NAVIGATING MOBILE LEARNING: ENGLISH LEARNERS’ LANGUAGE LEARNING AND LITERACY PRACTICES

Despite the fact that the majority of teenagers and young adults use smartphones, little research has studied English Learners’ (ELs’) actual mobile phone language practices, specifically, how and why ELs use their smartphones as language learning assistant devices (Godwin-Jones, 2008). The primary purpose of this qualitative study was to explore ELs’ perceptions of mobile-assisted language and literacy practices, and to document ELs’ literacy practices through their mobile devices. Drawing from New Literacies Studies (Gee, 2004, 2010; Kress, 2003), research questions that guided this study were as follows: 1) How do participants use mobile devices in their classes, and what features of mobile devices do they find useful (e.g., recordings, video, still photo, etc.)? 2) What mobile device applications do participants find important in school and/or in their everyday lives? 3) Is there a relationship between participants’ use of mobile devices and their identity in and out of school? Participants were four ELs aged from 15 to 21: Three high school students and one university student. Primary data for this study were semi-structured interviews collected over a three-month period. Data were analyzed using constant comparison, looking across participant interviews to generate themes. Several important findings emerged. First, participants utilized various applications/features for language learning, and their mobile device practices were inextricably linked to their social practices through their use of mobile phones. Second, participants intentionally used mobile devices as tools to translate, capture class notes, and seek out auxiliary materials to support their learning in school. Third, ELs’ reported that their transition from their home country to the US, resulted in a shift in their personality and identity and their mobile devices provided an emotional support. This study extends current literature and explains how mobile devices play an essential role in ELs’ lives in and out of school. With increasing EL populations in US schools, this study articulates ELs’ actual use of mobile devices, and how mobile devices are important to ELs’ success in the classroom

Befriending through online gaming

Peer reviewe

The Handheld Image: Art, History and Embodiment

This thesis investigates how images become present through movement and bodily performance. Inspiring this investigation are the contemporary practices of viewers engaging with still and moving images of people on their handheld screen devices. These practices are not only central to contemporary visuality, they also provide a focus for two wider themes relating to images of people: first, the dynamic tension between image control and circulation; and second, the mutual contestation of the physical and the virtual. To explore the struggle between image control and circulation, this thesis compares the dissemination of the twenty-first-century digital image with two historical instances of the handheld image: the sixteenth-century portrait miniature and the nineteenth-century carte de visite photographic portrait. While the physical control of the portrait miniature was paramount, the carte de visite, as the first form of mass-produced photograph, betrays the social benefits and perils of the shift from control to circulation. These historical forms are augmented through a consideration of contemporary moving-image portraiture that reveals the portrait as an interface for the interrelated demands and desires of artists, portrait subjects, and viewers. Having tracked handheld images through the sixteenth-century bedchamber and the nineteenth-century parlour, this thesis then follows handheld devices into the twenty-first-century bed to witness the contest between the somatic and the virtual: between the vulnerable, fatigued body and the seductions of online screen engagement. This thesis challenges the view that an image becomes more powerful through unfettered circulation. Rather it proposes that the potency of an image is powered by the contestation of meaning and memory, through the struggle between circulation and control. It is through these moments of struggle, and the unstable fluctuations between the actual and the virtual, that the image becomes present

An aesthetics of touch: investigating the language of design relating to form

How well can designers communicate qualities of touch? This paper presents evidence that they have some capability to do so, much of which appears to have been learned, but at present make limited use of such language. Interviews with graduate designer-makers suggest that they are aware of and value the importance of touch and materiality in their work, but lack a vocabulary to fully relate to their detailed explanations of other aspects such as their intent or selection of materials. We believe that more attention should be paid to the verbal dialogue that happens in the design process, particularly as other researchers show that even making-based learning also has a strong verbal element to it. However, verbal language alone does not appear to be adequate for a comprehensive language of touch. Graduate designers-makers’ descriptive practices combined non-verbal manipulation within verbal accounts. We thus argue that haptic vocabularies do not simply describe material qualities, but rather are situated competences that physically demonstrate the presence of haptic qualities. Such competencies are more important than groups of verbal vocabularies in isolation. Design support for developing and extending haptic competences must take this wide range of considerations into account to comprehensively improve designers’ capabilities

Effectiveness of social media based oral health promotion programme among college students in Chennai: An Interventional study

AIM OF THE STUDY: To evaluate the effect of social media based oral health promotion programme in improving the oral health among 18-20 year old college students in Chennai city. OBJECTIVE: 1. To assess the level of addiction to WhatsApp mobile application among the College students in Chennai using WhatsApp Addiction Test. 2. To assess the baseline oral health status of the study population using the Oral Hygiene Index- Simplified by John. C. Green and Jack. R. Vermillion (1964) and Modified Gingival Index by Lobene et al (1986). 3. To assess the changes in oral health status in the intervention group at first, third and sixth month after oral health education through WhatsApp mobile application. 4. To assess the changes in oral health status in the control group at first, third and sixth month after oral health education through demonstration and models. 5. To compare the changes in the oral health status between the intervention and the control group. 6. To evaluate and compare the mean Knowledge Attitude and Practice (KAP) scores of the study population Pre- and Post intervention. METHODOLOGY: An interventional study consisting of 140 students who met the eligibility criteria and who were willing to participate in the study were selected. Oral health status was assessed using Simplified Oral Hygiene Index (OHI-S) and Modified Gingival Index (MGI). Their oral health Knowledge, Attitude and Practice (KAP), was also assessed using a 22-item self administered questionnaire, and the level of WhatsApp addiction was assessed using a 20-item self administered questionnaire. Oral health education was provided to all the students using various methods such as lectures, peer teaching and demonstrations using tooth models and other oral health education aids. The participants were allocated randomly into intervention and control group, 70 in each group. Intervention was given to the interventional group during the first, second and third month, through the social networking application called WhatsApp– which aimed at providing oral health education through pictures, videos and text messages to improve the oral health status. Follow up examinations were carried out for both the groups at the first, third and the sixth month using Simplified Oral Hygiene Index (OHI-S) and Modified Gingival Index (MGI) and their oral health Knowledge, Attitude and Practice (KAP) were assessed at the end of sixth month. RESULTS: The mean OHI-S score in the intervention group reduced from baseline (2.52) to sixth month (0.77) which was statistically significant (p<0.001). The mean MGI score in the intervention group reduced from baseline (1.58) to sixth month (0.58) which was statistically significant (p<0.001). The mean OHI-S score and MGI score in the control group, reduced from baseline (2.47) to the first month (1.72) (p<0.05); but increased during the third (1.88) and the sixth month (2.06). The mean MGI score in the control group, reduced from baseline (1.56) to the first month (1.22) (p<0.05); but increased during the third (1.26) and the sixth month (1.39). The percentage change in the Knowledge, Attitude and Practice score from baseline to sixth month among Intervention group was 170.73%, 73.38% and 60.19% and among the control group was 46.19%, 36.45%, 35.67%. CONCLUSION: The intervention given through the social media based oral health programme using WhatsApp application improved the oral health status among the intervention group. Also, the Knowledge, Attitude and Practice about oral health greatly improved among the intervention group when compared to the control group

Analyses on tech-enhanced and anonymous Peer Discussion as well as anonymous Control Facilities for tech-enhanced Learning

An increasing number of university freshmen has been observable in absolute number as well as percentage of population over the last decade. However, at the same time the drop-out rate has increased significantly. While a drop in attendance could be observed at the same time, statistics show that young professionals consider only roughly thirty percent of their qualification to originate in their university education. Taking this into consideration with the before mentioned, one conclusion could be that students fail to see the importance of fundamental classes and choose to seek knowledge elsewhere, for example in free online courses. However, the so acquired knowledge is a non-attributable qualification. One solution to this problem must be to make on-site activities more attractive. A promising approach for raised attractiveness would be to support students in self-regulated learning processes, making them experience importance and value of own decisions based on realistic self-assessment and self-evaluation. At the same time, strict ex-cathedra teaching should be replaced by interactive forms of education, ideally activating on a meta-cognitive level. Particularly, as many students bring mobile communication devices into classes, this promising approach could be extended by utilising these mobile devices as second screens. That way, enhanced learning experiences can be provided. The basic idea is simple, namely to contribute to psychological concepts with the means of computer science. An example for this idea are audience response systems. There has been numerous research into these and related approaches for university readings, but other forms of education have not been sufficiently considered, for example tutorials. This technological aspect can be combined with recent didactics research and concepts like peer instruction or visible learning. Therefore, this dissertation presents an experimental approach at providing existing IT solutions for on-site tutorials, specifically tools for audience responses, evaluations, learning demand assessments, peer discussion, and virtual interactive whiteboards. These tools are provided under observation of anonymity and cognisant incidental utilisation. They provide insight into students\' motivation to attend classes, their motivation to utilise tools, and into their tool utilisation itself. Experimental findings are combined into an extensible system concept consisting of three major tool classes: anonymous peer discussion means, anonymous control facilities, and learning demand assessment. With the exception of the latter, promising findings in context of tutorials are presented, for example the reduction of audience response systems to an emergency brake, the versatility of (peer) discussion systems, or a demand for retroactive deanonymisation of contributions. The overall positive impact of tool utilisation on motivation to attend and perceived value of tutorials is discussed and supplemented by a positive impact on the final exams\' outcomes.:List of Definitions, Theorems and Proofs List of Figures List of Tables Introduction and Motivation Part I: Propaedeutics 1 Working Theses 1.1 Definitions 1.2 Context of Working Theses and Definitions 2 Existing Concepts 2.1 Psychology 2.1.1 Self-Regulation and self-regulated Learning 2.1.2 Peer Instruction, Peer Discussion 2.1.3 Learning Process Supervision: Learning Demand Assessment 2.1.4 Cognitive Activation 2.1.5 Note on Gamification 2.1.6 Note on Blended Learning 2.2 Computer Science 2.2.1 Learning Platforms 2.2.2 Audience Response Systems (ARS) 2.2.3 Virtual Interactive Whiteboard Systems (V-IWB) 2.2.4 Cognisant Incidential Utilisation (CIU) 2.3 Appraisal 3 Related Work 3.1 Visible Learning 3.2 auditorium 3.3 Auditorium Mobile Classroom Service 3.4 ARSnova and other Audience Response Systems 3.5 Google Classroom 3.6 StackOverflow 3.7 AwwApp Part II: Proceedings 4 Global Picture and Prototype 4.1 Global Picture 4.2 System Architecture 4.2.1 Anonymous Discussion Means 4.2.2 Anonymous Control Facilities 4.3 Implementation 4.3.1 The Prototype 5 Investigated Tools 5.1 Note on Methodology 5.2 Anonymity 5.2.1 Methodology 5.2.2 Visible Learning Effects 5.2.3 Assertion 5.2.4 Experiments 5.2.5 Results 5.2.6 Conclusions 5.3 Learning Demand Assessment 5.3.1 Methodology 5.3.2 Visible Learning Effects 5.3.3 Tool Description 5.3.4 Assertion 5.3.5 Experiments 5.3.6 Results 5.3.7 Conclusions 5.4 Peer Discussion System 5.4.1 Methodology 5.4.2 Visible Learning Effects 5.4.3 Tool Description 5.4.4 Assertion 5.4.5 Experiments 5.4.6 Results 5.4.7 Conclusions 5.5 Virtual Interactive Whiteboard 5.5.1 Methodology 5.5.2 Visible Learning Effects 5.5.3 Tool Description 5.5.4 Assertion 5.5.5 Experiments 5.5.6 Results 5.5.7 Conclusions 5.6 Audience Response System and Emergency Brake 5.6.1 Methodology 5.6.2 Visible Learning Effects 5.6.3 Tool Description 5.6.4 Assertion 5.6.5 Experiments 5.6.6 Results 5.6.7 Conclusions 5.7 Evaluation System 5.7.1 Methodology 5.7.2 Visible Learning Effects 5.7.3 Tool Description 5.7.4 Assertion 5.7.5 Experiments 5.7.6 Results and Conclusion 6 Exam Outcome 7 Utilisation and Motivation 7.1 Prototype Utilisation 7.2 Motivational Aspects Part III: Appraisal 8 Lessons learned 9 Discussion 9.1 Working Theses’ Validity 9.2 Research Community: Impact and Outlook 9.2.1 Significance to Learning Psychology 9.3 Possible Extension of existing Solutions 10 Conclusion 10.1 Summary of scientific Contributions 10.2 Future Work Part IV: Appendix A Experimental Arrangement B Questionnaires B.1 Platform Feedback Sheet B.1.1 Original PFS in 2014 B.1.2 Original PFS in 2015 B.2 Minute Paper B.3 Motivation and Utilisation Questionnaires B.3.1 Motivation 2013 and 2014 B.3.2 Motivation 2015 B.3.3 Utilisation 2014 B.3.4 Utilisation 2015, Rev. I B.3.5 Utilisation 2015, Rev. II C References C.1 Auxiliary Means D Publications D.1 Original Research Contributions D.2 Student Theses E Glossary F Index G Milestones AcknowledgementsÜber die vergangene Dekade ist eine zunehmende Zahl Studienanfänger beobachtbar, sowohl in der absoluten Anzahl, als auch im Bevölkerungsanteil. Demgegenüber steht aber eine überproportional hohe Steigerung der Abbruchquote. Während gleichzeitig die Anwesenheit in universitären Lehrveranstaltungen sinkt, zeigen Statistiken, dass nur etwa ein Drittel der Berufseinsteiger die Grundlagen ihrer Qualifikation im Studium sieht. Daraus könnte man ableiten, dass Studierende den Wert und die Bedeutung universitärer Ausbildung unterschätzen und stattdessen Wissen in anderen Quellen suchen, beispielsweise unentgeltlichen Online-Angeboten. Das auf diese Art angeeignete Wissen stellt aber eine formell nicht nachweise Qualifikation dar. Ein Weg aus diesem Dilemma muss die Steigerung der Attraktivität der universitären Lehrveranstaltungen sein. Ein vielversprechender Ansatz ist die Unterstützung der Studierenden im selbst-regulierten Lernen, wodurch sie die Wichtigkeit und den Wert eigener Entscheidung(sfindungsprozesse) auf Basis realistischer Selbsteinschätzung und Selbstevaluation erlernen. Gleichzeitig sollte Frontalunterricht durch interaktive Lehrformen ersetzt werden, idealerweise durch Aktivierung auf meta-kognitiver Ebene. Dies ist vielversprechend insbesondere, weil viele Studierende ihre eigenen mobilen Endgeräte in Lehrveranstaltungen bringen. Diese Geräte können als Second Screen für die neuen Lehrkonzepte verwendet werden. Auf diese Art kann dann eine verbesserte Lernerfahrung vermittelt werden. Die Grundidee ist simpel, nämlich in der Psychologie bewährte Didaktik-Konzepte durch die Mittel der Informatik zu unterstützen. Ein Beispiel dafür sind Audience Response Systeme, die hinlänglich im Rahmen von Vorlesungen untersucht worden sind. Andere Lehrformen wurden dabei jedoch unzureichend berücksichtigt, beispielsweise Tutorien. Ähnliche Überlegungen gelten natürlich auch für bewährte didaktische Konzepte wie Peer Instruction oder Betrachtungen in Form von Visible Learning. Deshalb präsentiert diese Dissertation einen experimentellen Ansatz, informationstechnische Lösungen für vor-Ort-Übungen anzubieten, nämlich Werkzeuge für Audience Response Systeme, Evaluationen, Lernbedarfsermittlung, Peer Discussion, sowie virtuelle interaktive Whiteboards. Die genannten Werkzeuge wurden unter Beachtung von Anonymitäts- und Beiläufigkeitsaspekten bereitgestellt. Sie erlauben einen Einblick in die Motivation der Studierenden Tutorien zu besuchen und die Werkzeuge zu nutzen, sowie ihr Nutzungsverhalten selbst. Die experimentellen Ergebnisse werden in ein erweiterbares Systemkonzept kombiniert, das drei Werkzeugklassen unterstützt: anonyme Peer Discussion, anonyme Kontrollwerkzeuge und Lernbedarfsermittlung. Für die ersten beiden Klassen liegen vielversprechende Ergebnisse vor, beispielsweise die notwendige Reduktion des Audience Response Systems auf eine Art Notbremse, die Vielseitigkeit von (Peer-)Discussion-Systemen, oder aber auch der Bedarf für eine retroaktive Deanonymisierung von initial anonymen Beiträgen. Der allgemein positive Einfluss der Werkzeugnutzung auf die Motivation an Tutorien teilzunehmen sowie den wahrgenommenen Wert der Tutorien werden abschließend diskutiert und durch verbesserte Abschlussklausurergebnisse untermauert.:List of Definitions, Theorems and Proofs List of Figures List of Tables Introduction and Motivation Part I: Propaedeutics 1 Working Theses 1.1 Definitions 1.2 Context of Working Theses and Definitions 2 Existing Concepts 2.1 Psychology 2.1.1 Self-Regulation and self-regulated Learning 2.1.2 Peer Instruction, Peer Discussion 2.1.3 Learning Process Supervision: Learning Demand Assessment 2.1.4 Cognitive Activation 2.1.5 Note on Gamification 2.1.6 Note on Blended Learning 2.2 Computer Science 2.2.1 Learning Platforms 2.2.2 Audience Response Systems (ARS) 2.2.3 Virtual Interactive Whiteboard Systems (V-IWB) 2.2.4 Cognisant Incidential Utilisation (CIU) 2.3 Appraisal 3 Related Work 3.1 Visible Learning 3.2 auditorium 3.3 Auditorium Mobile Classroom Service 3.4 ARSnova and other Audience Response Systems 3.5 Google Classroom 3.6 StackOverflow 3.7 AwwApp Part II: Proceedings 4 Global Picture and Prototype 4.1 Global Picture 4.2 System Architecture 4.2.1 Anonymous Discussion Means 4.2.2 Anonymous Control Facilities 4.3 Implementation 4.3.1 The Prototype 5 Investigated Tools 5.1 Note on Methodology 5.2 Anonymity 5.2.1 Methodology 5.2.2 Visible Learning Effects 5.2.3 Assertion 5.2.4 Experiments 5.2.5 Results 5.2.6 Conclusions 5.3 Learning Demand Assessment 5.3.1 Methodology 5.3.2 Visible Learning Effects 5.3.3 Tool Description 5.3.4 Assertion 5.3.5 Experiments 5.3.6 Results 5.3.7 Conclusions 5.4 Peer Discussion System 5.4.1 Methodology 5.4.2 Visible Learning Effects 5.4.3 Tool Description 5.4.4 Assertion 5.4.5 Experiments 5.4.6 Results 5.4.7 Conclusions 5.5 Virtual Interactive Whiteboard 5.5.1 Methodology 5.5.2 Visible Learning Effects 5.5.3 Tool Description 5.5.4 Assertion 5.5.5 Experiments 5.5.6 Results 5.5.7 Conclusions 5.6 Audience Response System and Emergency Brake 5.6.1 Methodology 5.6.2 Visible Learning Effects 5.6.3 Tool Description 5.6.4 Assertion 5.6.5 Experiments 5.6.6 Results 5.6.7 Conclusions 5.7 Evaluation System 5.7.1 Methodology 5.7.2 Visible Learning Effects 5.7.3 Tool Description 5.7.4 Assertion 5.7.5 Experiments 5.7.6 Results and Conclusion 6 Exam Outcome 7 Utilisation and Motivation 7.1 Prototype Utilisation 7.2 Motivational Aspects Part III: Appraisal 8 Lessons learned 9 Discussion 9.1 Working Theses’ Validity 9.2 Research Community: Impact and Outlook 9.2.1 Significance to Learning Psychology 9.3 Possible Extension of existing Solutions 10 Conclusion 10.1 Summary of scientific Contributions 10.2 Future Work Part IV: Appendix A Experimental Arrangement B Questionnaires B.1 Platform Feedback Sheet B.1.1 Original PFS in 2014 B.1.2 Original PFS in 2015 B.2 Minute Paper B.3 Motivation and Utilisation Questionnaires B.3.1 Motivation 2013 and 2014 B.3.2 Motivation 2015 B.3.3 Utilisation 2014 B.3.4 Utilisation 2015, Rev. I B.3.5 Utilisation 2015, Rev. II C References C.1 Auxiliary Means D Publications D.1 Original Research Contributions D.2 Student Theses E Glossary F Index G Milestones Acknowledgement

Believe in yourself(ie): a study of young, ordinary, South African women who share selfies on Instagram

A dissertation in fulfilment for Master of Arts in Media Studies Faculty of Humanities School of Language, Literature and Media Studies (SLLM) University of the Witwatersrand 2016This research study essentially sets out to explore the practices of young, ordinary, South African women who take and post selfies on social media platforms, like Instagram. The general commentary surrounding selfies is typically negative, and tends to frame the selfietaker as a narcissistic, self-absorbed individual. Therefore, this study is interested in understanding what this very particular smartphone-enabled photographic technique means to this group of women, and in doing so, aims to determine whether or not there are underlying significances to such practices. This research study adopts a vast framework of literature in order to conceptualize and contextualize selfies in contemporary culture, by drawing on the rich history of self-portraiture and snapshots as well as concepts of mediation and the representation of the self online; in addition to describing the role that mobile technologies and social media platforms have played in contributing to cementing selfies as a cultural hallmark in today’s society. This study is additionally grounded upon three dominant theoretical themes, namely: narcissism, self-exploration, and self-regulation; and Christopher Lasch, Michel Foucault, Angela McRobbie and Rosalind Gill’s theoretical contributions are predominantly referred to in an attempt to explain such principles adequately. Through the responses that were yielded by interviewing 14 young, ordinary, South African women, this research study essentially established that the practices of selfie-taking do in fact play a significant role in the lives of these young women, from empowering them and teaching them to learn to love and accept themselves again, to inspiring personal growth, capturing special moments and memories, and allowing them to feel accepted and as though they belong and have a fixed placed in society. Therefore, this study argues that selfies are not necessarily only about narcissism and self-obsession, but rather more about the notion of self-love and acceptance (for this group of participants at least).MT201

Smartphone Situation : Personal Smartphone Use During Face-To-Face Encounters

Älypuhelimia käytetään usein myös keskellä kasvokkaisia kohtaamisia. Uussanat kuten ”phubbing” ja ”technoference” ovat lyöneet läpi niin mediassa kuin tutkimuskirjallisuudessakin. Niistä ei kuitenkaan ole sellaista analyyttistä hyötyä, jota tieteellisiltä käsitteiltä voisi odottaa. Aiemman tutkimuksen mukaan älypuhelimen käytöstä muiden seurassa on laajoja haittoja. Huoltajien älypuhelimen käytöllä on yhteys lapsen käytöshäiriöihin ja pariskuntien älypuhelimenkäyttö ennakoi parisuhdeongelmia. Vähemmän tutkimusta on tehty kuvaamaan kasvokkaisten tilanteiden kulkua, joissa älypuhelimenkäyttö tapahtuu. Tämä väitöskirja on älypuhelimen käytön vaikutuksista kasvokkaisissa tilanteissa, ja siinä hyödynnetään etnometodologista keskustelunanalyysiä, sisällönanalyysiä ja kvantitatiivisia menetelmiä. Siinä esitellään kolme uutta käsitettä. Tahmea medialaite kuvaa vuorovaikutuksen takkuisuutta silloin, kun puhuja vuorovaikuttaa samanaikaisesti puhelimensa ja toisen henkilön kanssa. Sivustakatsojan pimento avaa kuinka älypuhelimen käyttöä sivusta seuraavilla ei ilman erillistä selontekoa ole pääsyä siihen mitä ma miksi laitetta käytetään. Tämä johtaa epäselvyyteen tilanteesta ja sen tapahtumista, sillä tapahtumat saavat merkityksensä tilanteen kautta. Puhelinasennot esittelevät menetelmän älypuhelimen käytön erittelylle perustuen käyttäjän kehonasentojen tarkasteluun. Älypuhelimet tuovat uusia haasteita kasvokkaisen yhteisymmärryksen luomiseksi ja ylläpitämiseksi edellyttämällä sellaisten vuorovaikutusresurssien osoittamista älypuhelimelle, jotka voivat olla tarpeen myös kasvokkaisissa tilanteissa. Älypuhelimet kuitenkin tarjoavat myös uusia välineitä kasvokkaisenkin yhteistoiminnan hallitsemiseksi puhelinasentoja vaihtamalla. Niillä voi muuttaa vuorovaikutuksen osallistumiskehikossa ja esimerkiksi pitää kiinni puhujanroolista toisen pyrkiessä puhumaan päälle. Puhelinasennoilla älypuhelimista voidaan hetkellisesti tehdä ensisijainen keskittymisen kohde ja niillä voidaan myös ehdottaa paluuta takaisin keskittyneeseen keskusteluun. Tutkielma osoittaa yhteyden sosiaalisen älykkyyden ja älypuhelimen käytön välillä, antaen vihiä mahdollisuudesta ehkäistä älypuhelinkonflikteja kehotietoisuutta ja sosiaalista älykkyyttä kehittämällä.Smartphone use is common also during face-to-face encounters. Portmanteaus like “phubbing” and “technoference” often feature in media and research, though they offer little more than the meanings of the words comprising them (i.e. phone & snubbing, technology & interference). Previous research suggests negative consequences resulting from smartphone use in social situations. Parental smartphone use predicts child behavioral problems and partner phubbing relationship problems. Less research has been done on how smartphones are engaged with in social situations. No systematization of embodied smartphone engagement previously existed. Less is also known of what, if anything, makes smartphones different than other potential distractions. This dissertation studies smartphone use in collocated encounters with ethnomethodological conversation analysis, quantitative techniques, and content analysis. It introduces three new concepts. Sticky media device depicts how smartphone use can lead to delays and pauses in conversation, and how relates to mutual understandings. Bystander Inaccessibility details how bystanders to smartphone use typically have no epistemic access to why, how, and for how long the device is being used. This obscures shared shared meaning, as meaning of each interactional event forms through its current context—of which the activity of the smartphone user is part of. Smartphone Moves presents a toolkit for analyzing embodied smartphone engagement, and its impact on interaction. Smartphones may challenge the formation of intersubjectivity by requiring finite interactive resources to be distributed between face-to-face and face- to-screen interactions. Gaze, conscious evaluation, and corporal orientation are at times relevant in both. Smartphone is a hub for more activities than any other daily object, yet its use typically gives the least cues on the activity being done with it. Adjustments of embodied smartphone engagement, however, also adjust conversational engagement, making multiple concurrent engagements intelligible. The dissertation suggests a negative correlation between phubbing and social intelligence, the improvement of which, might mitigate phubbing-related conflicts

Columbia Chronicle (10/05/2015)

Student newspaper from October 5, 2015, 2015 entitled The Columbia Chronicle. This issue is 40 pages and is listed as Volume 51, Issue 5. Cover story: College addresses enrollment decline Editor-in-Chief: Kyra Senesehttps://digitalcommons.colum.edu/cadc_chronicle/1964/thumbnail.jp

Feedback-Proxys zur Digitalisierung von Classroom Response Systemen

Die Arbeit entwickelt ein neues Design Pattern des Technology Enhanced Learning, mit dem Lerner und Dozenten Feedback in großen Lehrveranstaltungen kommunizieren können. Dieses Entwurfsmuster wird dazu verwendet, eine neue, dritte Generation von Classroom Response Systemen abzuleiten, die in der Lage sind, Feedback nicht mehr nur zum Dozenten, sondern auch zwischen den Lernern, vom Lerner zum Dozenten oder vom Lerner hin zum Auditorium zu vermitteln. Weil Feedback zwischen Lernern und Dozenten über ein technisches System geleitet wird, erhält das Entwurfsmuster den Namen „Feedback-Proxy“.This thesis focuses on these two drawbacks and creates a new Technology Enhanced Learning Pattern so teachers and students can communicate feedback. This design pattern is further used to imply a new, third generation of Classroom Response Systems, that are able to transport feedback not only from learners to teachers but also from students to the audience. Therefore, a technical system has been created that acts like a proxy server in forwarding feedback from learners to teachers or other learners, hence the name “Feedback-Proxy”