Datafication and cultural heritage – provocations, threats, and design opportunities- Workshop at ECSCW 2020.

Datafication and cultural heritage – provocations, threats, and design opportunities

A workshop June 14 2020 at ECSCW, the 18th European Conference on Computer-Supported Cooperative Work, Siegen, Germany

Due to the current situation we will accept remote presentations. 
Information on COVID-19 (Corona Virus)

How to participate? Deadline is April 3, 2020.

Submit a short paper stating your position on the theme.The maximum length of the position paper is 2,000 words. The papers should follow the CSCW formatting guidelines.

Send submissions and inquiries to: khansson@dsv.su.se

Introduction to the workshop’s topic

Increasing digitization and the emergence of new data sharing practices are likely to change how our understanding of history is negotiated. The curation of data is always culturally and ideologically inflected. Accordingly, archiving practices are not only fundamental for our understanding of the past but vital in navigating the present. We have to pay particular attention to the consequences of the interfaces that curate history, especially in relation to big data. 
Crowdsourcing, social media, linked open data, and other participatory and open science practices challenge the archiving practices in cultural heritage institutions due to the character of the networked publics involved and the established structures between and within institutions. However, they also open up new opportunities and practices when it comes to understanding and defining our shared culture.

In this workshop we will bring together researchers who have studied these issues or are working to develop critical perspectives on technology, design, and research practices. We particularly welcome empirically-based research that looks into digitizing and digitalization processes in cultural heritage institutions. We also welcome theoretical contributions that put research practice into a philosophical and historical context while also questioning established norms of what constitutes cultural heritage. 

Karin Hansson, Teresa Cerratto Pargman, and Anna Dahlgren

This workshop is part of the research project Sharing the Visual Heritage. Metadata, Reuse and Interdisciplinary Research, supported by the Swedish Research Council, and situated at Stockholm University.

Results of “Make It happen”, a teachers’ professional development programme on computational thinking, are out!

Together with Mattias Davidsson and Jenny Lundberg from LNU, I evaluated “Make It Happen project” that addressed 51 schools and ca 400 teachers in the south of Sweden with the aim to help them to develop teaching competence on computational thinking and programming. Last week, was time for presenting the results that were much appreciated by AV-Media Kronoberg (client), teachers and school leaders in 8 municipalities in Region Kronoberg.

I’m particularly grateful to Tina Sundberg, Anna Prisberg and Linda Stark for their invaluable help with providing us access to teaching materials, distributing surveys and organising seminars with the teachers. 

If you are interested in reading the evaluation report (in Swedish), pease contact me, we are interested in your comments!  E-mail: tessy@dsv.su.se

Sammanfattning

Denna rapport är en utvärdering av utvecklingsprojektet “Make IT happen” som löpte från januari 2018 till december 2019 och som syftade till att ge grundskolans lärare, verksamma i 8 kommuner i region Kronoberg, möjlighet att höja sin digitala kompetens inom programmering och datalogiskt tänkande. Utvärderingen baseras på kvantitativ och kvalitativ analys av enkäter (före och efter projektet), lärares skriftliga reflektioner (under projektet) samt lärares lektionsplaneringar vid slutet av projektet. Total har vi analyserat material från 218 lärare. Analysen av enkäterna visar att “Make IT happen” har varit uppskattat av deltagarna som menar att projektet har hjälpt dem att komma igång med programmering och datalogiskt tänkande i klassrummet. Av utvärderingen framgår det att en betydande andel av de som fyllde i utvärderingarna (33%) anser sig ha behov av kunskaper, lektionstips, tid och idéer – eller av direkta resurser som datorer, pengar eller personal. En något lägre andel av lärarna ansåg inte att de hade några direkta behov för att kunna genomföra undervisning inom programmering efter utbildningen. Analysen av lektionsplaneringar som lämnats in vid sista utbildningstillfälle visar att deltagarna oftast har replikerat uppgifter som de har fått under träffarna; endast några enstaka lärare har försökt skapa helt nya uppgifter. Detta tyder på att de flesta behöver känna sig tryggare med programmering innan de kan transformera sin egen undervisningspraxis. I förhållande till projektets mål kan vi konstatera att “Make IT happen” har bidragit till att öka antalet lärare som utnyttjar möjligheterna med programmering i undervisningen. Mer specifikt har projektet bidragit till att ge deltagarna baskunskaper inom programmering och datalogiskt tänkande samt ett meningsfullt didaktiskt material för lärare som undervisar i matematik och teknik. Projektet har i mångt och mycket bidragit till att fördjupa förståelsen för- och användningen av programmering i klassrummet.

 

Avslutning Make IT Happen

Publicerat av AV-Media Kronoberg Fredag 6 mars 2020

Pressmeddelande om Emergent Practices and Material Conditions in Learning and Teaching with Technologies/Springer

Stockholms universitet (SU press) skrev ett pressmeddelande om vår bok som ser ut så här, länken finns här:

Teresa Cerratto Pargman, Stockholms universitet, och Isa Jahnke, University of Missouri, är redaktörer och medförfattare till en ny antologi om digitaliseringen i skolan: Emergent Practices and Material Conditions in Learning and Teaching with Technologies. I 14 kapitel vill redaktörer och författare lyfta debatten från att handla om de digitala plattformarna som ett separat verktyg till deras plats i hela skolsystemet och undervisningens vardag.

Boken kan sammanfattas i fem konkreta tips för politiker och skolledare:

1. Förstå lärarens vardag och hur digital teknik passar in

Mycket av litteraturen och många av studierna kring digitaliseringen av skolan behandlar digitala verktyg och deras möjligheter som ett separat projekt, utan att ta hänsyn till den undervisningsvardag som råder. Entusiaster pekar ofta på nya pedagogiska möjligheter, medan de utvärderingar som gjorts av svenska utrullningar av så kallade 1:1-försök – en enhet per elev – visar dels att man gravt underskattar den tid som lärare ägnar åt själva tekniken (handhavande, enklare support etc) och som måste tas från traditionell undervisning, men också på besvikelse hos lärare som upplever att högflyende visioner om vad den nya tekniken ska åstadkomma inte infriats. Tekniken i sig åstadkommer mycket lite förändring. Det krävs bestämt syfte och tydlig planering för hur tekniken ska hanteras, anpassas, och användas.

2. Digital teknik kan underlätta nya lärandeaktiviteter

En fallstudie av elever som fått designa ett eget virtuellt museum visar att projektet främjade såväl flera olika aspekter av digital kompetens som kritiskt tänkande och avancerade resonemang. Ytterligare exempel finns i boken: poängen är att undervisning med hjälp av digitala verktyg kan skapa helt nya inlärningsprocesser hos elever, men det är ingenting som kommer automatiskt. De etablerade undervisningspraktiker som finns i skolan idag förändras när nya arbetssätt, kompetenser, roller, processer och strukturer utvecklas och driver fram den digitala och kompetenta skolan.

3. Verktyg som inte är tänkta för undervisning kan skapa nya möjligheter för lärandet

Digitala plattformar som inte i första hand är tänkta för undervisning kan fungera utmärkt för att engagera elever. Flera exempel finns i boken, bland annat ett projekt där lärare använt sig av Pokemon GO för att skapa övningar i matematik. Det finns stora möjligheter att skapa arenor som är hybrider mellan undervisning och nöje.

4. Ta hänsyn till värderingar

Författarna menar att alltför lite uppmärksamhet ägnas åt att diskutera de värderingar som ligger bakom de verktyg, plattformar och policies som rullas ut i samband med digitalisering i skolan. Det kan gälla allt från enkla exempel som länkar till en video på internet som eleverna ska titta på, men som föregås av reklam som skolan saknar möjlighet att kontrollera, till mera subtila värderingar som reproduceras i policies och i undervisningsmaterial. Utveckling och design av digital teknik för skolan behöver därför också spegla skolans/läroplanens värderingar.

5. Vi behöver bättre utvärderingar

Författarna menar att det finns ett stort behov av att hitta metoder för att i större skala utvärdera hur digital teknik egentligen används i utbildningsmiljön och vilka konsekvenser den för med sig. Idag rullas digitala verktyg ofta ut under ett paraply av förhoppningar och ambitioner utan att vi på förhand har enats om hur effekterna ska mätas.

Emergent Practices and Material Conditions in Learning and Teaching with Technologies finns att köpa inbunden eller som e-bok via Springer förlag:

https://www.springer.com/us/book/9783030107635

Digitala kompetensdagen 2019

Förra vecka medverkade jag på den digitala kompetensdagen som anordnas varje år i Växjö vid Linnéuniversitetet. Dagen bjöds på föreläsningar, seminarier, workshops och på mycket inspiration.

Syftet med digitala kompetensdagen är att ge länets pedagoger och skolledare nya idéer, verktyg, kunskap och möjlighet till omvärldsbevakning. Digitala kompetensdagen 2019 satsade på att ha ett innehåll som var riktat till pedagoger hela vägen från förskola till universitet och också till forskare som jobbar med digitalisering i skolan. Läs mer här om det fantastiska arbetet som ligger bakom den årliga Digitala kompetensdagen. 

Introducing our new book!

Together with wonderful Isa Jahnke we are thrilled to introduce: Emergent Practices and Material Conditions in Teaching and Learning with Technologies. An edited book published by Springer.

Acknowledgments. The anthology originated in two workshops held at CSCL in 2015 and 2017. We thank the scientific committees of these conferences for supporting the topic and scope of our workshops. We also thank all the workshop participants, especially those whose contributions did not find their way into this volume. We are particularly grateful to Crina Damşa, who contributed to tightening the arguments of the workshop proposal held at CSCL2017. The production of this volume would not have been possible without the support of our academic homes, the Department of Computer and Systems Sciences at Stockholm University and the College of Education at the University of Missouri-Columbia.

Abstract. Our volume invites the reader to explore the complexities and the dynamic character of interacting with technologies that unfold in the everyday flow of practices in schools, museums, field trips, and the home. In particular, we paid attention to the material conditions of such practices via, for instance, the exploration of media discourses on information and communication technologies in the classroom; the ongoing digitization of the school; the use of video chat for language learning; the instantiation of CrossActionSpaces in urban science classrooms; the development of symbolic technologies such as the Carbon Footprint Calculator; the design of apps and virtual museums for learning science; the use of text message tools for collaborative learning in teacher education and the design, implementation, and evaluation of Augmented Reality (AR) apps in outdoor learning. As a result, this volume brings together inspirational and high-quality chapters that raise a range of important ideas and showcase the importance of looking beyond technology- enhanced learning. Five take-away messages are presented at the end of this chapter. They summarize how the chapters included in this volume contribute to understanding everyday practice and materiality as constitutive of human cognition, agency, educational values and creative critique. Taken together they call for complementary views of research on technologies in education and invite scholars in the field to reimagine studies about learning and teaching in the digital age.

Here is the table of content of the book that soon will be available online!

Don’t hesitate to contact me if you have any questions. tessy@dsv.su.se

Table of Contents

Part 1 – Conceptual Views on Practices and Materiality in Education

Chapter 1. Introduction to Emergent Practices and Material Conditions in Learning and Teaching with Technologies . Teresa Cerratto-Pargman & Isa Jahnke

Chapter 2. Materiality, Learning and Cognitive Practices – Artefacts as Instruments of Thinking. Roger Säljö

Chapter 3. Unpacking Emergent Teaching Practices with Digital Technology. Teresa Cerratto-Pargman

Chapter 4. Exploring Representations of Classroom Practices Mediated by Information Communication Technologies (ICTs). Mariana Landau

Part 2 – Understanding Emergent School Practices and their Inherent Materiality 

Chapter 5. Exploring the Final Phase of a 1:1 Laptop Initiative From the Teacher Perspective. Marcia Håkansson-Lindqvist

Chapter 6. Is the Tablet a Teacher or a Student Tool? Emergent Practices in Tablet-based Classrooms. Eva Mårell-Olsson, Peter Bergström & Isa Jahnke

Chapter 7. WhatsApp With Science? Emergent CrossactionSpaces for Communication and Collaboration Practices in the Urban Science Classroom. Jennifer D. Adams

Chapter 8. “Wow” and Then What? Tablets in a Conservative Polish School: Mapping Emergent Teaching and Learning Practices in the Classroom. Lucyna Kopciewicz & Hussein Bougsiaa

Chapter 9. Material Conditions of Collaborative Knowledge Construction: The Case of Monoplant. Anders I. Mørch, Hani Murad, Jo Herstad, Sjur Seibt & Morten Kjelling

Chapter 10. Orchestrating Learning as an Emergent Practice in the Use of Location-based Games With Mobile Devices. Jimmy Jaldemark, Sofia Eriksson Bergström & Peter Mozelius

Part 3: Discerning Material Conditions in Informal, Outdoor learning and Learning in the Wild

Chapter 11. The Impact of Materiality on the Design of Mobile, Augmented Reality Learning Environments in a Summer Club. Eleni A. Kyza & Yiannis Georgiou

Chapter 12. Repertoires of Digital literacy Practices in a Student-generated Virtual Museum: Emergent Digital Multiliteracy Practices at the Core of the Museum-school Partnership. Stephania Savva

Chapter 13. How the Materiality of Mobile Video Chats Shapes Emergent Language Learning Practices in Early Childhood. Christian Waldmann & Kirk PH Sullivan  

Chapter 14. Socio-material Configurations and Resources Supporting Observations in Outdoor Learning: Results from Multiple Iterations of the Tree Investigator Project. Heather Toomey Zimmerman & Susan M. Land

Part 4 – Moving Forward 

Chapter 15. Encoding the Practice of Teaching and Learning With Technologies – Implications for Deep Learning. Isa Jahnke

 Chapter 16. Next Steps: Toward a Relational Mode of Thinking for Educational Technology. Teresa Cerratto-Pargman & Isa Jahnke

 

 

 

 

2018 Stockholm Forum: “Fourth Industrial Revolution and Competencies in the 21st Century”

The Embassy of the Republic of Korea together with the Korea Education Research and Information Service (KERIS) and Stockholm University – organised last Friday the “2018 Stockholm Forum” under the theme of “Fourth Industrial Revolution and Competencies in the 21st Century.”

The forum was an excellent venue for discussing issues that revolve around education and technology in Korea and Sweden. Particular attention was paid to questions such as:  how to develop suitable educational programs for leaners to face the Fourth Industrial Revolution, and what is the role of ICT in the Fourth Industrial Revolution?

Take a look at the program

Rapid technological development has altered the obligation of educational systems to prepare learners to become competent in the era of the Fourth Industrial Revolution. In contrast to the previous Industrial Revolutions, the Fourth Revolution is characterized by the emergence of ‘intelligent’ technologies that contributes to creating immeasurable changes to various aspects of society.As a result, the prospects of job markets and economic status have vastly transformed which brought the need for modifications in education.In order to keep up with the inevitable changes of society, it is necessary to define tools and skills need to prepare individuals for this era. The work forms the base for ‘education curricula’ and by building proper curricula, it is possible to develop necessary tools and skills. The construction of an educational curriculum that ensures “quality and relevance to context”is one of the indicative strategies of the UN’s Sustainable Development Goal no. 4 which aims to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”.With the objective of achieving this, the Education 2030 Incheon declaration calls to the importance of “ flexible skills and competencies [people] need to live and work in a more secure, sustainable, interdependent, knowledge-based and technology-driven world”.In addition, according to the UNESCO’s International Bureau of Education, defining a learner’s competencies is important in formulating a curriculum that is “learner-centered and adaptive to the changing needs of students, teachers, and society.”

In accordance to this, the international goal of educational innovation has now shifted its paradigm from implementing the “3Rs” (Reading, Writing, Arithmetic), which governed the educational curricula for decades, to a new set of “Soft Skills.” Soft Skills are defined by UNESCO as being“intangible personal qualities, habits, traits, attributes, and attitudes that can be broadly applied in different types of jobs,”such as computational thinking, creativity, social skills, decision making and more.However, due to the recency of this shift, many countries are still only at the early stages of applying soft skills to educational policies, curricula, and teaching-learning practices.

With the above in consideration, it is essential to have a platform where ideas and experiences can be shared to advance the educational systems. Hence, Korea Education Research and Information Service (KERIS) and Stockholm University, two leading organizations that facilitate education innovation with ICT in Education, are hosting “2018 Stockholm Forum,” held under the theme, “Fourth Industrial Revolution and Competencies in the 21st Century.”This Forum will aid in understanding how to facilitate learners to grow 21st century skills by gathering each countries’ ideas, and sharing visions and experiences.

Keynote speaker at 16th Annual MEITAL conference on Teaching and Learning Technologies Accelerating Higher Education: Trends and Developments

This year the MEITAL conference on Teaching and Learning Technologies Accelerating Higher Education: Trends and Developments, was held at the Hebrew University of Jerusalem campus. Over 300 participants from 40 educational institutions participated in the conference. I had the privilege to present the work we conducted on the digitalisation of the school in Sweden and share my insights on how the integration of ICT in schools connects with the challenges and opportunities of using technologies in higher education . Here is my talk.

Thank you very much to Eli Shmueli and Yishay Mor for the invitation and this great opportunity. it was great to meet and talk with practitioners, pedagogical developers and entrepreneurs who are passionate about education and technologies.