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Unstructured information as a socio-technical dilemma
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS). Högskolan Kristianstad, Plattformen för forskning om verksamhetsförlagd utbildning och professionslärande.ORCID-id: 0000-0002-4589-8243
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Arbete i skolan (AiS).ORCID-id: 0000-0001-7494-6980
Högskolan Kristianstad, Sektionen för lärande och miljö, Avdelningen för Pedagogik. Högskolan Kristianstad, Forskningsmiljön Learning in Science and Mathematics (LISMA). (LISMA)ORCID-id: 0000-0001-6965-2590
2008 (engelsk)Inngår i: Handbook of research on digital information technologies: innovations, methods, and ethical issues / [ed] Hansson, Thomas, Hershey, PA: Information Science Reference , 2008, s. 482-505Kapittel i bok, del av antologi (Annet vitenskapelig)
Abstract [en]

This chapter employs video data together with screen captures for presenting cases where the students try to match questions to search expressions, make decisions about whether they are allowed to visit a certain site, and examine how the students make decisions about relevance and credibility. Information always appears to be unstructured to the students and restructuring of information poses a socio-technical dilemma involving appreciation of an ideological and ethical nature.

sted, utgiver, år, opplag, sider
Hershey, PA: Information Science Reference , 2008. s. 482-505
Emneord [en]
Communication and technology, educational technology, information technology
HSV kategori
Identifikatorer
URN: urn:nbn:se:hkr:diva-89Libris ID: 10621045ISBN: 978-1-59904-970-0 (tryckt)OAI: oai:DiVA.org:hkr-89DiVA, id: diva2:134492
Tilgjengelig fra: 2009-01-21 Laget: 2009-01-21 Sist oppdatert: 2018-01-13bibliografisk kontrollert
Inngår i avhandling
1. Project work, independence and critical thinking
Åpne denne publikasjonen i ny fane eller vindu >>Project work, independence and critical thinking
2014 (engelsk)Doktoravhandling, med artikler (Annet vitenskapelig)
Abstract [en]

This thesis studies how students do projects in a Swedish upper secondaryschool. The students have to produce products and at the same time provethem self as independent in relation to the teachers, and negotiate therequirements of the project setting and the written instructions within thegroup. The study focuses on what comes out as problematic for the students,how they solve these dilemma situations and what resources are used in orderto do so.A choice was made only to analyse student group interaction in parts ofthe project process where the teachers were not physically present thus fillinga research gap.The empirical material was collected during three years in sex secondaryschool classes through filmed sessions of groups or pairs working with theirproject.Each of the four articles primarily focuses a special dilemma; structure,independence, instructions and critical thinking. By combining Goffman’sframe analysis with the concepts of risk and uncertainty from a Risk – societyperspective, issues related to what it means to do project work asindependent, critical 21st-century learner are illustrated and discussed.The choice to look only at situations in which students have to managewithout the aid of a physically present teacher illuminates several practicalconsequences like an unwillingness to go to the teacher and ask questions andan increased concentration on and interpretation of the written instructions. Adevelopment of Miller and Parlett’s (1974) discussion of student approach tocues are suggested. The concept of the cue choosing student are constructedin order to better respond to demands from an individualised interactionsociety. The study also emphasises how the students have to balance differentframeworks in order to be both authors and assessed students. Byimplementing a risk society perspective new ways of analysing andunderstanding independence and classroom interaction is suggested and arecontextualization of critical thinking proposed.

sted, utgiver, år, opplag, sider
Göteborg: Acta Universitatis Gothoburgensis, 2014. s. 216
Serie
Gothenburg studies in educational sciences, ISSN 0436-1121 ; 353
Emneord
project work, independence, individualisation, critical thinking, frame analysis, risk, uncertainty, Risk-society, Goffman
HSV kategori
Identifikatorer
urn:nbn:se:hkr:diva-12138 (URN)978-91-7346-793-3 (ISBN)978-91-7346-793-0 (ISBN)
Disputas
2014-06-13, Aulan Högskolan Kristianstad (7:314), kristianstad, 09:19 (svensk)
Opponent
Veileder
Tilgjengelig fra: 2014-07-02 Laget: 2014-06-16 Sist oppdatert: 2016-04-01bibliografisk kontrollert

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