1,061 research outputs found
Interview with Trine Jensen, IAU
No full text<h2>Interview with Trine Jensen</h2>
<p>Trine Jensen leads the work on the strategic priority Higher Education & Digital Transformation at the International Association of Universities (IAU). She is spearheading projects spanning policy-shaping, strategy, advocacy, and monitoring of the digital transformation of HE with global partners and is the author of the IAU Global Monitoring Report on Higher Education in the Digital Era: the Current State of Transformation around the World (January 2020) and leads on the IAU Policy Statement: “Transforming Higher Education for the Global Common Good in a Digital World” in collaboration with an international Expert Advisory Group. In 2019, she launched a new IAU programme entitled: “Institutional site visits” fostering international peer-to-peer learning in relation to digital transformation of higher education institutions. She is also co-editor of the Associations’ magazine IAU Horizons . Finally, she works with the Secretary General on the IAU events and Administrative Board meetings. Trine Jensen worked several years for UNESCO as part of the Bureau for Strategic Planning before she joined the IAU in 2012.<br><br></p>
<h2>IAU 2024 International Conference</h2>
<p>This interview was held ahead of this year’s conference, hosted by Sophia University, which brought together over 200 representatives from institutions across 80 countries to address the theme: "University Values in a Changing World." The conference underscored the pivotal role of core values, highlighting how they guide universities in decision-making, ethical conduct, and meaningful societal engagement. Additionally, sessions explored how these values can be leveraged to address the grand challenges facing societies worldwide.</p>
Digital Detox The Politics of Disconnecting
No full textAgainst a backdrop of increasingly intrusive technologies, Trine Syvertsen explores the digital detox phenomenon and the politics of disconnection from invasive media. With a wealth of examples, the book demonstrates how self-regulation online is practiced and delves into how it has also become an expression of resistance in the 21st century.Intro -- Digital Detox -- SocietyNow -- SOCIETYNOW -- Copyright Page -- Further praise for Digital Detox -- CONTENTS -- ABOUT THE AUTHOR -- ACKNOWLEDGEMENTS -- 1: Introduction: Do We Have a Problem?* -- Introduction -- The Problem -- The Big Picture -- The Personal View -- Addiction -- Motivation: The Three Ps -- Presence -- Productivity -- Privacy -- Conclusion -- 2: What is the Problem? Intensifying the Quest for Attention -- Introduction -- Media and the Attention Economy -- Social Media 'Stickiness' -- Games and Gamification -- News, Streaming and Video -- It All Comes Together: The Smartphone -- Gaining and Avoiding Attention -- Conclusion -- 3: You are the Problem! Everybody Online and Self-Regulation -- Introduction -- Everybody Online! -- Online State -- Be Responsible - Use the App -- You've Got Mail - On Your Phone -- Resistance and Regulation -- Be Responsible - Don't Use the App -- The Digital Divide Revisited -- Conclusion -- 4: Managing the Problem. Disconnection and Detox -- Introduction -- Self-Optimising and Self-Help -- Offline Periods -- Time Management -- Screen-Free Zones -- Delete Apps and Platforms -- Mute and Block -- Go Analogue or Retro -- The Joy, of Missing Out? -- Conclusion -- 5: The Problem is Personal - and Social: Making Sense of Digital Detox -- Introduction -- Digital Detox in Context -- Detoxing Stories -- Conversation and Community -- Silence and Depth -- Surviving Work -- 'Destructive Industry' and 'Information Liberalism' -- Tech Activism -- Norms, Roles, Responsibilities -- Conclusion -- References -- INDEXAgainst a backdrop of increasingly intrusive technologies, Trine Syvertsen explores the digital detox phenomenon and the politics of disconnection from invasive media. With a wealth of examples, the book demonstrates how self-regulation online is practiced and delves into how it has also become an expression of resistance in the 21st century.Description based on publisher supplied metadata and other sources.Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, YYYY. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries
Programmering i fysikkundervisning
No full textDen nye læreplanen setter et økt fokus på bruken av numeriske metoder, digitale beregningsverktøy og derunder programmering for grunnopplæringen i det norske skolesystemet. Anno våren 2023 er programmering fortsatt ikke en selvfølge i fysikkundervisningen, selv om viktigheten av digital beregningskompetanse har vært økende i samfunnet i lang tid. Det finnes ulike grunner til dette, blant annet at noen elever synes programmering er utfordrende, samt at noen lærere ikke føler de har tilstrekkelig kontroll på programmering selv for å innlemme det i sin undervisning. Denne oppgaven skal belyse hvordan programmering kan benyttes som et verktøy for læring i fysikk, i motsetning til å bruke fysikktimer til å utelukkende lære programmering, gjennom å sette søkelys på elevenes erfaringer angående slik undervisning.
Problemstillingen for denne oppgaven er: «Hvordan kan programmering som verktøy brukes i undervisning i fysikk 1 på en måte som oppleves relevant for elevene?». Masterstudien kan betraktes som en kvalitativ intervensjonsstudie med fleksibelt design. Med utgangspunkt i relevant teori og et selvutviklet undervisningsopplegg, intervjues fire elever for å få innsikt i hvordan de selv erfarer å bruke programmering i fysikkundervisning i forbindelse med undervisningsopplegget. I tillegg til intervjuene gjennomføres det en spørreundersøkelse blant hele klassen som gjennomførte undervisningsopplegget, for å avdekke generelle funn som kan nærmere bekreftes og utdypes i intervjuene.
Teoretiske perspektiver anser digitale beregningsverktøy som et godt verktøy til undervisning i flere fag som kan bidra med relevante kunnskaper og egenskaper. For fysikkfaget kan digitale beregningsverktøy være relevant i arbeid med abstrakte fenomener og fysiske konsepter. Under digitale beregningsverktøy, kan programmering innlemmes som en naturlig del av fysikkfaget og mane frem egenskaper som blant annet algoritmisk og kritisk tenkning, idéutvikling og argumentasjon.
Resultatene peker mot at programmering kan nyttes som et verktøy for læring i fysikkundervisning, da undervisningsopplegget gir et utbytte for elevene innen flere kompetanser og egenskaper som er tiltenkt faget. Elever synes programmering er utfordrende, men viktig å lære seg. Selv om teorien tilsier at opplegget er relevant for elever i fysikk 1, er det ikke alle elever som mener at fysikken som læres i faget, krever digitale beregningsverktøy. Til tross for dette, ser elever relevansen av digital beregningskompetanse i fysikkdisiplinen generelt og i samfunnet.The new Norwegian curriculum places increased emphasis on the use of numerical methods, digital computational tools and programming in K-12 education. As of spring 2023, programming is still not an obvious part of physics education despite the growing importance of digital literacy in society for a long time. There are various reasons for this, including some students finding programming challenging as well as some teachers not feeling sufficiently confident in their own programming skills to incorporate it into their teaching. This study aims to shed light on how programming can be used as a learning tool in physics, rather than using physics classes to exclusively learn programming, by focusing on students' experiences regarding such teaching.
The research question for this study is: "How can programming be used as a tool in teaching Physics 1 in a way that is perceived as relevant by students?". The master's thesis can be considered as a qualitative intervention study with a flexible design. Based on relevant theory and a self-developed teaching program, four students are interviewed with the purpose of gaining insight into their own experiences of using programming in physics education within the context of the teaching program. In addition to the interviews, a survey is conducted among the entire class that participated in the teaching program to uncover general findings that can be further confirmed and elaborated on in the interviews.
From theoretical perspectives, digital computational tools are seen as valuable tools for teaching in multiple subjects that can contribute with relevant knowledge and skills. For the subject of physics, digital computational tools can be particularly relevant in decomposing abstract phenomena and physical concepts. Programming can be integrated as a natural part of physics education, promoting qualities such as critical thinking, idea development and argumentation.
The results indicate that programming can be used as a learning tool in physics education, as the teaching program provides benefits for students in several competencies and qualities intended for the subject. Students find programming challenging but important to learn. Although the theory suggests that the program is relevant for Physics 1 students, not all students believe that the physics taught in the subject requires digital computational tools. Despite this, students perceive relevance to the discipline of physics in general, as well as the importance of digital literacy in society
Beregningsorientering i fysikkutdanning
No full textRealfagsutdanningen blir i større og større grad påvirket av teknologisk utvikling for å tilpasse seg arbeidslivets behov. Moderne teknologi gir mulighet for folk flest til å gjøre enorme beregninger, og det er av stor nytte i fysikkutdanningen. Ved å utnytte datamaskiners evne til å gjøre store beregninger, kan generelle likninger omformes til numeriske uttrykk for å simulere virkelige hendelser. I den forbindelse har programmering blitt en grunnleggende del av ingeniørutdanningen. Men programmering er et omfattende fagområde som det er krevende å bli komfortabel med. For studentene kan introduksjonen av programmering fort oppleves som nok et element man skal mestre, i et utdanningsprogram som oppleves krevende nok i utgangspunktet. Dessuten er det ikke nok at studentene bare lærer seg å programmere, de må også kunne koble programmeringsferdighetene sine til fysikk og beregningsorientering.
Denne masteroppgaven inntar perspektivet til fysikkstudentene som sitter midt i prosessen med å lære seg programmering, matematikk og fysikk, alt på en gang. For å gjøre dette er det først lagd en spørreskjemaundersøkelse der en stor gruppe fysikkstudenter spørres om ulike aspekter ved deres motivasjon for å drive med beregningsorientert fysikk. Deretter intervjues et utvalg av studenter individuelt for å få en dypere forståelse for hvordan beregningsorientert fysikk oppleves for enkeltindividet. På den måten bidrar prosjektet til økt innsikt i hvordan en fysikkutdanning kan gi studentene det de trenger for å møte samfunnets krav på en måte som opprettholder studentenes motivasjon gjennom hele studiet.
Masteroppgaven baserer seg på at sentrale faktorer for motivasjon er tanker om egne ferdigheter, interesse, nytte og kostnad. Den konkluderer med at mange fysikkstudenter opplever redusert mestringsforventning i løpet av det første studieåret og at dette er knyttet til et sprik i nivå mellom ulike emner og manglende opplæring i forkant av programmeringsoppgavene. Studentenes interesse for beregningsorientering er derimot jevn og høy i de første studieårene. Det anbefales å gjøre beregningsorientering mer integrert i fysikkemner ved å inkludere opplæring i å løse beregningsorienterte oppgaver i undervisningen, gjøre de beregningsorienterte oppgavene mer relatert til resten av pensum eller ha beregningsorienterte oppgaver på eksamen
Beregningsorientering i fysikkutdanning
No full textRealfagsutdanningen blir i større og større grad påvirket av teknologisk utvikling for å tilpasse seg arbeidslivets behov. Moderne teknologi gir mulighet for folk flest til å gjøre enorme beregninger, og det er av stor nytte i fysikkutdanningen. Ved å utnytte datamaskiners evne til å gjøre store beregninger, kan generelle likninger omformes til numeriske uttrykk for å simulere virkelige hendelser. I den forbindelse har programmering blitt en grunnleggende del av ingeniørutdanningen. Men programmering er et omfattende fagområde som det er krevende å bli komfortabel med. For studentene kan introduksjonen av programmering fort oppleves som nok et element man skal mestre, i et utdanningsprogram som oppleves krevende nok i utgangspunktet. Dessuten er det ikke nok at studentene bare lærer seg å programmere, de må også kunne koble programmeringsferdighetene sine til fysikk og beregningsorientering.
Denne masteroppgaven inntar perspektivet til fysikkstudentene som sitter midt i prosessen med å lære seg programmering, matematikk og fysikk, alt på en gang. For å gjøre dette er det først lagd en spørreskjemaundersøkelse der en stor gruppe fysikkstudenter spørres om ulike aspekter ved deres motivasjon for å drive med beregningsorientert fysikk. Deretter intervjues et utvalg av studenter individuelt for å få en dypere forståelse for hvordan beregningsorientert fysikk oppleves for enkeltindividet. På den måten bidrar prosjektet til økt innsikt i hvordan en fysikkutdanning kan gi studentene det de trenger for å møte samfunnets krav på en måte som opprettholder studentenes motivasjon gjennom hele studiet.
Masteroppgaven baserer seg på at sentrale faktorer for motivasjon er tanker om egne ferdigheter, interesse, nytte og kostnad. Den konkluderer med at mange fysikkstudenter opplever redusert mestringsforventning i løpet av det første studieåret og at dette er knyttet til et sprik i nivå mellom ulike emner og manglende opplæring i forkant av programmeringsoppgavene. Studentenes interesse for beregningsorientering er derimot jevn og høy i de første studieårene. Det anbefales å gjøre beregningsorientering mer integrert i fysikkemner ved å inkludere opplæring i å løse beregningsorienterte oppgaver i undervisningen, gjøre de beregningsorienterte oppgavene mer relatert til resten av pensum eller ha beregningsorienterte oppgaver på eksamen.Science education is to a greater and greater degree affected by technological developments to adjust to the demands of working life. Modern technology grants most people the ability to perform large computations, which is of great use in the physics education. Traditional physics are based on general equations that describe relationships in nature on a general level. By taking advantage of computers’ ability to perform large computations, these general equations are transformed into numerical expressions that can simulate real events. That is why programming has turned into a fundamental part of engineer educations. However, programming is a large field of study that cannot be learned over night. Physics education was already packed with material for students to deal with, it is not a trivial matter to find space for programming in that package. And it is not sufficient for students to just learn general programming, they additionally must be able to apply their programming skills to physics and computations.
This master’s thesis sees through the lens of the physics students that are in the middle of the process of learning programming, mathematics and physics, all at once. In order to do so, I have made a questionnaire survey where a large group of students were asked about various aspects of their motivation for doing computational physics. Afterwards, students were interviewed in order to obtain a deeper understanding in how single individuals experience computational physics. Thus this project yields an increased insight in how physics education can give the students what they need to meet the requirements of society in a way that maintains their motivation throughout the course of the education.
The master’s thesis is based on that key aspects of motivation are views about one’s own competence, interest, utility and cost. It concludes that many physics students go through a decreased expectancy for success during their first year of study and that this is connected to a level gap between the courses and a lack of instructions before each programming exercise. On the other hand, the students’ interest for computational physics is consistently high during the first years of studying physics. It is recommended to make computational physics more integrated in physics courses by teaching how to solve computational exercises in the lectures, connecting the computational assignments more to the rest of the curriculum or having computational assignments in the exams
Hvordan serveres genmodifisert mat til avisleserne?
No full textThe discourse on genetically modified food is open, situation-dependent
and contradictory, and is positioned at the crossroads of nature,
science and society. Through quantitative and qualitative content
analysis, this article presents the discourse in three Norwegian
newspapers in the period 1996 to 2008. Political issues and issues
surrounding risk and uncertainty are the main topics in articles.
The analysis shows that media coverage has varied, and in 2008 was
almost absent. With declining newsworthiness and topicality among
the general public, it seems that GM food has become a black box
– a scientific fact that is no longer discussed but taken for granted
The Coming Multi-Order World
No full textThe article shows that the current international system is changing towards a completely new form of international system, conceptualized as a multi-order system. The suggestion for a multi-order world stands in contrast to three current narratives about the future global order expressed through a multipolar narrative; a multi-partner narrative and a multi-culture narrative. The article demonstrates that although each narrative points to a plausible future, neither fully captures what lies ahead. Using English School concepts such as order, international society, international system and primary and secondary institutions, the article reveals a conception of the coming international system as a system consisting of several different ‘orders’ (or international societies) nested within an overall international system. In the coming ‘multi-order world’, the liberal order will continue, and may even be strengthened internally, but its global reach will be a thing of the past. Moreover, the challenge in a multi-order world will be to forge new forms of relationships between composite and diverse actors across complex lines of division and convergence. Scholars and policy-makers should note that the coming multi-order world will be radically different, requiring new thinking and new institutions and the acceptance of diversity in both power and principle
Hvordan serveres genmodifisert mat til avisleserne?
No full text-The discourse on genetically modified food is open, situation-dependent and contradictory, and is positioned at the crossroads of nature, science and society. Through quantitative and qualitative content analysis, this article presents the discourse in three Norwegian newspapers in the period 1996 to 2008. Political issues and issues surrounding risk and uncertainty are the main topics in articles. The analysis shows that media coverage has varied, and in 2008 was almost absent. With declining newsworthiness and topicality among the general public, it seems that GM food has become a black box – a scientific fact that is no longer discussed but taken for granted
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