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  • 1.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Jää-Aro, Kai-Mikael
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    The Immeasurable Math Homework: When digital education resources are put to use2022Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This ongoing case study examines the use of a subscription-based digital educational resource for mathematics learning. In this case, the digital resource Skolplus (https://skolplus.se/), is used by over 60% of Sweden's primary schools and contains both exercises, games, and printed material for the primary school year FK-6. In this study, we explore how the application is perceived by teachers, parents, and students (ages 7-8). We are specifically interested in what kind of digital features our user groups perceive as important and useful. Likewise, we want to know which expectations of use were not incorporated and why. Teachers' intentions are compared with parents' descriptions of what children do in Skolplus when they use it at home, as well as where dissonance occurs during use.

    While previous research has shown that digital technologies enable for example representation of objects to improve mathematical learning processes, see for example Young (2017), less attention has been paid to the use of subscription-based digital solutions. One of those that has drawn attention specifically to primary schools' use of online platforms for learning mathematics is Darragh and Franke (2021) showing that "...schools face pressure to provide mathematics programs that are at the same time traditional, modern, high-tech and balanced." Based on previous research, as well as data collected during this ongoing case study, preliminary findings include the use of subscription-based solutions for mathematics learning and the role of homework. The study aims to contribute to technology-related mathematics teaching.

  • 2.
    Falkenberg Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Wiberg, MikaelUmeå universitet, Institutionen för informatik.
    Introduktion till medieteknik2021Samlingsverk (redaktörskap) (Refereegranskat)
    Abstract [sv]

    Introduktion till medieteknik är boken för dig som vill få en introduktion till ämnet medieteknik. Vi vänder oss till dig som är intresserad av hur teknologier och dess användning möts − från ett fokus på mediekonsumtion, till hur medier formar vårt moderna samhälle. Boken ger en introduktion till medieteknikens olika former, ­kanaler, och uttryckssätt, och vi ger även en inblick i hur medieteknik skapas. Med en utgångspunkt i design, programmering och medieteknikens visuella och audiella uttryck ges en vidare introduktion till medieteknikens tillämpnings­om­­­råd­en − från speldesign till interaktiva medier. Boken berör också angreppssätt för att arbeta användarcentrerat med digital medieutveckling och design, samt berör projektledning för utveckling av digital medieteknik. Med denna intro­duktion till medieteknik som ämne visar boken på ett antal framväxande områden för vidare forskning inom medieteknik.

    Introduktion till medieteknik är sammansatt så att den med fördel kan ­användas som kurslitteratur i utbildning inom områden som medieteknik, ­medie­­produktion, design för digitala medier eller motsvarande. Boken kan läsas som en helhet, alternativt som fristående kapitel.

  • 3.
    Jää-Aro, Kai-Mikael
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Josefsson, Pernilla
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Mutvei Berrez, Ann
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Matematikens didaktik.
    Professional development for ICT-based teaching2020Ingår i: Electronic Proceedings of the ESERA 2019 Conference: The beauty and pleasure ofunderstanding: engaging with contemporary challenges through science education / [ed] Olivia Levrini & Giulia Tasquier, Bologna: ALMA MATER STUDIORUM – University of Bologna , 2020, Vol. Part 14, s. 1722-1727Konferensbidrag (Refereegranskat)
    Abstract [en]

    Using information and communications technologies (ICT) in the classroom requires new skills on the part of educators. We have elicited current best practices for professional development of educators from the participants in this workshop, what knowledge teachers need and how it is best imparted. We found that even given their different starting points, teachers in different regions are often feeling unsure about how to use ICT in a pedagogical context, and there is no clear consensus on how to best train teachers in this use, but that the digitalisation of schools will require a long-term commitment from school management and political leadership.

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  • 4.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Landwehr Sydow, Sophie
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Tackling Digital Competence - Probing Toolkits in Teacher Education2020Ingår i: INTED2020 Proceedings: 14th International Technology, Education and Development ConferenceValencia, Spain. 2-4 March, 2020, Valencia: International Association for Technology, Education and Development, 2020, s. 3606-3613Konferensbidrag (Övrigt vetenskapligt)
    Abstract [en]

    This study presents results from a programming day initiative that was developed to increase digital competence among teacher students. The results show an increased understanding of materials and toolkits available, but also gather data on the teacher students own perceived digital competence and how it changed through a hands-on workshop setting. The presented case exemplifies how even a limited deployment of toolkits in teachers’ education can help problematize complex issues and provide a low threshold entry to demands around digitization.

  • 5.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik. Södertörn University.
    Eishow, Clara
    Södertörns högskola.
    Primary school teachers experience of the digitalisation of teaching2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    The aim of this study is to understand primary school teachers' experience of the ongoing process of digitalisation of teaching. The study is done in the Swedish context and includes eight interviews with teachers from six different municipal schools. The results showed that the teachers were positive toward integration of technology and that several of the teachers did perceive an increased use of digital teaching, which is in line with the recently revised school curriculum. However, they reveal a lack of prerequisites for digital teaching that can hinder the goals to be fully achieved, these are both internal and external character. Emphasizes among other things, the need to increase the elements of digital teaching in the teacher education programs, as well as offer competence development courses for active teachers.

  • 6.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Green, Anders
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Normark, Maria
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Students' perception of feedback using peer review as a pedagogical method to increase academic writing skills in higher education2019Konferensbidrag (Refereegranskat)
    Abstract [en]

    This study explores how students within higher education perceive different types of peer review feedback and how that feedback affects their learning. The study builds on a previous paper [1] where the Blackboard peer assessment tool was used, and compared three feedback conditions: positive, mixed, and negative. The findings strongly indicated that students preferred negative feedback, corresponding to earlier research showing that experienced students seem to benefit from negative feedback [2].

    To explore the students perception on feedback, we designed an academic course to incorporate peer review assessment. The course was held during autumn 2018 and included 75 bachelor students. Students were required to individually complete a set of four review assignments using the school’s learning management system, ITs learning (ITs). Each of the four peer review assignments were designed to represent a different approach to feedback. The first assignment instructed the students to only give positive feedback in the review process; e.g., “choose three things that are positive”. The second assignment had instructions without suggesting valence in the feedback and asked the students to “examine how the argumentation is included in the text”. The third assignment instructed the students to provide negative feedback, by asking them to “point towards at least three areas for improvement”. The fourth assignment instructed the students to validate the feasibility of a written research proposal by their study peer, again without suggesting a valence of positive or negative. By consciously designing the four peer review assignments to produce specific kinds of feedback, we aimed to learn more about how the students experience such different types of peer review.

    Based on focus group interviews, we have so far found that the students perceive it harder to give positive compared than negative feedback. They also perceive giving feedback, rather than receiving feedback, as a more important experience in learning. The latter will be especially interesting when compared against earlier research [3] which showed that providing peer feedback had several potential learning benefits for the provider. A preliminary finding of our study is that the transition from earlier levels of design critique during digital development projects to academically founded criticism and review requires careful instructions and pedagogic considerations. In order to further evaluate the students' experience, a questionnaire will be distributed at the end of the course (end of Oct. 2018).

    The findings presented in this study aim to work as a backdrop for future discussions about how to design peer-review assignments in higher education to increase students’ academic literacy.

    References:

    [1] Kidd, J., Hankins, M., “The effects of peer review in students learning: a comparison of positive and negative feedback.”. 10th International Technology, Education and Development Conference, Valencia, Spain, March 7-9, 2016.

    [2] Fishbach, A., Eyal, T., & Finkelstein, S. R., “How positive and negative feedback motivate goal pursuit.” in Social and Personality Psychology Compass, 4(8), 517-530, 2010.

    [3] Van Popta, E., Kral, M., Camp, G., Martens, R. L., & Simons, P. R. J., “Exploring the value of peer feedback in online learning for the provider.” in Educational Research Review, 20, 24-34, 2017.

  • 7.
    Josefsson, Pernilla
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Jää-Aro, Kai-Mikael
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Lundmark, Sofia
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Mutvei Berrez, Ann
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Matematikens didaktik.
    The implementation of digital tools in teaching: A qualitative case study at a swedish primary school2019Ingår i: EDULEARN19 Proceedings, 2019, s. 2382-2387Konferensbidrag (Refereegranskat)
    Abstract [en]

    Many countries have recently implemented digital competence as an important part of their school curricula. In Sweden, the curriculum states: “Teaching should give students the opportunity to use digital tools in a way which promotes knowledge development” [3], making it mandatory to implement digital tools in teaching and learning. This poses challenges for schools and teachers: schools need to assist with infrastructure and make technology available, teachers need to acquire knowledge on how to use technology for educational purposes. Achieving technology integration to support teaching and learning in the classroom has been argued to be influenced by teachers’ attitudes and pedagogical beliefs [4], therefore the link between teachers’ pedagogical beliefs and their practices must be examined in order to fully understand the integration [1].

    This study is part of the Erasmus+ project Functional Information and Communication Technology Instruction On the Net (FICTION) [2] and investigates science teachers’ attitudes towards integration of technology, and how teachers elaborate and implement digital technologies into their teaching practices.

    In winter/spring 2019 five teachers from a local primary school took part in three focus group interviews. The first interview defined the current situation, the second generated input on how to challenge each teacher based on their needs. Each teacher was given instructions for a specific technology to try out during teaching. The teachers recorded their experiences on video for the third focus group discussion, which included an evaluation of how they perceived the specific technology to improve their students’ learning. The data so far consist of audio and video recordings from the interviews and the teachers’ experiences of using the proposed technologies in their teaching.

    Some preliminary findings are that while schools invest in infrastructure and technology, the opportunities to use the technology often are hindered by administrative issues such as scheduling, lack of time for competence development and no choice on platforms and systems to work with. The link between the teachers’ pedagogical beliefs and their practice is based on these prerequisites, but also on the teachers’ willingness to try out various technological tools. The data show that the teachers’ pedagogical perspectives and work with, e.g., formative teaching, pleasurable learning, and quality assured teaching and feedback, affect the teachers’ willingness to integrate new technologies and tools in their teaching.

    References:

    [1] Ertmer, P.A. and Ottenbreit-Leftwich, A.T. 2010. Teacher Technology Change. Journal of Research on Technology in Education. 42, 3 (Mar. 2010), 255–284.

    [2] FICTION 2018. Functional Information and Communication Technology Instruction On the Net https://fiction.pixel-online.org/

    [3] Lärarnas Riksförbund 2016. Digital framtid utan fallgropar: En undersökning om lärares och elevers digitala kompetens. Technical Report #2016–10.

    [4] Perrotta, C. 2013. Do school-level factors influence the educational benefits of digital technology? A critical analysis of teachers’ perceptions. British Journal of Educational Technology. 44, 2 (2013), 314–327.

  • 8.
    Josefsson, Pernilla
    et al.
    KTH, Medieteknik och interaktionsdesign, MID.
    Baltatzis, Alexander
    KTH, Medieteknik och interaktionsdesign, MID.
    Bälter, Olle
    KTH, Medieteknik och interaktionsdesign, MID.
    Enoksson, Fredrik
    KTH, Skolan för industriell teknik och management (ITM).
    Hedin, Björn
    KTH, Medieteknik och interaktionsdesign, MID.
    Riese, Emma
    KTH, Teoretisk datalogi, TCS.
    Drivers And Barriers For Promoting Technology Enhanced Learning In Higher Education2018Ingår i: INTED2018 Proceedings: 12th International Technology, Education and Development ConferenceValencia, Spain. 5-7 March, 2018 / [ed] Chova, LG Martinez, AL Torres, IC, Valencia: International Association for Technology, Education and Development, 2018, s. 4576-4584Konferensbidrag (Refereegranskat)
    Abstract [en]

    The paper presents a study were drivers and barriers for increased use of Technology Enhanced Learning in higher education were identified. The method included focus groups with Faculty Pedagogical Developers at KTH Royal Institute of Technology, followed by a Force Field Analysis. Ten drivers and ten barriers were identified, and are presented in this paper. The most significant drivers found were: collegial discussions, increased automatization, Technology enhanced learning support for the teachers (to assist exploration), tech savvy students and engagement among faculty. The most significant barriers identified were: unclear return on time investment, insufficient funding for purchases and lack of central decisions. The analysis also revealed that some drivers and barriers could act both ways. One example is locally developed systems which are understood to be drivers when it comes to solving (local) problems and encouraging experimentation with IT systems, but when these local systems are cancelled due to lack of funding, or for example replaced by centralized systems, they discourage use and development. The findings constitute a foundation for future discussions about change processes to increase utilization of technology enhanced learning in higher education.

  • 9.
    Romero, Mario
    et al.
    The Royal Institute of Technology.
    Josefsson, Pernilla
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Facebook i en visualiseringskurs2018Ingår i: Digitalisering av högre utbildning / [ed] Stefan Hrastinski, Lund: Studentlitteratur AB, 2018, 1, s. 55-62Kapitel i bok, del av antologi (Övrigt vetenskapligt)
    Abstract [sv]

    Detta kapitel beskriver implementeringen av Facebook som alternativ kommunikations- och informationskanal i en visualiseringskurs för ingenjörer. Via enkäter och intervjuer redogör studenterna för hur användningen av en Facebookgrupp har underlättat för dem att ta del av och dela innehåll med lärare och klasskamrater. Studenterna framhåller också den ökade möjligheten att synliggöra sina studieresultat utanför klassen vilket de anser vara motiverande och prestationshöjande.

  • 10.
    Bälter, Olle
    et al.
    KTH, Medieteknik och interaktionsdesign, MID.
    Riese, Emma
    KTH, Teoretisk datalogi, TCS.
    Enoksson, Fredrik
    KTH, Lärande.
    Hedin, Björn
    KTH, Medieteknik och interaktionsdesign, MID.
    Baltatzis, Alexander
    KTH, Medieteknik och interaktionsdesign, MID.
    Josefsson, Pernilla
    KTH, Medieteknik och interaktionsdesign, MID.
    The Challenge of Identifying the Importance of Drivers and Barriers for Implementation of Technology Enhanced Learning2018Ingår i: The 11th Pan-Hellenic and International Conference: ICT in Education, 2018, s. 283-290Konferensbidrag (Refereegranskat)
    Abstract [en]

    The potential of technology enhanced learning (TEL) can have both pedagogical and administrative benefits. In a previous study, we investigated the drivers and barriers for TEL in higher education using Force Field Analysis (FFA). In this follow-up study, we collected new data through a questionnaire to a group of pedagogical developers and at a presentation at a university internal conference for teachers. A Kruskal Wallis test was carried out to test if the groups filling out questionnaire deviated from each other in their ranking. A comparison was also done to the scores in the previous study. As a result of this triangulation, deviations were found between ratings for seven of the 20 identified forces. While the assessments of strengths in FFA is debated, we argue that each group’s view is an important component to understand the situation, and triangulation of data is helpful in understanding the different views.

  • 11.
    Josefsson, Pernilla
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Higher education meets private use of social media technologies: An explorative study of students’ use2017Doktorsavhandling, sammanläggning (Övrigt vetenskapligt)
    Abstract [sv]

    Denna avhandling avser att utforska hur studenter upplever användningen av sociala medier i högre utbildning. Närmare bestämt så ligger fokus på studenternas användning, erfarenhet och attityder till sociala medier när dessa integrerats i studenternas lärmiljö. Som komplement har också lärarnas incitament för inkludering av sociala medier belysts, samt i viss utsträckning även deras attityder, användning och kommunikation i respektive socialt medium.

    Fyra olika studier inkluderas i denna avhandling, och inkorporerar i sin tur tre olika typer av sociala medier: en social nätverkstjänst (Facebook), en publikt redigerbar webbplats (Wikipedia), och en mikroblogg (Twitter). Vidare har studierna använt olika metoder för datainsamling och analys, där både kvalitativa samt kvantitativa metoder finns representerade. Metoderna valdes med hänsyn till forskningsfrågorna, men baserades även på informationstillgång och etiska överväganden.

    De enskilda studierna hade olika syften och omfattning, och därigenom har de bidragit till specifika forskningsfynd. Huvudbidraget från detta arbete är kopplat till slutsatser kring studenters attitydförändringar, den professionella rollen i studenters användning av sociala medier, deras lärarliknande agerande, förvirring beträffande att röra sig mellan de identifierade rollerna, och implementeringen av sociala medier i högre utbildning.

    Resultaten utgör en grund för en nyanserad diskussion kring implementeringen av sociala medier i högre utbildning; en implementation som beror på lämpligt användande i lämplig social kontext. En tolkning av detta är att inkluderande av sociala medier i icke-privata kontexter bör ha ett klart mål och en tydlig strategi. Rollerna som definieras i detta arbete - student, privat och professionell - utgör underlag för utforskande inom områden där jämförbara hierarkier finns representerade och där det är nödvändigt att förstå hur individen förhåller sig till självpresentation, tekniska begränsningar och roller. Exempel på ett sådant är relationen mellan arbetsgivare och arbetstagare.

  • 12.
    Josefsson, Pernilla
    et al.
    KTH, Medieteknik och interaktionsdesign, MID.
    Isaksson, Erik
    KTH, Medieteknik och interaktionsdesign, MID.
    Hedin, Björn
    KTH, Medieteknik och interaktionsdesign, MID.
    Enoksson, Fredrik
    KTH, Medieteknik och interaktionsdesign, MID.
    Bälter, Olle
    KTH, Medieteknik och interaktionsdesign, MID.
    TEL - What is it good for?2015Ingår i: KTH Scholarship of Teaching and Learning 2015, KTH Royal Institute of Technology , 2015Konferensbidrag (Refereegranskat)
    Abstract [en]

    Technology Enhanced Learning (TEL) is the use of technology to enhance and enrich learning situations or learning experiences. At the conference we will argue that research in TEL is needed in order to assess and gain knowledge under which circumstances the use of certain technologies will enhance the learning experience. The use of the word technology is here to be understood in a broad sense and includes both analog and digital technology, see McLuhan that described technology as any extension of ourselves [1]. With this view of technology, several analog milestones in the history of learning such as the alphabet, books, pencils and paper is to be considered uses of TEL. Furthermore, the research field of TEL should not be restricted to digital or electronic technologies, which could narrow our view of what could be accomplished. This view further implies that electronic-learning e-learning) becomes a subset of TEL. From an activity theory perspective TEL can be seen as the use of technology as a mediating artifact or tool) for enhancing learning in various kinds of activities, either in formal or informal learning situations [2]. Vygotsky [3] introduced the one of proximal development as the difference between what a learner can do without help, and what she can do with help. TEL is intended to provide the learner with such help, which then goes beyond helping to learn but also helping to do i.e., carrying out tasks, whether in a classroom or at work). This help can be regarded as an augmentation of performance, as well as of learning. To conclude, technology can be used to enhance and enrich the learning experience and the learning situation as an extension to ourselves or as a mediating artifact with the intention to expand the of proximal development. The mission of research in TEL is to contribute to the knowledge about under which circumstances the use of (a certain) technology will enhance the learning experience.

    *McLuhan uses the words medium, media and technology interchangeably.

  • 13.
    Josefsson, Pernilla
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Hrastinski, Stefan
    KTH, Skolan för teknikvetenskaplig kommunikation och lärande (ECE).
    Pargman, Daniel
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Pargman C, Teresa
    The student, the private and the professional role: Students’ social media use2015Ingår i: Education and Information Technologies: Official Journal of the IFIP technical committee on Education, ISSN 1360-2357, E-ISSN 1573-7608, Vol. 21, nr 6, s. 1583-1594Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Research has shown that students perceive a distinct divide between educational and private use of social media. The present study explores this divide by focusing on master students’ perception of roles when using social media in a higher education context. A qualitative method has been used, mainly comprising of analyses of home exams and interviews, which were conducted with students enrolled in the master’s course BSocial media technologies^. Results support previous research stating that students perceived a distinct divide between educational and private use of social media, and furthermore provide a more detailed understanding of this divide. The results from the study also indicate that there is yet another type of use: social media as a tool for career-building purposes, or what is labeled as professional use. Implications of social media for use in higher education are described through the analysis of three roles as performed by the individual: the student role in educational settings, the professional role for career-building, and the private role.

  • 14.
    Josefsson, Pernilla
    et al.
    KTH, Medieteknik och interaktionsdesign, MID.
    Bälter, Olle
    KTH, Medieteknik och interaktionsdesign, MID.
    Bälter, Katarina
    Karolinska Institutet. Department of Medical Epidemiology and Biostatistics.
    Bonn, Stephanie
    Karolinska Institutet. Department of Medical Epidemiology and Biostatistics.
    Attitude Changes When Using Wikipedia in Higher Education2014Ingår i: EdMedia 2014 - World Conference on Educational Media and Technology, 2014Konferensbidrag (Refereegranskat)
    Abstract [en]

    In this paper we present a case study including 23 students at Williams College, MA, using social media technologiesin learning activities during the winter semester 2013. The study was designed to evaluate the studentsÕ attitudes before and after participating in collaborative wiki assignments. Results from the study showed a statistically significant positive shift in attitudes before and after using the wiki. Results indicate that the students perceived the use of wiki technology as an added value whenused for learning activities in a collaborative way and designed to match the learning goals of the course. The study contributesinsights into how student attitudes towards social media in higher education are closely connected to their perception of what can be interpreted as human behavior in collaborative learning activities.

  • 15.
    Josefsson, Pernilla
    et al.
    KTH, Medieteknik och interaktionsdesign, MID.
    Hanell, F.
    Role confusion in facebook groups2014Ingår i: An Education in Facebook?: Higher Education and the World's Largest Social Network, Taylor & Francis , 2014, s. 162-170Kapitel i bok, del av antologi (Övrigt vetenskapligt)
  • 16.
    Lagrosen, Stefan
    et al.
    University West, Economics and IT.
    Josefsson, Pernilla
    University West, Economics and IT.
    Social media marketing as an entrepreneurial learning process2011Ingår i: International Journal of Technology Marketing, ISSN 1741-878X, E-ISSN 1741-8798, Vol. 6, nr 4, s. 331-340Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The purpose for this paper is to explore social media marketing fromthe perspective of entrepreneurial learning. The theoretical basis consists ofcontributions from the fields of organisational learning and entrepreneurship.An empirical study involving ten companies has been carried out. Thedata were analysed with methods inspired by grounded theory. Categoriesdescribing the companies’ social media presence from an entrepreneuriallearning perspective are provided. The value of using organisational learning asa framework for social media marketing is shown. Thus, the paper presents anovel way of studying social media activities which should contribute to thetheoretical fields of organisational learning and entrepreneurship as well as tothe understanding of social media marketing. For practitioners, the findings provide additional knowledge that should be useful for their own social media activities. 

  • 17.
    Andersson, Ulf
    et al.
    Högskolan Väst, Avd för medieproduktion.
    Josefsson, Pernilla
    Högskolan Väst, Avd för medieproduktion.
    Pareto, Lena
    Högskolan Väst, Avd för medieproduktion.
    Challenges in designing virtual environments training social skills for children with autism2006Ingår i: International Journal on Disability and Human Development, ISSN 1565-012X, Vol. 5, nr 2, s. 105-111Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The aim of the study was to explore particular challenges faced when designing virtual environments for children with autism, with the purpose of training social skills. Our findings are based on studying autistic behavior during three years (primary and secondary sources), analysis of related system and other computer mediated assistive technology, as well as general game design. From these studies, we have identified eight critical design parameters that must be adjustable in a system suitable for autistic persons. The importance of the parameters, their variation range, as well as the need for independent adjustment of these were estimated and verified by experienced expert pedagogues. Copyright © Freund Publishing House Limited.

  • 18.
    Andersson, Ulf
    et al.
    Högskolan Väst, Avd för medieproduktion.
    Josefsson, Pernilla
    Högskolan Väst, Avd för medieproduktion.
    Pareto, Lena
    Högskolan Väst, Avd för medieproduktion.
    Challenges in designing virtual environments training social skills for children with autism2006Ingår i: Proceedings of 6th International Conference on Disability, Virtual Reality and Associated Technologies, University of Reading , 2006, s. 35-43Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of the study is to explore particular challenges faced when designing virtual environments for children with autism, with the purpose of training social skills. Our findings are based on studying autistic behaviour during three years (primary and secondary sources), analysis of related system and other computer mediated assistive technology, as well as general game design. From these studies we have identified eight critical design parameters that need to be adjustable in a system suitable for autistic persons. The parameters importance, their variation range, as well as the need for independent adjustment of these were estimated and verified by experienced expert pedagogues.

  • 19. Andersson, Ulf
    et al.
    Josefsson, Pernilla
    Pareto, Lena
    Virtual Environments Training Social Skills for Children with Autism2006Ingår i: ICDVRAT 2006: The Sixth International Conference on Disability, Virtual Reality and Associated Technologies, 2006Konferensbidrag (Refereegranskat)
    Abstract [en]

    The purpose of the study is to explore particular challenges faced when designing virtual environments for children with autism, with the purpose of training social skills. Our findings are based on studying autistic behaviour during three years (primary and secondary sources), analysis of related system and other computer mediated assistive technology, as well as general game design. From these studies we have identified eight critical design parameters that need to be adjustable in a system suitable for autistic persons. The parameters importance, their variation range, as well as the need for independent adjustment of these were estimated and verified by experienced expert pedagogues.

  • 20.
    Josefsson, Pernilla
    et al.
    KTH, Skolan för datavetenskap och kommunikation (CSC).
    Andersen, Renate
    Moll, Jonas
    Twitter in Higher Education: How social media communication patterns alter students' rolesIngår i: Artikel i tidskrift (Refereegranskat)
1 - 20 av 20
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