80,359 research outputs found
Popular education and the digital citizen: a genealogical analysis
This paper historicises and problematises the concept of the digital citizen and how it is constructed in Sweden today. Specifically, it examines the role of popular education in such an entanglement. It makes use of a genealogical analysis to produce a critical âhistory of the presentâ by mapping out the debates and controversies around the emergence of the digital citizen in the 1970s and 1980s, and following to its manifestations in contemporary debates. This article argues that free and voluntary adult education (popular education) is and has been fundamental in efforts to construe the digital citizen. A central argument of the paper is that popular education aiming for digital inclusion is not a 21st century phenomenon; it actually commenced in the 1970s. However, this digitisation of citizens has also changed focus dramatically since the 1970s. During the 1970s, computers and computerisation were described as disconcerting, and as requiring popular education in order to counter the risk of the technology ârunning wildâ. In current discourses, digitalisation is constructed in a non-ideological and post-political way. These post-political tendencies of today can be referred to as a post-digital present where computers have become so ordinary, domesticized and ubiquitous in everyday life that they are thereby also beyond criticism. (DIPF/Orig.
Kamratgranskning av rapporter i kursen Systemteknik
Traditionellt har examinationen av mĂ„nga kurser pĂ„ LTH bestĂ„tt av en skriftlig tentamen efter kursen avslutande. Detta instrument för att mĂ€ta och vĂ€rdera studenternas kunskaper har ofta i stor utstrĂ€ckning styrt studenternas studievanor, ofta med intensivt tentalĂ€sande som följd. Kamratgranskning, eller âPeer Reviewâ, Ă€r en metod som kan anvĂ€ndas som en del i en löpande examination under kursen gĂ„ng. Metoden bygger pĂ„ att studenterna utvĂ€rderar och ger synpunkter pĂ„ varandras arbeten, vilket stimulerar till aktivitet och interaktion under en större del av kursen. PĂ„ Institutionen för Reglerteknik har metoden med gott resultat tillĂ€mpas vid rapportskrivning i kursen Systemteknik som ges för tredjeĂ„rsÂstudenterna pĂ„ Ekosystemteknikprogrammet. Erfarenheterna frĂ„n det inledande försöket var mycket positiva, vilket lett till att kamratgranskning numera Ă€r ett permanent inslag i kursen
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This is what I'm doing and why: reflections on a think-aloud study of digital library users' information behaviour
Many user-centred studies of digital libraries include a think-aloud element â where users are asked to verbalise their thoughts, interface actions and sometimes their feelings whilst using digital libraries to help them complete one or more information tasks. These studies are usually conducted with the purpose of identifying usability issues related to the system(s) used or understanding aspects of usersâ information behaviour. However, few of these studies present detailed accounts of how their think-aloud data was collected and analysed or provide detailed reflection on their methodologies. In this paper, we discuss and reflect on the decisions made when planning and conducting a think-aloud study of lawyersâ interactive information behaviour. Our discussion is framed by Blandford et al.âs PRET A Rapporter (âready to reportâ) framework â a framework that can be used to plan, conduct and describe user-centred studies of digital library use from an information work perspective
Udvikling af tre kvalitetsudviklingsvĂŠrktĂžjer: RedegĂžrelse for baggrund og metode â i forhold til udarbejdelsen af de tre kvalitetsvurderingsskemaer
BĂžrneâ og undervisningsministeriet indgik i december 2012 en aftale om i et forskningsmĂŠssigt samarbejde mellem Aarhus Universitet (Institut for Uddannelse og PĂŠdagogik/forskningsprogrammet SILO) og SFI at gennemfĂžre et projekt, der har til formĂ„l at etablere viden om kvalitet pĂ„ specialskolerne og udvikle kvalitet pĂ„ skolerne. De enkelte dele af projektet er beskrevet i fem rapporter og tre former for webbaserede kvalitetsudviklingsvĂŠrktĂžjer. De fem rapporter er alle udgivet af Institut for Uddannelse og PĂŠdagogik pĂ„ Aarhus Universitet, hvor de ogsĂ„ kan downloades gratis
Specialskoleelevers resultater ved skolegangens afslutning og fem Ă„r senere
BĂžrneâ og undervisningsministeriet indgik i december 2012 en aftale om i et forskningsmĂŠssigt samarbejde mellem Aarhus Universitet (Institut for Uddannelse og PĂŠdagogik/forskningsprogrammet SILO) og SFI at gennemfĂžre et projekt, der har til formĂ„l at etablere viden om kvalitet pĂ„ specialskolerne og udvikle kvalitet pĂ„ skolerne. De enkelte dele af projektet er beskrevet i fem rapporter og tre former for webbaserede kvalitetsudviklingsvĂŠrktĂžjer. De fem rapporter er alle udgivet af Institut for Uddannelse og PĂŠdagogik pĂ„ Aarhus Universitet, hvor de ogsĂ„ kan downloades gratis
Weed problems in various tillage systems in the Nordic countries
There is an increasing use of various forms of reduced tillage or no-tillage in the Nordic countries. This will favour the growth of grass weed species and perennial species. Perennial creeping weeds like Elymus repens, Cirsium arvense, and Sonchus arvensis are important in all Nordic countries. Stationary weeds such as Taraxacum spp., Artemisia vulgaris and volunteer grassland species increase in areas with reduced tillage and especially no-tillage systems. Winter annual and biennial species such as Matricaria perforata, Poa annua, Alopecurus geniculatus and Stellaria media are frequently occuring weeds in reduced tillage systems in all countries, while Alopecurus myosuroides and Apera spica-venti are problems in Denmark and Southern parts of Sweden and Finland
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