11 research outputs found
The oscillation between âbecoming-toolâ and âbecoming-prosthesisâ in architectural designs
This study explores the architectural design tools that have evolved through digital media in the postdigital era, which is evaluated through analog and digital hybridize. It raises the question of how the tool, as a mediator between the designer-subject and the designed-object in the architectural design process, can be re-examined in a hybrid design environment. The study proposes that what connects the designer-subject and the designed-object can be understood not only as a tool but also as a prosthesis. In this context, the âtoolâ in architectural design is described by the oscillation between the concepts of âbecoming-toolâ and âbecomingprosthesisâ and their impact on the designer-subject through bodily, cognitive, and consciousness extensions. The relations among the concepts are discussed by folding them on each other using the hermeneutic methodology
Exploring research space in fashion: A framework for meaning-making
The study of fashion comprises theories of material culture to examine the role and function of consumption practices, social interactions, and the production of cultural meanings. Material culture can be defined as a meaning-making process developed through the exchange of symbolic values embedded within fashion objects (Crane & Bovone, 2006), providing a form of connection and participation within the social world. In todayâs increasingly complex and uncertain world, fashion faces new global challenges that require different ways of looking at, reviewing, and redefining the role of knowledge and its impact on designers, individuals and society. This chapter acknowledges the role and function of fashion objects in everyday life as communicating design intent and mediating the construction of new meanings to challenge existing thoughts, traditions and systems. The interdisciplinary roots of fashion studies are introduced through a research framework that focuses on the meaning-making process as a necessary step towards establishing meaningful experiences. Considering the growing discourse around the decolonization of fashion, this chapter presents a space for questioning, reflecting, and negotiating how future fashion research can be explored
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Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: NL
Proceedings ICPW'07: 2nd International Conference on the Pragmatic Web, 22-23 Oct. 2007, Tilburg: N
Supporting orchestration of blended CSCL scenarios in distributed learning environments
El diseño y gestiĂłn en tiempo real de escenarios de aprendizaje colaborativo soportado por ordenador (en inglĂ©s, CSCL) es una tarea compleja y difĂcilmente realizable por profesores no expertos, que en los Ășltimos años ha dado en denominarse "orquestaciĂłn". La presente tesis doctoral profundiza en este concepto de orquestaciĂłn, y de hecho la primera contribuciĂłn de la tesis es un marco conceptual para caracterizar la orquestaciĂłn, destinada a su uso por cientĂficos en el campo del CSCL, validado mediante dos paneles de cientĂficos del CSCL. La tesis tambiĂ©n propone los "patrones atĂłmicos" como herramientas conceptuales para que profesores no expertos realicen dicha orquestaciĂłn, y que se han validado mediante cuatro talleres con profesores de educaciĂłn primaria y superior. Finalmente, se propone GLUE!-PS, una infraestructura tecnolĂłgica para el despliegue y gestiĂłn en tiempo real de escenarios CSCL, validada a travĂ©s de talleres y experiencias autĂ©nticas con profesorado universitario.Departamento de TeorĂa de la Señal y Comunicaciones e IngenierĂa TelemĂĄtica2012-11-2
Exploring The Impact Of Configuration And Mode Of Input On Group Dynamics In Computing
Objectives: Large displays and new technologies for interacting with computers offer a rich area for the development of new tools to facilitate collaborative concept mapping activities. In this thesis, WiiConcept is described as a tool designed to allow the use of multiple WiiRemotes for the collaborative creation of concept maps, with and without gestures. Subsequent investigation of participants' use of the system considers the effect of single and multiple input streams when using the software with and without gestures and the impact upon group concept mapping process outcomes and interactions when using a large display.
Methods: Data is presented from an exploratory study of twenty two students who have used the tool. Half of the pairs used two WiiRemotes, while the remainder used one WiiRemote. All pairs created one map without gestures and one map with gestures. Data about their maps, interactions and responses to the tool were collected.
Results: Analysis of coded transcripts indicates that one-controller afforded higher levels of interaction, with the use of gestures also increasing the number of interactions seen. Additionally, the result indicated that there were significantly more interactions of the 'shows solidarity', 'gives orientation', and 'gives opinion' categories (defined by the Bales' interaction processes assessment), when using one-controller as opposed to two. Furthermore, there were more interactions for the 'shows solidarity', 'tension release', 'gives orientation' and 'shows tension' categories when using gestures as opposed to the non-use of gestures. Additionally, there were no significant differences in the perceived dominance of individuals, as measured on the social dominance scales, for the amount of interaction displayed, however, there was a significant main effect of group conversational control score on the 'gives orientation' construct, with a higher number of interactions for low, mixed and high scores of this type when dyads had one-controller as opposed to two-controllers. There was also a significant interaction effect of group conversational control score on the 'shows solidarity' construct with a higher number of interactions for all scores of this type when dyads had one-controller as opposed to two-controllers.
The results also indicate that for the WiiConcept there was no difference between number of controllers in the detail in the maps, and that all users found the tool to be useful for the collaborative creation of concept maps. At the same time, engaging in disagreement was related to the amount of nodes created with disagreement leading to more nodes being created.
Conclusions: Use of one-controller afforded higher levels of interaction, with gestures also increasing the number of interactions seen. If a particular type of interaction is associated with more nodes, there might also be some argument for only using one-controller with gestures enabled to promote cognitive conflict within groups. All participants responded that the tool was relatively easy to use and engaging, which suggests that this tool could be integrated into collaborative concept mapping activities, allowing for greater collaborative knowledge building and sharing of knowledge, due to the increased levels of interaction for one-controller. As research has shown concept mapping can be useful for promoting the understanding of complex ideas, therefore the adoption of the WiiConcept tool as part of a small group learning activity may lead to deeper levels of understanding. Additionally, the use of gestures suggests that this mode of input does not affect the amount of words, nodes, and edges created in a concept map. Further research, over a longer period of time, may see improvement with this form of interaction, with increased mastery of gestural movement leading to greater detail of conceptual mapping
Old Meets New: Media in Education â Proceedings of the 61st International Council for Educational Media and the XIII International Symposium on Computers in Education (ICEM&SIIE'2011) Joint Conference
A conferĂȘncia ICEM&SIIE'2011 foi organizada pela Universidade de Aveiro (Portugal) â membro do European Consortium of Innovative Universities â e pretendeu reunir investigadores, professores e outros profissionais, a nĂvel nacional e internacional, em torno de um tema aglutinador que pretendeu despoletar e colocar a tĂłnica da discussĂŁo na dualidade âold/newâ, ou seja, os participantes foram convidados a discutir:
- os media na educação em ambas as perspetivas, mais tradicionais ou modernas, com incidĂȘncia numas ou noutras ou, ainda, numa perspetiva comparativa;
- a conjugação, adaptação e adoção dos media consoante os contextos e objetivos de utilização;
- o que os media implicam em termos de tecnologia, barreiras profissionais e /ou sociais;
- a relação custo-benefĂcio da utilização dos media em contexto de aprendizagem;
- os media em função dos diversos contextos educativos e dos perfis de aprendizagem dos alunos.
Para a conferĂȘncia foram selecionados 76 artigos organizados em 15 sessĂ”es paralelas, 13 posters e 9 workshops.
A conferĂȘncia caracterizou-se pelo carĂĄter internacional dos contributos, reunindo 38 artigos em portuguĂȘs, 32 em lĂngua inglesa e 6 em espanhol.
Estas atas encontram-se organizadas de acordo com o programa da conferĂȘncia. Em primeiro lugar incluem-se os artigos (full paper e short paper) por sessĂŁo, seguem-se os posters e, finalmente, o resumo relativo aos workshops.The ICEM&SIIE'2011 conference was organised by the University of Aveiro (Portugal) â a member of the European Consortium of Innovative Universities â and aimed at gathering researchers, teachers and other professionals, at national and international level, around a focal topic that might trigger and centre the discussion on the âold/newâ duality of media in education. Participants were invited to discuss:
- old and new media in education, in isolation or comparatively;
- how old and new media in education can be combined, adopted and adapted;
- what old and new media in education imply in terms of technological, professional and social barriers;
- what cost-benefit relationships old and new media in education entail;
- how to compare old and new media in education given their particular educational contexts and the students' learning profiles.
76 papers were selected and organised in 15 paralel sessions, 13 posters and 9 workshops.
The conference is characterized by the international character of contributions, gathering 38 papers in Portuguese, 32 in English and 6 in Spanish.
These procedings are organised according to the programme of the conference. First we find the full and short papers, per session, then posters and finally the abstracts for the workshops
Investigating and Writing Achitectural History: Subjects, Methodologies and Frontiers.
The volume contains the abstracts and full texts of the 157 papers and position statements presented and discussed at the III EAHN (European Architectural History) International Meeting, Torino 19-21 June 201
Child-centred technologies as learning tools within the primary classroom : exploring the role of tablets and the potential of digital pens in schools
This thesis provides insights into how technology can be and is used as child-centric learning tools within primary school classrooms. The conducted studies look closely at how tablet technology is integrated into the modern classroom, and considers how existing digital writing technologies could support handwriting-based learning exercises in future.
This is achieved by conducting three in-the-wild studies, using different approaches, with a total of seventy-four children in school classrooms. In the first study, focus is placed on how tablets integrate into and with existing classroom practices, documenting when and how children use tablets in class. Relevant and complementary to this, the use of traditional writing tools is questioned and two further studies explore the potential and suitability of digital pens to support childrenâs handwriting-based learning. One looks in detail at how childrenâs handwriting is effected by different existing digital pen technologies. The other study, conducted through a creative, participatory design session, asks children to provide their opinions regarding desirable features for digital writing technology.
The findings from this research classify and exemplify the role of tablets in the classroom, and explore potential design directions of digital writing tools which could be used by children in the future. This work may be useful and of interest to others who conduct research with children within the fields of Human Computer Interaction, Child Computer Interaction or education
Dinùmicas de MOODLiz@ção num agrupamento de escolas de Matosinhos: o caso do agrupamento vertical de escolas de Leça da Palmeira/Santa Cruz do Bispo
Doutoramento em Multimédia em EducaçãoO advento da Internet e da Web, na década de 1990, a par da introdução e
desenvolvimento das novas TIC e, por consequĂȘncia, a emergĂȘncia da
Sociedade da Informação e do Conhecimento, implicaram uma profunda
alteração na forma de anålise dos processos de ensino-aprendizagem, jå não
apenas segundo um prisma cognitivista, mas, agora, também social, isto é,
segundo a(s) perspetiva(s) construtivista(s). Simultaneamente, torna-se
imperativo que, para que possam transformar-se em futuros trabalhadores de
sucesso, isto Ă©, trabalhadores de conhecimento (Gates, 1999), os sujeitos
aprendentes passem a ser efetivamente educados/preparados para a
Sociedade da Informação e do Conhecimento e, tanto quanto possĂvel, atravĂ©s
da educação/formação ao longo da vida (Moore e Thompson, 1997; Chute,
Thompson e Hancock, 1999). Todavia, de acordo com Jorge Reis Lima e ZĂ©lia
Capitão, não se deve considerar esta mudança de paradigma como uma
revolução mas, antes, uma evolução, ou, mais concretamente ainda, uma
âconciliação de perspectivas cognitivas e sociaisâ (Reis Lima e CapitĂŁo,
2003:53). Assim, às instituiçÔes de ensino/formação cumprirå a tarefa de
preparar os alunos para as novas competĂȘncias da era digital, promovendo âa
aprendizagem dos pilares do conhecimento que sustentarĂŁo a sua
aprendizagem ao longo da vidaâ (Reis Lima e CapitĂŁo, Ibidem:54), isto Ă©,
âaprender a conhecerâ, âaprender a fazerâ, âaprender a viver em comumâ, e
âaprender a serâ (Equipa de MissĂŁo para a Sociedade da Informação,
1997:39; negritos e sublinhados no original).
Para outros, a Internet, ao afirmar-se como uma tecnologia ubĂqua, cada vez
mais acessĂvel, e de elevado potencial, âvem revolucionando a gestĂŁo da
informação, o funcionamento do mercado de capitais, as cadeias e redes de
valor, o comércio mundial, a relação entre governos e cidadãos, os modos de
trabalhar e de comunicar, o entretenimento, o contacto intercultural, os estilos
de vida, as noçÔes de tempo e de distùncia. A grande interrogação actual
reside em saber se a Internet poderå também provocar alteraçÔes
fundamentais nos modos de aprender e de ensinarâ (Carneiro, 2002:17-18;
destaques no original). Trata-se, portanto, como argumenta Armando Rocha
Trindade (2004:10), de reconhecer que âOs requisitos obrigatĂłrios para a
eficåcia da aprendizagem a ser assim assegurada são: a prévia disponibilidade
de materiais educativos ou de formação de alta qualidade pedagógica e
didĂĄctica, tanto quanto possĂvel auto-suficientes em termos de conteĂșdos
teĂłricos e aplicados, bem como a previsĂŁo de mecanismos capazes de
assegurar, permanentemente, um mĂnimo de interactividade entre docentes e
aprendentes, sempre que quaisquer dificuldades destes possam manifestarseâ.
Esta questĂŁo Ă© tambĂ©m equacionada pelo Eng.Âș Arnaldo Santos, da PT
Inovação, quando considera que, Ă semelhança da âmaioria dos paĂses, a
formação a distùncia em ambientes Internet e Intranet, vulgo e-Learning,
apresenta-se como uma alternativa pedagĂłgica em franca expansĂŁo. Portugal
estå a despertar para esta nova realidade. São vårias as instituiçÔes nacionais
do sector pĂșblico e privado que utilizam o e-Learning como ferramenta ou meio
para formar as suas pessoasâ (Santos, 2002:26). Fernando Ramos acrescenta
também que os sistemas de educação/formação que contemplam
componentes nĂŁo presenciais, âisto Ă© que potenciam a flexibilidade espacial,
tĂȘm vindo a recorrer Ă s mais variadas tecnologias de comunicação para
permitir a interacção entre os intervenientes, nomeadamente entre os
professores e os estudantes. Um pouco por todo o mundo, e também em
Portugal, se tĂȘm implantado sistemas (habitualmente designados como
sistemas de ensino a distĂąncia), recorrendo Ă s mais diversas tecnologias de
telecomunicaçÔes, de que os sistemas de educação através de televisão ou os
sistemas de tutoria por rĂĄdio ou telefone sĂŁo exemplos bem conhecidosâ
(Ramos, 2002b:138-139).
Ora, o nosso estudo entronca precisamente na anĂĄlise de um sistema ou
plataforma tecnolĂłgica de gestĂŁo de aprendizagens (Learning Management
System - LMS), o MOODLE, procurando-se, deste modo, dar resposta ao
reconhecimento de que âurge investigar sobre a utilização real e pedagĂłgica
da plataformaâ (Carvalho, 2007:27). Por outro lado, nĂŁo descurando o rol de
interrogaçÔes de outros investigadores em torno da utilização do MOODLE,
nem enveredando pelas visÔes mais céticas que inclusive pressagiam a sua
âmorteâ (Fernandes, 2008b:134), tambĂ©m nĂłs nos questionamos se esta
ferramenta nem sequer vai conseguir transpor âa fase de final de entusiasmo,
e tornar-se uma ferramenta de minorias e de usos ocasionais?â (Fernandes,
Op. cit.:133).The beginning of Internet and of the Web, in the nineties, along with the
introduction and development of new ICT and, as a consequence, the
emergence of the Information and Knowledge Society, implied a profound
change in the ways o of the teaching and learning processes, not any longer
according to a single cognitivist prism, but, now, also social, i.e., according to
the constructivist perspective(s). Simultaneously it becomes imperative that , so
as to become future success workers, that is, knowledge workers (Gates,
1999), learners have to be effectively educated/prepared for the Information
and Knowledge Society and, as much as possible, through lifelong
education/training (Moore e Thompson, 1997; Chute, Thompson e Hancock,
1999). However, according to Jorge Reis Lima and ZĂ©lia CapitĂŁo, one cannot
consider this change of paradigm as a revolution but rather as an evolution, or,
more precisely yet, a âconciliation of cognitive and social perspectivesâ (Reis
Lima and CapitĂŁo, 2003:53). Therefore, it is up to the teaching/training
institutions to fulfil the task of preparing students for the new competences of
the digital era, promoting âthe learning of the principles of knowledge that will
sustain the learning throughout lifeâ (Reis Lima and CapitĂŁo, Ibidem:54), that is,
âlearning to knowâ, âlearning to doâ, âlearning to live in commonâ, and
âLearning to beâ (Equipa de MissĂŁo para a Sociedade da Informação,
1997:39; bold and underlines in the original).
For other, the Internet, affirming itself as an ubiquitous technology, more and
more accessible and of high potential, âhas been revolutionising the
management of information, the functioning of the market of capitals, the
chains and networks of value, the world commerce, the relationships between
governments and citizens, the modes of working and of communicating,
entertainment, the intercultural contact, life styles, the notions of time and
distance. The great question at present resides in knowing whether the
Internet can provoke fundamental changes in the ways of learning and
teachingâ (Carneiro, 2002:17-18; highlights in the original). We face, therefore,
as Armando Rocha Trindade (2004:10) argues, the recognition that âThe
compulsory requisites for effective learning to be thus assured are: prior
availability of educational or training materials of high pedagogical and didactic
quality, as far as possible self sufficient in terms of theoretical and applied
content, as well as the provision of mechanisms capable of assuring,
permanently, a minimum of interactivity between teachers and learners,
whenever any difficulty is manifestedâ.
This issue is also equated by Engineer Arnaldo Santos, from PT Inovação,
when he considers that, as it happens in the âmajority of countries, distance
education in Internet and Intranet environments, generally labelled e-Learning,
is presented as a pedagogical alternative in overt expansion. Portugal is
awakening for this new reality. There are various national public and private
sector institutions that use e-Learning as a tool or means to train their peopleâ
(Santos, 2002:26). Fernando Ramos also adds that the systems of
education/training that contemplate non face-to-face components âthat is, that
potentiate spatial flexibility, have been resorting to the most varied technologies
of communication to allow interaction amongst participants, namely between
teachers and students. A little throughout the world, and also in Portugal, have
implanted systems (habitually known as distance learning systems), resorting
the most diverse telecommunications technologies, of which the systems of
education by TV or the tutoring systems by radio or telephone are well known
examplesâ (Ramos, 2002b:138-139).
Now, our study is rooted precisely on the analysis of a system or technological
platform for the management of learning (Learning Management System -
LMS), MOODLE, seeking, therefore, to find answers for the recognition that âit
is urgent to study the real and pedagogical use of the platformâ (Carvalho,
2007:27). On the other hand, not setting aside the array of questions from other
researchers on the use of MOODLE, nor taking for granted the more sceptical
views that include the premonition of its âdeathâ (Fernandes, 2008b:134), we
also question whether this tool will be able to overcome âthe final phase of
enthusiasm, and become a tool of the minorities and of occasional useâ
(Fernandes, Op. cit.:133)