Shared Epistemic Agency and Agency of Individuals, Collaborative Groups, and Research Communities.
This contribution attempts to clarify the notion of shared epistemic agency, with its constituting aspects, and to examine research that exemplifies how it is expressed and achieved in relation to processes involving learning and knowledge construction. Building on theoretical works from learning sciences, educational psychology and sociology, shared epistemic agency is depicted as emerging in a dynamic way and is defined as a capacity that enables groups to carry out joint knowledge-generating activities that lead to a shared outcome. An analysis of empirical studies shows different ways epistemic agency is expressed in the context of individual and research communities’ knowledge work. Research findings by a study of collaborative learning in higher education, in the context of group projects supported by technology, is used to illustrate the enactment of shared epistemic agency in formal educational settings. The discussion foregrounds that (shared) epistemic agency is not something given and should not be taken for granted; it emerges and is achieved in and through the unfolding (co-)construction processes. In addition, it highlights the idea that creating intellectual interdependence, which is deemed necessary to co-construct knowledge, is also an effort that can be assigned both to individuals and groups, but also to how the structural context affords and facilitates this interdependence.
Digital Didactical Designs in Coexisting Spaces.
On Tuesday October 14 at 10.00-12.00 Prof. Isa Jahnke from the Interactive Media and Learning Center, Umeå University talks about Digital Didactical Designs in Coexisting Spaces.
Abstract. In the era of the Homo Interneticus, we have the Internet and all information always with us in our pockets and handbags – on our mobile phones and media tablets. In this situation, schools and higher education face the shift away from separating technology and education into co-located settings: web-enabled technology becomes part of the classroom and new teaching and learning spaces emerge. It is the expansion of communication and social interaction to multi co-existing (socio-technical) communication spaces. In this context, what kinds of digital didactical designs do the teachers apply in their practice to scaffold and engage student learning in such new co-existing spaces expanded by web-enabled media tablets? In my talk I will discuss this question from the approach on “Digital Didactical Designs” that is built on the European tradition of Didaktik and reflects the use of ICT in education as socially constructed forms of social and socio-technical practices.
Rich Landscapes of Learning
On November 18th at 10.00-12.00 in room M20, Professor Gerhard Fischer from the Center for LifeLong Learning & Design, Department of Computer Science and Institute of Cognitive Science, University of Colorado, Boulder, USA, talks about “Rich Landscapes of Learning: Exploring Core Competencies for MOOCs and Residential, Research-Based Universities”
Abstract. Learning is the central activity of the 21st century. It needs to be reconceptualized, nurtured, and supported to meet numerous intellectual and economic challenges by taking advantage of transformative theoretical frameworks and innovative technologies. Massive, Open, Online Courses (MOOCs) are receiving world-wide attention as a means to revolutionize education. The excitement and hype around MOOCs is grounded in promises being disruptive, being free, and providing a totally new kind of learning experience. The attention for MOOCs has moved beyond academic circles. Neither panacea nor snake oil, MOOCs evoke serious questions that deserve informed debate grounded in the learning sciences complementing the current existing discussions from economics and technology.The presentation will analyze MOOCs as one component of a rich landscape for learning. In doing so, MOOCs can serve as a forcing function to identify and reflect on the core competencies of residential, research-based universities in nurturing and supporting aspects of learning that cannot be easily addressed by MOOCs.
I have attended the workshop organised by Daniel Pargman, Elina Ericksson, Bran Knowles, Maria Håkansson, Cecilia Katzeff, Chris Priest. http://hci4s.wordpress.com
We were 9 presenters, all of us seem to be on the same page as nobody was interested in persuasive nor ambient technologies or any kind of technical cure to the issues raised by the triple crisis ( economic, environmental and energy). Many position papers focused on energy consumption and resource scarcity while mine concentrated on what we can learn from communities such as Transition Towns which are a place where people are reinventing their everyday practices. I’ve enjoyed the Pecha-kucha and the fish-bowl techniques for small group interaction and I was astonished by participants’ engagement and sharp thinking. Here a link with all our personal statements.
The Linnaeus-Palme programme accepted to finance a collaboration with UNSAM, University San Martin in Buenos Aires. Argentina. http://www.unsam.edu.ar
The project will elaborate on the work “Digital Cultural Consumption and Education” that aims to construct and describe students’ cultural consumption profile upon the assumption that media and technological devices function as socializing agents during children’s leisure and entertainment time. Through a qualitative study, the authors explore the representations and socio-technical practices of public school students of a predominately working class neighborhood situated in the periphery of Buenos Aires city. The outcomes allow them to portray children´s and teenagers’ interests and what they value outside school with the ultimate purpose of making those characteristics visible for teachers.
The research is conducted from a critical perspective drawing from a socio-educational approach grounded in the theory of cultural consumption.
This one-day workshop will be held as part of the DIS 2014 Conference on Designing Interactive Systems, held in Vancouver, Canada 21-25 June.
Please direct all enquiries to: Chiara Rossitto, Stockholm University – email@example.com
- Submission by: **Extended! March 21 2014**
- Notification of acceptance: 31 March 2014
- Camera Ready Copy: 20 April 2014
- Workshop day: 22 June 2014
Scope. Novel location based technologies allow us to mobilize artistic performances by, for instance, providing opportunities for moving drama into the broader stage of the city. Thus, instead of experiencing a play within enclosed stage, the audience can be taken outside where the cityscape becomes the scenography for the play. However, designing for such interactive experiences raises challenges both in terms of technology design and narrative development.
This workshop addresses problems and opportunities in the space of arts and performances within a technologically oriented environment. It focuses on how the design and development of artistic experiences, facilitated by collaborative technologies, can be done within a very dynamic and interdisciplinary setting, where significant collaboration is needed between researchers, technologists and artists.
We aim to attract researchers, technology designers, interaction designers and technology-oriented artists, to gain a variety of views and approaches to discuss throughout the day.
Submissions. We invite scholars and practitioners, actively involved and interested in exploring the use and design of technologies for interactive arts. to submit 2-4 pages position papers following the ACM Extended Abstract Format (see http://chi2013.acm.org/authors/format/)
Contributions may address a range of topics including:
- Technology development and design for artistic experiences,
- Exploration of the impact that research on interactive technology can have on the analysis and design of artistic experiences and theatrical performances,
- Experiences in technology facilitated arts and theatrical performances,
- Examination of settings wherein such experiences can occur,
- Theoretical and methodological related to the study of digital interactive arts and performances,
Submissions should be sent in PDF format to firstname.lastname@example.org
For more information, please visit : http://interactiveperformance.drupalgardens.com
In addition to the position papers, participants can also submit demos or other interactive material, as well as proposals for plays or other artistic performances.
All workshop participants must register for both the workshop and for at least one day of the main conference.
Louise Barkhuus, Dept. of Computer and Systems Sciences, Stockholm University.
Chiara Rossitto, Dept. of Computer and Systems Sciences, Stockholm University.
Rebecca Forsberg, RATS Theater and Dept. of Computer and Systems Sciences, Stockholm University.
Tessy Cerratto Pargman, Dept. of Computer and Systems sciences, Stockholm University and University of California Irvine.
Emilie Møllenback, IT University of Copenhagen.
Stuart Reeves, Mixed Reality Lab at the School of Computer Science, University of Nottingham.
Jarmo Laaksolahti, Swedish Institute of Computer Science (SICS), Sweden.
From January to July 2014, I am visting the TechDec group (Technology, Design and Culture) lead by Professor Bonnie Nardi at UCI. http://www.techdec.org/node/12
I together with Eva Insulander from Mälardalen University and Ola Knutsson from Stockholm University are working for the DFL 2014 conference as program chairs! The deadline for abstract is January 31 2014. Take a look at the call: <http://www.designsforlearning.nu/conference/>