5,753 research outputs found

    An organisational semiotics perspective to co-design of technology enhanced learning

    Get PDF
    While Co-Design approaches have been used in designing technology enhanced learning (TEL) by different scholars, research is needed to understand the relationships between technologies, design and practice. This paper presents organisational semiotics (OS) as an approach for Co-Design of Technology Enhanced Learning. This perspective will provide an insight into the Co-Design of technology and learning in higher education

    Heidegger, technology and sustainability: between intentionality, accountability and empowerment

    Get PDF
    Transition is the adequate term for characterising contemporary societies. Norms and values are in transit, led by a technological revolution, which is, in itself, the tip of the iceberg of millenary social and cultural changes. Heidegger, one of the leading philosophers of the twentieth century, captured this tension between social change and innovative technology and showed that the Western civilisation was captive of ontological instances whose role was already pin-pointed by Greek Antiquity philosophy but which went underground with Modernity. The product of Heidegger’s work was a revolution in Western thought, which found echoes across all areas of society. Taking Husserl’s call for “back to the things themselves”, Heidegger’s impact has empowered the calls for more sustainable and resilient societies. Sustainability models, with its three pillars of environmental, economic and social sustainability, are directly dependent upon the role of technology and of information science in shaping current patterns of production and consumption in contemporary societies. Industrial, academic and political discourses already voice such taken for granted assumptions. Nevertheless, it is crucial to clarify and to highlight the links between economic evolution and progress, social change and the catalysing role of technology, taken as an enabler of human action.info:eu-repo/semantics/publishedVersio

    Harnessing Technology: new modes of technology-enhanced learning: action research, March 2009

    Get PDF
    5 action research studie

    A multimodal social semiotic analysis of lecturer pedagogy for the physics concept of angular motion in physiotherapy education

    Get PDF
    Angular motion is a foundational concept in physiotherapy, applied when measuring joint range of motion (rom) in assessment and treatment of patients. Accordingly, first-year physiotherapy students are commonly taught rom measurement skills in their applied Physiotherapy course and are introduced to the concept of angular motion in their Physics course where their learning is primarily assessed through problem-solving. However, studies of student learning of angular motion show that while students can solve problems, they do not always have the necessary conceptual understanding to use their procedures appropriately and flexibly in other disciplines. Physics education researchers also demonstrate that accessing, learning, and communicating the conceptual and procedural knowledge involves using the affordances of multimodal language. Thus, a promising line of inquiry is how lecturers use the affordances of multimodal language in pedagogy to create opportunities for students to develop both conceptual and procedural understanding. My study focuses on a lecturer's pedagogy for the concept of angular motion in a Physics course for first year physiotherapy students at a South African university. Specifically, I use a multimodal social semiotic perspective to describe what and how she uses the affordances of multimodal language − verbal talk, written text, images, symbols and symbolic equations, gestures, and objects − to give presentational, organisational and orientational meanings. I also explain her pedagogical choices in the meaning-making process. In this focused ethnographic study, I observed lecture recordings to produce data on the lecturer's pedagogy. A subsequent semi-structured interview with the lecturer was analysed to understand the lecturer's choices. The multimodal social semiotic analysis shows that the lecturer organised her pedagogy to develop both conceptual and procedural meaning, while also relating these meanings to problem-solving, and to orientate students to the relevance of angular motion in physiotherapy. This organization was informed by her comprehensive understanding of the physics content, and its relation to the Physiotherapy course and physiotherapy practice, and the experiences and resources of the students in the class. Evident in her pedagogy was a pattern of starting with a focus on conceptual meaning using verbal talk, images, and gestures, following which she integrated symbols and symbolic equations which functioned as a link to focussing on procedural meaning as applied in problem-solving. This study contributes to existing physics and physiotherapy education research, an in-depth description and explanation of a lecturer's motivated, contextualised use of multimodal language to give meaning to the physics of angular motion for physiotherapy. These learnings and the multimodal social semiotic tools by which they were produced can be put to work in education development practice with disciplinary lecturers. Specifically, they serve to make explicit the affordances of various language modes for communicating particular conceptual and procedural meanings as a relevant for physiotherapy for planning pedagogy

    My boy builds coffins. Future memories of your loved ones

    Get PDF
    The research is focus on the concept of storytelling associated with product design, trying to investigate new ways of designing and a possible future scenario related to the concept of death. MY BOY BUILDS COFFINS is a gravestone made using a combination of cremation’s ashes and resin. It is composed by a series of holes in which the user can stitch a text, in order to remember the loved one. The stitching need of a particular yarn produced in Switzerland using some parts of human body. Project also provides another version which uses LED lights instead of the yarn. The LEDs - thanks to an inductive coupling - will light when It will be posed in the hole. The gravestone can be placed where you want, as if it would create a little altar staff at home. In this way, there is a real connection between the user and the dearly departed

    Heidegger, Technology and Sustainability: between intentionality, accountability and empowerment

    Get PDF
    Trabalho apresentado em 19th International Conference on Enterprise Information Systems ICEIS, 26-29 Abril 2017, Porto, Portugal.N/

    Knowledge management through storytelling and narrative – semiotics of strategy

    Get PDF
    This study reviews knowledge management as a construct for analysing strategy discourse; identifying key strategy artefacts; and how they may be interpreted by key stakeholders engaged in strategy discourse. The context of this study is set initially in three case studies that illuminate the nature of storytelling and narrative as a strategy discourse. In seeking to clarify the nature of storytelling and narrative and the import of social architecture, further enquiry was required. The importance of storytelling and narrative in the development of strategy is recognised. In developing the notion of strategy as a people orientated construct, this study provides a theoretical foundation for the determination of how actors in strategy may take a position on strategy.To understand the nature of strategy discourse, this study reviews the field of semiotics, as a form of social constructivism, and its importance in revealing the way artefacts in strategy discourse may be interpreted as it regulates behaviour towards establishing a position in relation to strategy. Some readers of strategy have flirted with the notion of semiotic theory in the field of strategy discourse, but the flirtation is fleeting and does not attempt to read strategy from a semiotic locus. In this study, the focus is on the way strategy conversation changes as the nature of the story is changed. This locus revealed a knowledge gap in current literature and therefore the relevance of this study. The mixed methodology in this study draws upon existing semiotic theory to explicate strategy as a story of intent; with a focus on the semiotic components; the artefacts; and the vocabulary of strategy discourse that so determine how actors in strategy take a position on strategy. This study uses three case studies as the genesis for this investigation, rooted in the academic fieldof knowledge management to set the context of this study on Semiotics of Strategy. These studies are practice based and define an organisational model of the social interactions affecting knowledge transfer within organisations arising from problems of knowledge location, knowledge retention; and knowledge transfer. The research framework chosen to achieve the research aims of this study, includes using Q Methodology,and the complexity of the Q Sort data demanded a logical and consistent analysis of the data to triangulate a semiotic view of strategy discourse. This ontological approach captures the epistemological characteristics of strategy artefactsinterpreted by the Senior Management Team, as actors, at Solent University. This research project underpins the value of a semiotic view as a diagnostic tool to determine the position that actors take in the context of existing strategy discourse. From an etymological perspective this study posits a typology based upon a semiotic framework to help diagnose how actors take a position based on their interpretation of key strategy artefacts; and to understand the nature of interpretation as a means of intervention by which the strategy narrative may be reshaped.What is of interest is how storytelling and narrative empowers individuals as they seek to disseminate and transfer knowledge from the past in order to shape the future. This study reveals the inflection that individuals may exert on knowledge artefacts; and the motivation of those who trade in knowledge assets, through storytelling and narrative, as players in the game of strategy search for coping strategies in an attempt to adapt to the new reality. Ultimately this study provides new insight into the power of semiotics in the early stage; and constructivism in the later stages of the knowledge management continuum; and describes how participants in strategy adopt a position on strategy

    A synthesis of linguistic and semiotic structures that create problems for adult-CALD bilingual learners when decoding and learning M2 (Mathematics in English as an Additional Language)

    Get PDF
    This study employs linguistics and semiotic science, and interpretive and synthetic logics to synthesise the problem of teaching and researching adult-CALD bilingual learners when decoding and learning M2 (Mathematics in English as an Additional Language). The findings identify the philosophical and structural conventions, and bilingual decoding and learning behaviours that emerge and create problems when decoding and learning M2 in a cross-cultural, linguistic, and semiotic context. The thesis advocates (1) structural and language-based teaching strategies and (2) poststructuralists’ interpretive and synthetic logics to address the complex languagelearning problem
    • 

    corecore