This paper presents an empirical study and related activity system analysis regarding the implementation and use of Moodle specifically, and learning management systems in general, in problem-based learning. The research involved an exploration of the characteristics that defined use of Moodle at a Danish university, the reasons why Moodle was or was not used in specific contexts and the way in which Moodle use was perceived by students. Some of the obstacles and challenges identified through this study highlighted the need for a deeper analysis of the elements that characterised the activity system(s) and their contradictions in this contextual setting, leading to a consideration of possible implications for change processes. The investigation consisted of a literature review, a survey of 345 students regarding their experiences with Moodle in conjunction with a nomination for the best Moodle course, an analysis of the 178 nominated courses and interviews with four university teachers about their use of Moodle. This examination revealed that many existing Moodle activities at Aalborg University focus more on sharing information and teaching materials and less on the students’ problem-based learning activities and projects. This finding is intriguing, as use of Moodle does not reflect that problem-based learning comprises the pedagogical foundation of Aalborg University’s academic programme. The investigation uncovered several reasons for the lack of focus on problem-based learning in Moodle structures and content and explored them through the contradictions identified within the activity systems and between the double contextual frame surrounding the interacting activity system.
Graphic facilitation is a growing practice in organizational contexts and is slowly emerging in educational contexts. However, as the review in this paper shall demonstrate, there is a shortage of research in the field. The purpose of this paper is to illustrate the practical application of graphic facilitation with the aim of outlining a suggestion for future research in relation to educational and organisational settings. Based on our review, we turn to related research areas, in particular design sketching, but also social learning theories and problem-based learning. We describe and exemplify how these related research areas can expand research perspectives on graphic facilitation, its use, processes, and outcomes and the roles of the participants involved.
In this SIG we aim to introduce the IFIP 13.6 Human Work Interaction Design (HWID) approach to the CHI audience. The HWID working group aims at establishing relationships between extensive empirical work-domain studies and HCI design. We invite participants from industry and academia with an interest on empirical work analysis, HCI, interaction design and usability and user experience in work situations and in the workplace. This SIG is a vital step towards creating a CHI2014 workshop on this topic. Author Keywordscontextual analysis; human work analysis; human work interaction design; interaction design; work analysis; work-domain based empirical studies ACM Classification KeywordsH.5.m. Information interfaces and presentation (e.g., HCI): Miscellaneous.
undertitel: - Erfaringer og metodiske principper fra Bioanalytikeruddannelsen, VIA University CollegeAbstraktPå Bioanalytikeruddannelsen i Aarhus, VIAs sundhedsfaglige højskole, har man i en længere periode haft et kombi-hold, hvor man kombinerer traditionel og live transmitteret undervisning (via et innovativt valg af videokonferencesystem). På de såkaldte netdage er der mulighed for enten at møde op til undervisningen, som man plejer, eller at deltage i undervisningen hjemmefra.Artiklen præsenterer et deltagende aktionsforskningsprojekt mellem projektteamet på udannelsen og forskere fra Aalborg Universitet. Målet var at: afdække potentialer og barrierer ud fra et it-støttet læringsperspektiv; udvikle robuste didaktiske undervisningsscenarier; samt kvalificere underviserne og hermed forankringen af projektet. Forskningsdata blev indsamlet gennem videooptagelser, ”dagens spørgsmål” til de studerende, fokusgruppeinterview med lærerne, og Pædagogisk Dag-workshop. Analysen sætter fokus på erfaringerne under anvendelse af professionshøjskolernes Rektorkollegiums Studieaktivitetsmodel. Slutteligt samles der i artiklen op på de teknologsike, sociale og didaktiske-pædagogiske relationer set i lyset af projektets mål og resultater.Abstract in EnglishAt the education for Biomedical Laboratory Scientist at Aarhus, VIA's healthcare college, they have a combi-class, combining traditional and live broadcast teaching (via an innovative choice of video conferencing system). In the so-called net-days, there is the option to either attend the classes as usual, or to attend classes from home.This paper presents a participatory action research project between the project team at VIA and researchers from Aalborg University. The objectives were to: identify potentials and barriers from an IT-supported learning perspective; develop robust didactic teaching scenarios; qualify teachers, and secure the anchoring of the project. Research data were collected through video recordings, "questions of the day" to the students, focus group interviews with teachers and Educational Day workshop. The analysis focuses on the experiences applying the university college’s presidium Student Activity Model. Finally, the paper sums-up on the technological, social and didactic-pedagogic relationships in light of the project's objectives and results.
Abstract. Design-Based Research (DBR) is a relatively new intervention method investigating educational designs applied to real-life settings, and with a dual purpose to develop domain theories and to develop the design, iteratively. This paper is an integrative review, which draws on literature and empirical projects to identify and discuss critical elements in DBR, in particular when doing research in online educational projects, where the learning process expands from a traditional classroom to everyday work and life practices, as in competence development projects. Elements from two older, more mature, intervention approaches Interaction Design and Action Research, is included into the DBR discussion, and possible ways to work with the critical incidents are suggested. The paper argues that there is a risk of avoiding real-life factors by isolating the real-life intervention to the actors and actions in the classroom and thus mirroring some of the draw-backs in laboratory experimental research that DBR wanted to distance itself from. The discussion raises issues as users' needs, resistance, organizational relations, and alternative design solutions. Also, this type of online and competence development processes needs new empirical methods, and an argument for rigour in the DBR analysis and theory generation phases is presented.Keywords: Design-Based Research (DBR) · educational research · design science · online and pervasive learning · competence development ·
Abstract. This paper raises themes that are seen as some of the challenges facing the emerging practice and research field of Human Work Interaction Design. The paper has its offset in the discussions and writings that have been dominant within the IFIP Working Group on Human Work Interaction Design (name HWID) through the last two and half years since the commencement of this Working Group. The paper thus provides an introduction to the theory and empirical evidence that lie behind the combination of empirical work studies and interaction design. It also recommends key topics for future research in Human Work Interaction Design.
Abstract. Mobile probing is a method, developed for learning about digital work situations, as an approach to discover new grounds. The method can be used when there is a need to know more about users and their work with certain tasks, but where users at the same time are distributed (in time and space). Mobile probing was inspired by the cultural probe method, and was influenced by qualitative interview and inquiry approaches. The method has been used in two subsequent projects, involving school children (young adults at 15-17 years old) and employees (adults) in a consultancy company. Findings point to mobile probing being a flexible method for uncovering the unknowns, as a way of getting rich data to the analysis and design phases. On the other hand it is difficult to engage users to give in depth explanations, which seem easier in synchronous dialogs (whether online or face2face). The development of the method, its application to the two projects, and the challenges and potentials which were found are discussed in this paper.
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