Designs for Learning最新文献_第7页

Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session 自我监测装置在学习中的反思:学习过程中脑电图自我监测的设计研究

Designs for Learning Pub Date : 2017-04-05 DOI: 10.16993/DFL.75

Eva Durall, Teemu Leinonen, B. Gros, Tania Rodriguez-Kaarto

{"title":"Reflection in Learning through a Self-monitoring Device: Design Research on EEG Self-Monitoring during a Study Session","authors":"Eva Durall, Teemu Leinonen, B. Gros, Tania Rodriguez-Kaarto","doi":"10.16993/DFL.75","DOIUrl":"https://doi.org/10.16993/DFL.75","url":null,"abstract":"The increasing availability of self-monitoring technologies has created opportunities for gaining awareness about one’s own behavior and reflecting on it. In teaching and learning, there is interest in using self-monitoring technologies, but very few studies have explored the possibilities. In this paper, we present a design study that investigates a technology (called Feeler) that guides students to follow a specific learning script, monitors changes in their electroencephalogram (EEG) while studying, and later provides visualization of the EEG data. The results are two-fold: (1) the hardware/software prototype and (2) the conclusions from the proof-of-concept research conducted with the prototype and six participants. In the research, we collected qualitative data from interviews to identify whether the prototype supported students to develop their reflective skills. The thematic analysis of the interviews showed that the Feeler’s learning script and visualization of the EEG data supported greater levels of reflection by fostering students’ curiosity, puzzlement, and personal inquiry. The proof-of-concept research also provided insights into several factors, such as the value of personal experience, the challenge of assumptions, and the contextualization of the data that trigger reflective thinking. The results validate the design concept and the role of the prototype in supporting awareness of and reflection about students’ mental states when they perform academic tasks.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"9 1","pages":"10-20"},"PeriodicalIF":0.0,"publicationDate":"2017-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44513306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 11

Prefabricated Images in Young Children’s Text-Making at School 预制图像在幼儿学校文本制作中的应用

Designs for Learning Pub Date : 2016-08-30 DOI: 10.16993/DFL.70

C. Engblom

{"title":"Prefabricated Images in Young Children’s Text-Making at School","authors":"C. Engblom","doi":"10.16993/DFL.70","DOIUrl":"https://doi.org/10.16993/DFL.70","url":null,"abstract":"In classrooms where computers are used as tools for text-making, images and photographs from e.g. Google, here called “prefabricated images”, can be selected and copied into texts and combined with writing. In this article children’s use of prefabricated images as resources for personal texts is investigated with specific focus on cohesion between the modes of image and writing. When prefabricated images occur in combination with writing about a personal experience the specific motifs shown in the image are unrelated to the text-maker, but the results of this study show that cohesion may still be obtained, for example via colour, naturalistic modality or decontextualization of the motif in the image via a close-up or a distant perspective. Copying and recontextualization of photographs are common not only in schools but also in professional settings as image banks supply images to, for example, news editors and journalists, and contemporary text creation is often characterized by “representation-as-selection” (Adami and Kress, 2010). The ability to obtain cohesion across modes can be regarded as a defining feature of success in multimodal text-making (Wyatt-Smith and Kimber, 2009), and also for the interpretation of contemporary texts.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"8 1","pages":"37-47"},"PeriodicalIF":0.0,"publicationDate":"2016-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67455600","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Reading Multimodal Texts for Learning : a Model for Cultivating Multimodal Literacy 阅读多模态文本学习:培养多模态读写能力的模式

Designs for Learning Pub Date : 2016-08-17 DOI: 10.16993/DFL.72

Kristina Danielsson, S. Selander

引用次数: 51

Designs for Learning – Taking a Step Forward 学习设计-向前迈进一步

Designs for Learning Pub Date : 2016-04-04 DOI: 10.16993/DFL.71

B. H. Sørensen, S. Selander, B. Wasson, Sofie Wennström

引用次数: 1

A Learning Activity Design Framework for Supporting Mobile Learning 支持移动学习的学习活动设计框架

Designs for Learning Pub Date : 2016-01-29 DOI: 10.16993/DFL.67

Jalal Nouri, Daniel Spikol, T. Cerratto Pargman

引用次数: 14

Expanding the Game Design Space – Teaching Computer Game Design in Higher Education 拓展游戏设计空间——高校计算机游戏设计教学

Designs for Learning Pub Date : 2016-01-29 DOI: 10.16993/DFL.68

Lasse Juel Larsen, G. Majgaard

{"title":"Expanding the Game Design Space – Teaching Computer Game Design in Higher Education","authors":"Lasse Juel Larsen, G. Majgaard","doi":"10.16993/DFL.68","DOIUrl":"https://doi.org/10.16993/DFL.68","url":null,"abstract":"This article considers game design research in educational settings. Its focus is on how undergraduate students – particularly engineering students – learn computer game design. From observations conducted during our game design courses we have developed a model of expanded game design space. It encapsulates the entire development process from the first ideas to the final game with emphasis on game design thinking. Our model of expanded game design space consists of four separate – yet interconnected – layers in the process of game development. The first layer addresses the importance of framing, providing a clear game design assignment that involves the formulation of intended player experience and a description of game mechanics. The second layer focuses on game design thinking from six different aspects of game design chosen in relation to the framing of the game design assignment. The third layer establishes correspondence between formal elements of computer games and the structure of problem-based creativity. It addresses how game design challenges should be formulated and how creative solutions can be measured. The fourth and final layer demonstrates how clear framing can act as a guideline for evaluating game design thinking and for measuring solutions made in the development process. To strengthen our model of expanded design space, we will present examples from our game design courses.","PeriodicalId":31187,"journal":{"name":"Designs for Learning","volume":"8 1","pages":"13-22"},"PeriodicalIF":0.0,"publicationDate":"2016-01-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67455142","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 13

Setting the ground for engagement : multimodal perspectives on exhibition design 为参与奠定基础:展览设计的多模式视角

Designs for Learning Pub Date : 2014-12-20 DOI: 10.2478/DFL-2014-0003

Fredrik Lindstrand, Eva Insulander

引用次数: 5

Digital technologies in museums: New routes to engagement and participation’ 博物馆的数字技术:参与和参与的新途径

Designs for Learning Pub Date : 2014-12-20 DOI: 10.2478/DFL-2014-0005

C. Jewitt

引用次数: 16

Making meaning in museum exhibitions: design, agency and (re-)representation 在博物馆展览中创造意义:设计、代理和(再)表现

Designs for Learning Pub Date : 2014-12-20 DOI: 10.2478/DFL-2014-0002

Sophia Diamantopoulou, Eva Insulander, Fredrik Lindstrand