Nordic Journal of Digital Literacy最新文献_第8页

Argumentative patterns in students’ online discussions in an introductory philosophy course 哲学导论课程中学生在线讨论的辩论模式

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2020-04-30 DOI: 10.18261/issn.1891-943x-2020-01-02

J. Breivik

{"title":"Argumentative patterns in students’ online discussions in an introductory philosophy course","authors":"J. Breivik","doi":"10.18261/issn.1891-943x-2020-01-02","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2020-01-02","url":null,"abstract":"Online discussions are commonly used as learning activities in higher education. One of the rationales behind their use is to enhance students’ competence in critical thinking and rational argumentation. In the research field, several approaches to critical thinking and rational argumentation are suggested, and several frameworks for analyzing online educational discussions are employed. In this article, online discussions from an introductory philosophy course are analyzed. The microstructure of arguments (how arguments are backed) and the macrostructure of argumentation (how arguments are linked together in chains of arguments and counterarguments) are used as analytic tools. The categories for analysis are based on Toulmin’s argument model. The aim here is twofold. First, the article explores what occurs in online discussions in an introductory philosophy course where competence in argumentation is a specific learning objective, analyzed using the categories of the microstructure of arguments and the macrostructure of argumentation. Second, the article discusses how suitable the categories from Toulmin’s model are for such analysis. The analysis reveals that the students eagerly discussed the topic, showed an understanding of the topic, and employed subject knowledge. Yet, their discussion posts tended to be associative and unaddressed. The categories of the microstructure of arguments and the macrostructure of argumentation proved powerful tools for analysis. The analysis coincides with the students’ and teachers’ own evaluation of argumentation in the discussions, yet it provides a more justified, detailed picture of the strengths and weaknesses in the students’ argumentation. Nevertheless, important qualities of the discussion are not revealed by these categories. One recommendation for teaching and facilitation is to provide students with an elaborated conception of rational argumentation.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"57 1","pages":"8-23"},"PeriodicalIF":2.2,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85247767","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: 5

Illustrating and analysing power and control relations in Finnish one-to-one computing classrooms 说明和分析芬兰一对一计算机课堂中的权力和控制关系

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-12-20 DOI: 10.18261/issn.1891-943x-2019-03-04-03

Peter Bergström

引用次数: 3

Productive Disciplinary Engagement and Videogames 富有成效的纪律参与和电子游戏

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-12-20 DOI: 10.18261/issn.1891-943x-2019-03-04-02

F. Sousa, I. Rasmussen

引用次数: 6

Promoting critical digital literacy in the leisure-time center: views and practices among Swedish leisure-time teachers 在业余时间中心促进批判性数字素养:瑞典业余教师的观点和实践

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-12-20 DOI: 10.18261/issn.1891-943x-2019-03-04-04

C. Martínez

{"title":"Promoting critical digital literacy in the leisure-time center: views and practices among Swedish leisure-time teachers","authors":"C. Martínez","doi":"10.18261/issn.1891-943x-2019-03-04-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-04","url":null,"abstract":"This article focuses on the leisure-time center (LTC) as an arena for developing critical digital literacy. The main research question concerns how Swedish leisure-time teachers (LT teachers) work to promote critical digital literacy. In addition to this, the article directs attention to one specific aspect of critical digital literacy, namely, critical understanding of Internet advertising. The second research question thus concerns how LT teachers approach Internet advertising in the LTC, and whether their approaches to advertising encourage a critical understanding. The study is based on 20 in-depth interviews with Swedish LT teachers, and Buckingham’s (2015) conceptual framework for critical digital literacy is used to analyze and discuss the data. The results reveal a broad range of approaches and practices, from not promoting critical digital literacy at all, to planned learning activities and spontaneous discussions that encouraged critical reflections about digital media. The participants concentrated on source criticism, photo manipulation, and discussions with children about their digital media usage. There were also different approaches to Internet advertising, from not addressing this issue to critical reflections regarding the role of advertising. The participants also described uncritical ways of relating to Internet advertising, such as approaching advertising as a form of entertainment. The article discusses the implications of these results for policy, teacher education, and future research.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"26 1","pages":"134-146"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78277831","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: 9

Digital and media literacy in pre-service teacher education 职前教师教育中的数字和媒体素养

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-12-20 DOI: 10.18261/issn.1891-943x-2019-03-04-05

L. Botturi

{"title":"Digital and media literacy in pre-service teacher education","authors":"L. Botturi","doi":"10.18261/issn.1891-943x-2019-03-04-05","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-03-04-05","url":null,"abstract":"In the age of digitalization, Digital and Media Literacy (DML) has gained increasing attention in European compulsory education, blending insights and experiences from the media education and digital literacy domains. Teacher education, starting from pre-service education, is central for the actual integration of DML education in classroom practice. This article discusses the case study of a two-credit introductory course to DML education for pre-service pre-primary and primary school teachers in Switzerland. The course, partially co-designed with its participants, intentionally explored many topics (as opposed to the in-depth analysis of a few) and focused on hands-on experimentation and reflection. The data collected with a pre/post survey and follow-up interviews offer insights on the evolution of pre-service teachers’ approach to DML, on their perceived role as teachers in this domain, on self-efficacy, and on potential enablers and obstacles to implementing DML activities in class. The case study suggests that, despite the limited space in the curriculum and resources available, even a short course can make a difference and enable teachers to integrate DML in their profession.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"4 1","pages":"147-163"},"PeriodicalIF":2.2,"publicationDate":"2019-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75441430","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: 26

Beyond the myth of the “digital native” 超越“数字原生代”的神话

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-12-20 DOI: 10.18261/issn.1891-943x-2019-03-04-06

C. Scolari

引用次数: 19

‘It Goes Around the World’ – Children’s Understanding of the Internet “它走遍世界”-儿童对互联网的认识

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-12-20 DOI: 10.18261/issn.1891-943x-2019-03-04-07

Sirpa Eskelä-Haapanen, Carita Kiili

引用次数: 12

Digital Bildung: Norwegian Students’ Understanding of Teaching and Learning with ICT 数字化建设:挪威学生对ICT教学的理解

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-11-06 DOI: 10.18261/issn.1891-943x-2019-01-02-03

Lillian Gran, D. Petterson, C. Mølstad

引用次数: 6

Nursing students’ experiences with the use of a student response system when learning physiology 护理专业学生在学习生理学时使用学生反应系统的经验

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-11-06 DOI: 10.18261/issn.1891-943x-2019-01-02-04

Hanne-Maria Bingen, B. Tveit, R. Krumsvik, S. Steindal

{"title":"Nursing students’ experiences with the use of a student response system when learning physiology","authors":"Hanne-Maria Bingen, B. Tveit, R. Krumsvik, S. Steindal","doi":"10.18261/issn.1891-943x-2019-01-02-04","DOIUrl":"https://doi.org/10.18261/issn.1891-943x-2019-01-02-04","url":null,"abstract":"Digitisation has become a part of quality education and can help change the teacher’s role from a lecturer to a supervisor, encourage a more student-centred approach, and increase the interactivity between the teacher and the students. However, it can be challenging to facilitate more interactive pedagogy in large classes. The aim of this study was to gain knowledge about nursing students’ experience with the use of a student response system (SRS) in learning activities when learning physiology. This study was conducted at a university college in Norway, which offers Bachelor of Nursing degrees. In the Anatomy and Physiology course, a flipped classroom design, including the use of an SRS, was offered to nursing students. Data were collected in 2014 using focus group interviews with six students who were enrolled in the course and analysed using systematic text condensation. From this, four categories emerged describing the students’ experiences with how the use of the SRS can support their learning: 1) creating a welcoming and stimulating learning environment, 2) encouraging participation in learning activities on campus, 3) facilitating collaboration on campus and 4) motivating students to study before and after on-campus meetings. The findings indicate that an SRS can be combined with different pedagogical strategies. Additionally, teachers should be aware of what kind of questions facilitate participation in polls versus those that are perceived as too challenging. New university college students studying within a flipped classroom design may struggle to prepare adequately before class meetings and need guidance from the teacher to handle both a new teaching approach and a new student role.","PeriodicalId":44945,"journal":{"name":"Nordic Journal of Digital Literacy","volume":"90 1","pages":""},"PeriodicalIF":2.2,"publicationDate":"2019-11-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80810964","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: 5

Clicker Interventions at University Lectures and the Feedback Gap 大学讲座中的点击干预与反馈差距

IF 2.2

Nordic Journal of Digital Literacy Pub Date : 2019-11-06 DOI: 10.18261/issn.1891-943x-2019-01-02-06

K. Egelandsdal, R. Krumsvik

引用次数: 5