2,076 research outputs found
Digitalisera de nationella proven
No full textDigitala system för pedagogisk bedömning öppnar nya möjligheter som inte finns med papper och penna. Dessutom frigörs tid för lärarna. Vi ber därför Skolverket att tillsätta en bred arbetsgrupp för att utveckla ett digitalt system för nationella prov, skriver Agneta Gulz och Magnus Haake, båda verksamma inom utbildningsvetenskap
Digitalisera de nationella proven
No full textDigitala system för pedagogisk bedömning öppnar nya möjligheter som inte finns med papper och penna. Dessutom frigörs tid för lärarna. Vi ber därför Skolverket att tillsätta en bred arbetsgrupp för att utveckla ett digitalt system för nationella prov, skriver Agneta Gulz och Magnus Haake, båda verksamma inom utbildningsvetenskap
ICT, learning and the potential of androgynity
No full textBaylor and collaborators have demonstrated (Baylor & Plant, 2005; Baylor et. al., 2006) that the use of virtual pedagogical coaches portrayed as young and attractive women can increase the willingness of female students to apply for technical education and to help increase their selfefficacy. Pedagogical processes such as role modelling and identification seem to be involved (cf. Bandura, 1977; Bandura et al., 1981). However, when analysing Baylor et al.’s results in detail, it appears that the increase in selfefficacy partly stems from a general conception of female engineers as less competent than male: “If she can do it, then I can do it”. This implies a potential conflict between a short-term pedagogical goal as to recruitment and boosted self-efficacy in students, and a long-term pedagogical goal regarding a desired change of gender prejudices and stereotypes. In an ongoing project (“Challenging Gender Stereotypes – using Virtual Pedagogical Agents”) we explore the possibilities to use androgynous virtual coaches for recruitment purposes, with a focus on students applying for educations with clear male or female dominance (and thus associated with gendered stereotypes). By June this year we expect to have results from an empirical study with about 100 participants, with qualitative as well as quantitative data. It is this study that we would like to present and discuss at the conference. Furthermore we wish to address and problematize broader issues on gender stereotypes and gender representation in the pedagogical use of digital media (and related issues regarding class, ethnicity, etc.). In our view, potentials, pitfalls as well as responsibilities accompany the increased degrees of freedom of representations in digital media, and we want to discuss how decisions regarding whose voice and whose appearance shall be exposed (in terms of gender, age, ethnicity, class, regional subgroup, etc.) can be made. References ”Challenging Gender Stereotypes – using Virtual Pedagogical Agents”; http://wwwold.eat.lth.se/Personal/Magnus/project_GLIT/HomePage_Eng.htm Bandura, A. (1977). Social learning theory, Prentice Hall. Bandura, A., & Schunk D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest throught proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. Baylor, A. & Plant, E. (2005) Pedagogical agents as social models for engineering: The influence of appearance on female choice. Proceedings of AI-ED (Artificial Intelligence in Education), Amsterdam. Baylor, A., Rosenberg-Kima, R.., & Plant, E. (2006). Interface Agents as Social Models: The Impact of Appearance on Females’ Attitude Toward Engineering. CHI 2006 (Conference on Human Factors in Computing Systems). Montreal, Canada. Gulz, A. & Haake, M. (2006) Pedagogical agents – design guide lines regarding visual appearance and pedagogical roles. IV International Conference on Multimedia and ICT in Education (M-ICTE2006), Sevilla, 2006. Gulz, A., Ahlnèr, F., & Haake, M. (submitted) Visual femininity and masculinity in synthetic characters & patterns of affect (submitted). Haake, M. & Gulz, A. (2007) Virtual Pedagogical Agents: Stylisation for Engagement. Interfaces Magazine 70, Spring 2007 (in press). Haake, M. & Gulz, A. (submitted): Aesthetic stereotypes and virtual pedagogical agents
ICT, learning and the potential of androgynity
No full textBaylor and collaborators have demonstrated (Baylor & Plant, 2005; Baylor et. al., 2006) that the use of virtual pedagogical coaches portrayed as young and attractive women can increase the willingness of female students to apply for technical education and to help increase their selfefficacy. Pedagogical processes such as role modelling and identification seem to be involved (cf. Bandura, 1977; Bandura et al., 1981). However, when analysing Baylor et al.’s results in detail, it appears that the increase in selfefficacy partly stems from a general conception of female engineers as less competent than male: “If she can do it, then I can do it”. This implies a potential conflict between a short-term pedagogical goal as to recruitment and boosted self-efficacy in students, and a long-term pedagogical goal regarding a desired change of gender prejudices and stereotypes. In an ongoing project (“Challenging Gender Stereotypes – using Virtual Pedagogical Agents”) we explore the possibilities to use androgynous virtual coaches for recruitment purposes, with a focus on students applying for educations with clear male or female dominance (and thus associated with gendered stereotypes). By June this year we expect to have results from an empirical study with about 100 participants, with qualitative as well as quantitative data. It is this study that we would like to present and discuss at the conference. Furthermore we wish to address and problematize broader issues on gender stereotypes and gender representation in the pedagogical use of digital media (and related issues regarding class, ethnicity, etc.). In our view, potentials, pitfalls as well as responsibilities accompany the increased degrees of freedom of representations in digital media, and we want to discuss how decisions regarding whose voice and whose appearance shall be exposed (in terms of gender, age, ethnicity, class, regional subgroup, etc.) can be made. References ”Challenging Gender Stereotypes – using Virtual Pedagogical Agents”; http://wwwold.eat.lth.se/Personal/Magnus/project_GLIT/HomePage_Eng.htm Bandura, A. (1977). Social learning theory, Prentice Hall. Bandura, A., & Schunk D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest throught proximal self-motivation. Journal of Personality and Social Psychology, 41(3), 586-598. Baylor, A. & Plant, E. (2005) Pedagogical agents as social models for engineering: The influence of appearance on female choice. Proceedings of AI-ED (Artificial Intelligence in Education), Amsterdam. Baylor, A., Rosenberg-Kima, R.., & Plant, E. (2006). Interface Agents as Social Models: The Impact of Appearance on Females’ Attitude Toward Engineering. CHI 2006 (Conference on Human Factors in Computing Systems). Montreal, Canada. Gulz, A. & Haake, M. (2006) Pedagogical agents – design guide lines regarding visual appearance and pedagogical roles. IV International Conference on Multimedia and ICT in Education (M-ICTE2006), Sevilla, 2006. Gulz, A., Ahlnèr, F., & Haake, M. (submitted) Visual femininity and masculinity in synthetic characters & patterns of affect (submitted). Haake, M. & Gulz, A. (2007) Virtual Pedagogical Agents: Stylisation for Engagement. Interfaces Magazine 70, Spring 2007 (in press). Haake, M. & Gulz, A. (submitted): Aesthetic stereotypes and virtual pedagogical agents
Memorandum : betr. die Sicherung und Erschliessung der Quellen zur juedischen Kulturgeschichte und Familienkunde.
No full textDocument about the proposed establishment of a center for German Jewish culture and genealogy in Berlin or HamburgdigitizedThe manuscript has been removed from the ‘Lehranstalt fuer die Wissenschaft des Judentums Collection’, AR 11844Born in Hamburg on February 26, 1896, Erna Magnus was a social worker who was engaged in an historical study of the Jewish community of Hamburg during the 1930s. She emigrated to the United States in 1939, where she held various social work and teaching position
Portrait of Paul Heyse.
No full textPhotograph of an oil painting by Eduard Magnus depicting the author, translator and Nobel laureate for literature (1910), Paul Johann Ludwig von Heyse.Digital ImageArtwork
Das rhetorische Ich: Hans Magnus Enzensbergers Selbstinszenierungen
No full textThe article discusses the rhetorical strategies underlying Hans Magnus Enzensberger's presentation of his work as an author, editor and poet
Das rhetorische Ich: Hans Magnus Enzensbergers Selbstinszenierungen
No full textThe article discusses the rhetorical strategies underlying Hans Magnus Enzensberger's presentation of his work as an author, editor and poet
Comparing consortial repositories: a model-driven analysis
No full textThis study aims to provide a comparative assessment of different repository consortia as a reference to inform future work in the area. A review of the literature was used to identify repository consortia, and their features were compared. Three models of consortial repositories were derived from this comparison, based on their structure and aims. The consortial models were based around either: creating a shared repository for the members, developing a repository software platform or creating a metadata harvesting service to aggregate content. Using case studies of each type of repository consortium, each model was assessed in terms of its particular strengths and weaknesses. These strengths were then compared across the models to enable those considering a consortial repository project to assess which model, or combination of models, would best address their needs and to aid in project planning
ARCHITECTURE AND URBAN DESIGN FOR THE AGEING SOCIETY, Review
No full textAuthor: Deane Simpson Young-Old: Urban Utopias of an Ageing Society, Zurich: Lars Müller Publishers, 2015 Reviewer: Magnus Rön
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