of my students’ development of global knowledge and cognizance of diverse criminal justice systems using a qualitative methodology, administering pre and post-COIL reflective surveys. Data collected in the pre-COIL survey will be compared with the post-COIL survey and analysed using the American Association of Colleges and Universities’ Value Rubric for Global Learning. The pre-COIL questions are designed to explore student expectations of the COIL assignments and collaboration with peers in a university class outside of the United States; and student awareness of differences in how criminal matters are handled and judges in other countries. Student responses will establish the foundation upon which to assess growth and transformation over the course of the semester for the students themselves and the professor. The post-COIL questions are designed to facilitate reflection of discoveries that students make about themselves and about the students abroad and the influence of cultural background on their interaction. Additional questions aim to explore differences and similarities in how students in the U.S. and abroad define justice and how it is applied in different jurisdictions
A more-than-human approach to researching AI at work: Alternative narratives for AI and networked learning
Get PDFArtificial intelligence (AI) is increasingly manifest in everyday work, learning, and living. Reports attempting to gauge public perception suggest that amidst exaggerated expectations and fears about AI, citizens are sceptical and lack understanding of what AI is and does (Archer et al., 2018). Professional workers practice at the intersection of such public perceptions, the AI industry, and regulatory frameworks. Yet, there is limited understanding of the day-to-day interactions and predicaments between workers, AI systems, and the publics they serve. This includes how these interactions and predicaments generate opportunities for learning and highlight new digital fluencies needed. We bring social and computing science perspectives to begin to examine the prevailing AI narratives in professional work and learning practices. Some AIs (such as deep machine learning systems) are so sophisticated that a human-understandable explanation of how it works may not be possible. This raises questions about what professional practitioners are able to know about the AI systems they use: their new digital co-workers. We argue that a co-constitutive human-AI perspective could provide useful insights on questions such as: (1) How is professional expertise and judgment re-distributed as workers negotiate and learn with AI systems? (2) What trust and confidence in new AI-infused work practices is needed or possible and how is this mediated? (3) What are the implications for professional learning: both learning within work and the workplace and more formal curriculum? Given the early stages of this field of inquiry, our aim is to evoke discussion of alternative human-AI narratives suited for the messy—and often unseen—realities of everyday practices
Developing an Institutional open educational practices (OEP) Self Assessment Instrument
Get PDFAs institutions move to considering the implementation of open education environments, it is critical to understand the characteristics and potential success factors for institutional open educational practices. Higher education institutions are changing to meet the needs of contemporary learners, and as a result, there is a need to discuss the benefits and challenges of implementing open education practices in these spaces (Paskevicius, 2017). While there are currently limited institutional case studies on openness to build upon (Morgan, 2018; Childs, Axe, Veletsianos & Webster, 2019), there is potential for the lessons learned from the rich research on blended learning (Lim & Wang, 2017; Graham et. al., 2013) and institutional transformation research (Kezar & Eckel, 2002) to lend insight to potential practices for institutional OEP initiatives. By adopting both an appreciative and critical approach, a draft OEP self-assessment instrument for institutions was created with the intention of examining the similarities and differences between institutional approaches and their evolution.
This workshop will provide an overview of the theoretical underpinnings and description of the OEP self-assessment instrument and its component parts. Through small group activities, participants will examine and discuss propositional categories and components of the OEP self-assessment instrument. Participants will complete the online OEP self-assessment instrument and discuss their experience with a focus on expanding their understanding of what others are doing in institutions globally, and improving the OEP instrument for global use. Participants will also identify initiatives and/or approaches that could help expand OEP at their own institutions
A soft-linking method for responsive modelling of decarbonisation scenario costs
Get PDFThis study presents a methodology that integrates EnergyPLAN and Quintel Energy Transition Model (ETM). Quintel ETM encompasses a holistic view of energy demand and supply from a fixed base year and its user interface enables unparalleled public engagement, but it is constrained by its limited flexibility in updating deeply embedded cost parameters. This shortcoming becomes critical when considering the rapid pace of technological change and market volatility which is characteristic of contemporary energy systems. EnergyPLAN, with its focus on detailed, customizable cost analysis in heating and power sectors, compensates for these limitations by offering a user-friendly interface and a track record of validated costing approaches. This work contributes the `epnlink` python library for EnergyPLAN – a flexible input-output parser with functionality that extends beyond this study. A soft-linking methodology to map ETM outputs to EnergyPLAN inputs is developed and demonstrated on a case study of Northern Ireland. Alternative pathways to net zero carbon by 2050 are explored, where infrastructure for power and non-industrial heat, and total fuel usage are costed. The demonstrated pipeline has broad applicability as a template to enhance the agility and precision of key cost projections for responsive and strategic energy planning across diverse geographical contexts
CISG Advisory Council Opinion No. 1 (Revised): Electronic Communications under CISG
Get PDFThe CISG AC started as a private initiative which was founded and supported by Albert H Kritzer Executive Secretary of the Institute of International Commercial Law at Pace University School of Law and the Centre for Commercial Law Studies, Queen Mary, University of London. The International Sales Convention Advisory Council (CISG-AC) is in place to support understanding of the United Nations Convention on Contracts for the International Sale of Goods (CISG) and the promotion and assistance in the uniform interpretation of the CISG. At its formative meeting in Paris in June 2001, Prof. Peter Schlechtriem of Freiburg University, Germany, was elected Chair of the CISG-AC for a three-year term. Dr. Loukas A. Mistelis of the Centre for Commercial Law Studies, Queen Mary, University of London, was elected Secretary. The founding members of the CISG-AC were Prof. Emeritus Eric E. Bergsten, Pace University School of Law, Prof. Michael Joachim Bonell, University of Rome La Sapienza, Prof. E. Allan Farnsworth, Columbia University School of Law, Prof. Alejandro M. Garro, Columbia University School of Law, Prof. Sir Roy M. Goode, Oxford, Prof. Sergei N. Lebedev, Maritime Arbitration Commission of the Chamber of Commerce and Industry of the Russian Federation, Prof. Jan Ramberg, University of Stockholm, Faculty of Law, Prof. Peter Schlechtriem, Freiburg University, Prof. Hiroo Sono,Faculty of Law, Hokkaido University, Prof. Claude Witz, Universität des Saarlandes and Strasbourg University. Members of the Council are elected by the Council. At subsequent meetings, the CISG-AC elected as additional members Prof. Pilar Perales Viscasillas, Universidad Carlos III, Madrid; Prof. Ingeborg Schwenzer, University of Basel; Prof. John Y. Gotanda, Villanova University; Prof. Michael G. Bridge, London School of Economics; Prof. Han Shiyuan, Tsinghua University and Prof. Yeşim Atamer, Istanbul Bilgi University, Turkey, Prof. Ulrich G. Schroeter, University of Mannheim, Germany, Prof. Lauro Gama Jnr, Pontifical Catholic University, Justice Johnny Herre, Justice of the Supreme Court of Sweden, Prof. Harry M. Flechtner, University of Pittsburgh, Prof. Sieg Eiselen, Department of Private Law of the University of South Africa, Prof. Edgardo Muñoz López, Universidad Panamericana, Guadalajara, México, and Assoc. Prof. Lisa Spagnolo, Macquarie University. Prof. Jan Ramberg served for a three-year term as the second Chair of the CISG-AC. At its 11th meeting in Wuhan, People's Republic of China, Prof. Eric E. Bergsten of Pace University School of Law was elected Chair of the CISG-AC and Prof. Sieg Eiselen of the Department of Private Law of the University of South Africa was elected Secretary. At its 14th meeting in Belgrade, Serbia, Prof. Ingeborg Schwenzer of the University of Basel was elected Chair and at its 24th meeting in Antigua, Guatemala, Prof. Michael G. Bridge of the London School of Economics was elected Chair of the CISG-AC. At its 26th meeting in Asunción, Paraguay, Ass. Prof. Milena Djordjević, University of Belgrade, Serbia, was elected Secretary, and she was re-elected short after the 37th meeting in Rio de Janeiro. Prof. Pilar Perales Viscasillas of the University Carlos III of Madrid was elected Chair of the CISG-AC after the 37th meeting in Rio de Janeiro
Examining the Application of a Similar Problem-Based Learning Procedure in Teacher Education and Engineering Education Programs
Get PDFThis multiple case study aims to describe how Turkish students in English Language Teaching (ELT) and Electrical-Electronics Engineering Program (EEP) conceive of Problem-based Learning (PBL), and how they experience their studies within a PBL-oriented curriculum. With the inclusion of these two cases into the study, the rationale is to represent two different educational perspectives and to obtain in-depth, extensive, and comparable data. The participants from the ELT and EEP were first-year students who pursued courses in English, which is taught as a foreign language in Turkiye. During one semester, the data were collected through open-ended questionnaires and reflection reports, both of which were analyzed qualitatively with an interpretative phenomenological approach. The results revealed commonalities as well as differences in how students in these two comparable programs perceived and experienced PBL. Commonalities were many in number and involved positive perceptions along with beneficial experiences of PBL. Yet, differences only stemmed from the number of frequencies of some similar issues raised by both groups of students. The most eye-catching difference was that the EEP students emphasized the anticipated benefits of PBL less frequently than the ELT students did. However, at the end of the process, the EEP students proposed benefits gained from PBL more frequently.