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  • 1.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Bodén, Ulrika
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Students as Producers of Interactive Data Visualizations-Digitally Skilled to Make Their Voices Heard2019In: Journal of Research on Technology in Education, ISSN 1539-1523, E-ISSN 1945-0818, Vol. 51, no 2, p. 101-117Article in journal (Refereed)
    Abstract [en]

    The study explores students production of interactive visualized stories with visual analytics (VA). The aim is to understand emerging interactions in classrooms of grades 7-9 students when visual storytelling methods are playing a part in producing social science content. The dual aspects of visual literacy, information retrievement paired with the creation of interactive visualized stories, are crucial. Video captures of students working in groups and of what happens on their screens are conducted. The results show that students can handle the technical aspects of a VA application, but interpretation of visualized statistics is challenging. The study suggests that VA has potential to strengthen students ability to handle huge amounts of data and increase the possibilities for young people to take part in society.

  • 2.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    HOW TO OUTLINE DIDACTIC DESIGNS THAT COMBINE VISUAL ANALYTICS, KNOWLEDGE VISUALIZATION, ASSIGNMENTS AND ASSESSMENTS FOR K 12 STUDENTS2017In: INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT CONFERENCE, IATED-INT ASSOC TECHNOLOGY EDUCATION A& DEVELOPMENT , 2017, p. 3793-3802Conference paper (Refereed)
    Abstract [en]

    We study how a specific Visual Analytics (VA), the Statistics eXplorer, and tools for Knowledge Visualization (KV) in school settings can be combined in a learning process. The goals are to explain how VA together with KV shape learning in social science classes in K 12 schools and to develop guidelines for didactic designs as well as a visual analytics framework for educational purposes. There is a huge divergence between the large amount of information that is produced and the capacity of humans to make sense of it. VA deals with designing and applying tools that support insights in unexplored data sets, where interactions with screens are directed through eye attention. KV on the other hand deals with expression and organisation of such insights and utilizing the knowledge thus created. Together, these could support learning. Recent research, however, point out that current methods for learning processes often only supports basic visual analysis but not the entire process of the analysis. This means that methods that include the process of making visual discoveries (VA) combined with methods that support the process to express them (KV) are lacking. We know it is easy for both students and teachers to use a VA. It is easy for teachers to learn how to maneuver a VA to produce visualizations for educational use. Despite this, the full potential of the VA has been found difficult to reach. In this world of massively mediated information and communication, current educational models therefore might fail. It looks as teachers lack of experience of how to arrange a didactic design of the classroom, when it comes to combining suitable tools that can facilitate analytical reasoning (VA) with a process that support students to construct meaning from visual information (KV), hampers the development of a suitable learning processes. Hence, the aim of this paper is to describe a "set up" of a cooperation in between teachers and researchers in order to support the creation of such combinations of VA and KV in educational settings where didactic designs can be tried out. In order to explore this a teacher-researcher team (TRT) has been formed by four researchers together with 15 social science teachers in Sweden. The researchers have provided theory and earlier research findings in relation to the topic. The teachers have provided their classroom experiences, their well-tried methods and didactic skills. The team members have together shared their views and knowledge through in depth discussions in order to develop lesson plans that take into consideration not only to modify a VA to be used in the lessons but also to develop task for the students that make them benefit from the strengths of the visualization. In this paper the didactic designs that the teachers intend to implement are presented as well as preliminary findings from an analyses of these lessons plans. The analyses show that the teachers are aware of the importance of not only concentrate on how to use the powerful VA, but also carefully think through how students can demonstrate their growing knowledge. However this is a more challenging task than to introduce the VA for students and teachers. In the next phase of the project the implementation of the lesson plans will be followed in case-studies. The field of VA and KV can be supported by findings reported in this paper in efforts to construct useful tools for these kind of analyze processes and different ways of knowledge formation.

  • 3.
    Stenliden, Linnéa
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Johansson, Jimmy
    Linköping University, Department of Science and Technology, Media and Information Technology. Linköping University, Faculty of Science & Engineering.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Visual Data and K 12 Students - Translations Through Visual Analytics and Knowledge Visualization2015In: ICERI2015 Proceedings: 8th International Conference of Education, Research and Innovation / [ed] L. Gómez Chova, A. López Martínez and I. Candel Torres, International Academy of Technology, Education and Development (IATED) , 2015, p. 5189-5198Conference paper (Other academic)
    Abstract [en]

    In a world of massively mediated information and communication, ordinary educational models might fail in both using those tools to improve education and to prepare the students for their future. Therefore this on-going research project investigates how a Visual Analytics (VA) and tools for Knowledge Visualization (KV) in school settings (within social science as school subject) could be combined to generate synergies in a learning process which not only aims at unveiling hidden facts but also to develop knowledge that includes all its accompanying facets such as experiences, attitudes, perspectives and opinions. The aim is to explain how VA together with KV interfere and can shape learning in social science classes in K 12 schools (from visualization on the screens to a growing body of personal knowledge). Another aim is to develop guidelines for didactic design and develop a web-based information visualization and visual analytics framework for educational purposes. The study is conducted in K 12 schools and empirical data is gathered through three case studies. The results will contribute to knowledge about visual literacy and its relations to different didactic designs. Researchers in the field of VA and KV can as well be supported in their questions to construct useful tools for these kind of analyse processes and different ways of knowledge formation.

  • 4.
    Forstorp, Per-Anders
    et al.
    Linköping University, Department for Studies of Social Change and Culture. Linköping University, Faculty of Arts and Sciences.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Society, Diversity, Identity. Linköping University, Faculty of Arts and Sciences.
    The Contents and Organization fo Cross Boundary Learning: Main Findings2011Book (Other academic)
    Abstract [en]

    Boundary crossing in undergraduate and graduate learning environments is still a relatively unstudied phenomenon, at least in comparison with the attention given to studies of interdisciplinary research. The research reported here focuses on learning environments in the context of Swedish higher education and is based on interviews and fieldwork at two interdisciplinary programs at two universities. The main findings are summarized in twelve themes which represent different ways of understanding the complexity of boundary crossing in pedagogical practice. We identify the shifting conjunctures of higher education in which key notions such as boundary crossing can demonstrate a strong attraction as well as its opposites in the form of strong rejection.

  • 5.
    Forstorp, Per-Anders
    et al.
    KTH.
    Nissen, Jörgen
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Gränsdragningar och gränsöverskridanden i högskolevärlden2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2Article in journal (Refereed)
  • 6.
    Nissen, Jörgen
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Tvärvetenskap och/eller gränsöverskridanden?2006In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 15, no 2, p. 81-95Article in journal (Refereed)
  • 7.
    Nissen, Jörgen
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Forstorp, Per-Anders
    KTH .
    Mötet mellan tradition och förnyelse - ett val mellan bredd och djup?2005In: Utvecklingskonferens för högre utbildning,2005, Lund: MediaTryck Lunds universitet , 2005, p. 152-158Conference paper (Other academic)
  • 8.
    Nissen, Jörgen
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Jedeskog, Gunilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    "Säg IT - det räcker".: att utveckla skolan med några lysande IT-projekt : utvärdering av KK-stiftelsens satsning på större skolutvecklingsprojekt2002Book (Other academic)
  • 9.
    Johansson, Magnus
    et al.
    Linköping University, Faculty of Arts and Sciences. Linköping University, The Tema Institute, Technology and Social Change.
    Nissen, Jörgen
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Thematic Studies.
    IT i framtidens samhälle och i dagens skola2001In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 10, no 1, p. 103-132Article in journal (Refereed)
    Abstract [sv]

      

  • 10.
    Nissen, Jörgen
    et al.
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Social and Welfare Studies.
    Riis, U.
    Edström, R.
    Fahlén, Lennart
    Linköping University, Department of Behavioural Sciences.
    Hallerdt, B.
    Holmstrand, L.
    Jedeskog, Gunilla
    Linköping University, Faculty of Educational Sciences. Linköping University, Department of Behavioural Sciences, Teaching and Learning in School, Teacher Education and other Educational Settings.
    Pedersen, Jens
    Linköping University, Department of Behavioural Sciences.
    Vi måste börja där vi är!: IT och den svenska skolan : en lägesbeskrivning vintern 1998/992000Book (Other academic)
  • 11.
    Brage, Christina
    et al.
    Linköping University, University Library.
    Nissen, Jörgen
    Linköping University, Department of Thematic Studies, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Bibliografi över forskning och utredning rörande postverksamhet1995Report (Other academic)
  • 12.
    Nissen, Jörgen
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Educational Sciences.
    Datatekniken och friheten1995In: Korsvägar: En antologi om möten mellan unga och institutioner förr och nu / [ed] Kerstin Bergqvist, Kenneth Petersson, Maria Sundkvist, Stockholm: Symposion Brutus Östlings bokförlag, 1995, p. 235-253Chapter in book (Other academic)
  • 13.
    Nissen, Jörgen
    Linköping University, The Tema Institute, Technology and Social Change. Linköping University, Faculty of Arts and Sciences.
    Pojkarna vid datorn: Unga entusiaster i datateknikens värld1993Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Tbe aim of this study is to describe and to search for an understanding of Swedish computer captivated youth. This group is generally known as "hackers", often connoting queer loners and/or persons indulging in illegal activities. This picture is shown not to be a good representation of the Swedish countetpart. Several methods have been employed; participatory observation, interviews, questionnaires, analyses of the content of computer-mediated communication and of computer magazines.

    In the first part of the thesis theoretical concepts are discussed such as developmental task, culture (sub-, counterculture) and modernity. The concept 'microworld' is launched as a research tool, albeit not as a theoretical concept. The microworld includes the activities generated around the computer as I well as the actors.

    In the second part the content of the micro world is analysed. Strikingly and almost without exceptions, the "inhabitants" are boys and men. One chapter addresses the history of computer interest, and three themes are elaborated; a tendency towards political alteruativism, illegal activities and the existence of a ''hacker-ethic". Formal associations and informal groups are described. The content of a so called BBS, a computerized "notice-board", was found to be ordinary. The magazines nourish dreams about making a fortune as a professional computer game programmer.

    The third part focuses on the inhabitants of the microworld. Three different groups are identified and presented through comprehensible "portraits". The groups can be distinguished by means of several criteria of which two are decisive: Does the boy earn money regularly or not on his skill? Is he or is he not well integrated into the microworld? Many of these boys have a vision of perfection, an idea here called "The Opimal X". A questionnaire survey shows that the group of "severely" computer captivated boys in Sweden is quite small. A positive correlation is also revealed between an interest in computers and the school subjects Physics and Mathematics.

    In the final part the microworld is discussed as being partly a countercuhure. The computer skills provide ways for the boys to enter into adult life. The microworld also encompasses an informal educational system. Important driving forces behind the boys' intense interest in computers is gaining social benefits and a sense of belonging to a wider social context.

    ''[be aim of this study is to describe and to search for an understanding of Swedish computer captivatedl youth. This group is generally known as "hackers", often connoting queer loners and/or personsj indulging in illegal activities. This picture is shown not to be a good representation of the Swedish; countetpart. Several methods have been employedj participatory observation, interviews, questionnaires,! analyses of the content of computer-mediatedcommunication and of computer magazines.

  • 14.
    Nissen, Jörgen
    et al.
    Linköping University, Department of Social and Welfare Studies, Learning, Aesthetics, Natural science. Linköping University, Faculty of Arts and Sciences.
    Riis, Ulla
    Linköping University.
    Datalära på grundskolans högstadium: En ögonblicksbild från tre kommuner och sex skolor vintern 1984/851985Report (Other academic)
1 - 14 of 14
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