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Publications (4 of 4) Show all publications
Isaksson, E. & Hedin, B. (2018). Smart interactions for the quantified self. In: Challenges and Solutions in Smart Learning: Proceeding of 2018 International Conference on Smart Learning Environments, Beijing, China (pp. 67-72). Springer International Publishing
Open this publication in new window or tab >>Smart interactions for the quantified self
2018 (English)In: Challenges and Solutions in Smart Learning: Proceeding of 2018 International Conference on Smart Learning Environments, Beijing, China, Springer International Publishing , 2018, p. 67-72Chapter in book (Refereed)
Abstract [en]

The Quantified Self is a movement for collecting personal data with the goal of providing possibilities for new insights through reflecting on own relevant data, with applications in areas such as physical exercise, food, and health. When collecting personal data, difficulties may arise, such as information from different sources which cannot easily be combined, closed access to information sources, inflexible tooling for producing desired quantifications, varying precision of data used for producing quantifications, and a lack of control over data sharing for supporting relevant comparisons with others. In this paper, we introduce the concept of smart interactions, backed by linked data, as a means of introducing the QS through smart and personal learning environments, both for reducing the associated difficulties and further empowering the QS.

Place, publisher, year, edition, pages
Springer International Publishing, 2018
Series
Lecture Notes in Educational Technology, ISSN 2196-4963
Keywords
Linked data, Personal learning environments, Quantified self, Smart interactions, Smart learning environments
National Category
Media and Communication Technology
Identifiers
urn:nbn:se:kth:diva-224845 (URN)10.1007/978-981-10-8743-1_10 (DOI)2-s2.0-85043759933 (Scopus ID)
Funder
Swedish Energy Agency
Note

QC 20180327

Available from: 2018-03-27 Created: 2018-03-27 Last updated: 2018-03-27Bibliographically approved
Isaksson, E., Naeve, A. & Lefrere, P. (2016). Performance Augmentation Through Ubiquitous and Adaptive Learning and Work Environments. In: STATE-OF-THE-ART AND FUTURE DIRECTIONS OF SMART LEARNING: . Paper presented at 2nd International Conference on Smart Learning Environments (ICSLE), SEP 23-25, 2015, Univ Craiova, Sinaia, ROMANIA (pp. 315-319). Springer
Open this publication in new window or tab >>Performance Augmentation Through Ubiquitous and Adaptive Learning and Work Environments
2016 (English)In: STATE-OF-THE-ART AND FUTURE DIRECTIONS OF SMART LEARNING, Springer, 2016, p. 315-319Conference paper, Published paper (Refereed)
Abstract [en]

Recent and upcoming devices such as tablets and wearables in combination with technologies such as the Internet of Things are resulting in learning environments becoming of an increasingly ubiquitous nature. Learning environments are now more strongly embedded in real-world learning and work activities, causing the boundaries between virtual learning environments and their real-world contexts of use, and between learning and work activities themselves, to be increasingly blurred. A reconceptualization of learning environments as performance augmentation means that the function of enhancement or augmentation is made explicit. Theoretical, modeling, and implementation aspects of performance augmentation through ubiquitous and adaptive learning and work environments are explored.

Place, publisher, year, edition, pages
Springer, 2016
Series
Lecture Notes in Educational Technology, ISSN 2196-4963
Keywords
Learning environments, PLEs, Activity theory, Linked data
National Category
Computer and Information Sciences Learning
Identifiers
urn:nbn:se:kth:diva-200065 (URN)10.1007/978-981-287-868-7_39 (DOI)000389703400039 ()2-s2.0-85032359946 (Scopus ID)978-981-287-868-7 (ISBN)978-981-287-866-3 (ISBN)
Conference
2nd International Conference on Smart Learning Environments (ICSLE), SEP 23-25, 2015, Univ Craiova, Sinaia, ROMANIA
Note

QC 20170125

Available from: 2017-01-25 Created: 2017-01-20 Last updated: 2018-01-13Bibliographically approved
Josefsson, P., Isaksson, E., Hedin, B., Enoksson, F. & Bälter, O. (2015). TEL - What is it good for?. In: KTH Scholarship of Teaching and Learning 2015: . Paper presented at KTH Scholarship of Teaching and Learning 2015, 12 of march 2015, Stockholm. KTH Royal Institute of Technology
Open this publication in new window or tab >>TEL - What is it good for?
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2015 (English)In: KTH Scholarship of Teaching and Learning 2015, KTH Royal Institute of Technology, 2015Conference paper, Published paper (Refereed)
Abstract [en]

Technology Enhanced Learning (TEL) is the use of technology to enhance and enrich learning situations or learning experiences. At the conference we will argue that research in TEL is needed in order to assess and gain knowledge under which circumstances the use of certain technologies will enhance the learning experience. The use of the word technology is here to be understood in a broad sense and includes both analog and digital technology, see McLuhan that described technology as any extension of ourselves [1]. With this view of technology, several analog milestones in the history of learning such as the alphabet, books, pencils and paper is to be considered uses of TEL. Furthermore, the research field of TEL should not be restricted to digital or electronic technologies, which could narrow our view of what could be accomplished. This view further implies that electronic-learning e-learning) becomes a subset of TEL. From an activity theory perspective TEL can be seen as the use of technology as a mediating artifact or tool) for enhancing learning in various kinds of activities, either in formal or informal learning situations [2]. Vygotsky [3] introduced the one of proximal development as the difference between what a learner can do without help, and what she can do with help. TEL is intended to provide the learner with such help, which then goes beyond helping to learn but also helping to do i.e., carrying out tasks, whether in a classroom or at work). This help can be regarded as an augmentation of performance, as well as of learning. To conclude, technology can be used to enhance and enrich the learning experience and the learning situation as an extension to ourselves or as a mediating artifact with the intention to expand the of proximal development. The mission of research in TEL is to contribute to the knowledge about under which circumstances the use of (a certain) technology will enhance the learning experience.

*McLuhan uses the words medium, media and technology interchangeably.

Place, publisher, year, edition, pages
KTH Royal Institute of Technology, 2015
Keywords
Technology Enhanced Learning, activity theory
National Category
Media and Communication Technology
Research subject
Education and Communication in the Technological Sciences; Media Technology
Identifiers
urn:nbn:se:kth:diva-169059 (URN)
Conference
KTH Scholarship of Teaching and Learning 2015, 12 of march 2015, Stockholm
Note

QC 20150618

Available from: 2015-06-10 Created: 2015-06-10 Last updated: 2018-01-11Bibliographically approved
Wild, F., Scott, P., Lefrere, P., Karjalainen, J., Helin, K., Naeve, A. & Isaksson, E. (2014). Towards data exchange formats for learning experiences in manufacturing workplaces. In: CEUR Workshop Proceedings: . Paper presented at 4th Workshop on Awareness and Reflection in Technology-Enhanced Learning, ARTEL 2014, In conjunction with the 9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities, ECTEL 2014, 16 September 2014 (pp. 23-33).
Open this publication in new window or tab >>Towards data exchange formats for learning experiences in manufacturing workplaces
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2014 (English)In: CEUR Workshop Proceedings, 2014, p. 23-33Conference paper, Published paper (Refereed)
Abstract [en]

Manufacturing industries are currently transforming, most notably through the introduction of advanced machinery and increasing degrees of automation. This has caused a shift in skills required, calling for a skills gap to be filled. Learning technology needs to embrace this change and with this contribution, we propose a process model for learning by experience to understand and explain learning under these changed conditions. To put this process into practice, we propose two interchange formats for capturing, sharing, and re-enacting pervasive learning activities and for describing workplaces with involved things, persons, places, devices, apps, and their set-up.

Keywords
Activity model, Augmented reality, Awareness, Experience sharing, Workplace model, Electronic data interchange, Machinery, Manufacture, Activity modeling, Data exchange format, Degrees of automation, Learning by experience, Learning experiences, Manufacturing industries, Engineering education
National Category
Media Engineering
Identifiers
urn:nbn:se:kth:diva-167042 (URN)2-s2.0-84911874490 (Scopus ID)
Conference
4th Workshop on Awareness and Reflection in Technology-Enhanced Learning, ARTEL 2014, In conjunction with the 9th European Conference on Technology Enhanced Learning: Open Learning and Teaching in Educational Communities, ECTEL 2014, 16 September 2014
Note

QC 20150521

Available from: 2015-05-21 Created: 2015-05-21 Last updated: 2015-05-21Bibliographically approved
Organisations
Identifiers
ORCID iD: ORCID iD iconorcid.org/0000-0002-8276-4471

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