Barriers like financial constraints and travel logistics prevent Indigenous people from accessing their cultural heritage objects held by national, state, and local institutions. This can be overcome using photogrammetry to create 3D models of cultural heritage objects and housing them in virtual museums accessible via Internet-capable devices. This pilot project, working with the White Earth Band of Ojibwe on the White Earth Reservation in Minnesota, followed appropriate museology and communities of practice approaches to meet the concerns, desires, and budget of the tribal members to provide them unfettered access to cultural heritage objects. Because this approach presents cultural objects as 3D models, which can be 'manipulated' as if physically held, it offers visitors more meaningful engagement than they would have with single-dimension, restricted access museum displays. This project focusing on ten cultural heritage objects serves as a foundation on which similar digital museum projects initiated by Indigenous communities can build. / May 2017

E-learning växer och får en mer och mer betydande roll i dagens digitaliserade samhälle. Forskarna blev introducerade i ett digitalt kunskapstest som används av 126 kommuner i Sverige för att finna individers rätta studienivå. Det som undersöktes var vilken nytta och användbarhet som kan ses med de digitala kunskapstesten inom kommuners utbildningsverksamhet - SFI, Komvux och gymnasiets IM-program. I denna studie användes DeLone och McLeans Information System Success Model där fokus var på begreppen användbarhet och nytta som också definieras i rapporten. För att kunna besvara frågeställningarna om de digitala kunskapstesten ansågs vara användbara och vilken nytta de bidrog med valdes en kvantitativ ansats. Enkäter skickades ut till samtliga kommuner där en person per kommun fick möjlighet att besvara frågorna. Resultatet visade att det fanns både för-och nackdelar med de digitala kunskapstesten. Av de 126 kommuner som en gång köpt in testen användes de idag endast av 120 kommuner. Testen var olika användbara för kommunerna då vissa använde dem ofta och andra mer sällan. En fördel med testen var att de bidrog till nytta då de sågs som ett hjälpverktyg att hitta rätt kunskapsnivå på varje elev. Kunskapstesten ansågs däremot för en del vara otillräckligt omfattande, då muntliga tester inte existerade i systemet. Slutsatsen som drogs var att de digitala kunskapstesten till större del var användbara och bidrog till olika typer av nytta för kommuners utbildningsverksamhet. / E-learning is growing and have a significant role in today’s digital society. The researchers were introduced in a digital knowledge test used by 126 municipalities in Sweden, to find the correct study level in individuals. The research were about what benefit and usability these digital knowledge tests has within the municipalities educational activities -SFI, municipality adult education or high schools orientation programme. DeLone and McLean’s Information System Success Model was used in this study and focused on the concepts of usability and utility that also are defined in the report. A quantitative approach was selected to answer the questions about if the digital knowledge test was considered to be useful and what benefit they contributed. Questionnaires were sent to all municipalities in which one person per municipality was able to answer the questions. The results showed that there were both advantage and disadvantage with the digital knowledge test. It also showed that the tests currently only is used by 120 municipalities instead of the 126 municipalities that once purchased the tests. The tests were various useful as some municipalities used it often and others more rarely. One advantage with the test was that they contributed to the benefit because they were seen as an auxiliary tool to find the right level of knowledge of each student. For some municipalities the knowledge tests were considered to be insufficiently comprehensive because oral tests did not exist in the system. The conclusion was that the digital knowledge tests to the greater part was useful and contributed to various types of benefit to the municipalities educational activities.

Der Work Space ist ein Teil eines vom BMBF-Projekt Lehrraum_digital initiierten Kommunikationsraums mit dem Ziel unterschiedliche Experten und Akteure in die Diskussion einzubeziehen. Thema sind digitalisierte Lehr- und Lernumgebungen im Kontext der Anforderungen durch die Industrie 4.0. Der Work Space bietet eine allen Teilnehmenden der GeNeMe offenstehende Feedback- und Beteiligungsmöglichkeit an der Diskussion zur Gestaltung digitaler Wissensräume und Lernwelten.

Denna studie berör hur gymnasielärare använder sig av digitala verktyg i matematikundervisning samt ger rekommendationer hur digitala verktyg kan användas. I denna studie har lärare beskrivit fördelar och nackdelar med digitala verktyg i matematikundervisning. Enligt kursplanen i matematik ska elever bland annat använda sig av digitala verktyg i sitt lärande. Lärarintervjuer och en litteraturstudie genomfördes för att besvara frågeställningarna. Datainsamlingen har jämförts med tidigare studier gällande matematikundervisning med digitala verktyg. Studien bygger på en kvalitativ undersökning, där sju legitimerade matematiklärare har intervjuats. Resultaten visar att digitala verktyg i matematikundervisning kan användas bland annat för bedömning, kommunikation, snabb återkoppling, visualisering och matematiska tillämpningar. Studiens resultat har även visat att alla sju intervjuade matematiklärare är positiva till att använda digitala verktyg i sin undervisning. De övergripande resultaten som lärarintervjuerna visar är att de positiva aspekterna av användningen av digitala verktyg i matematikundervisning överväger de negativa. Fördelar med användandet av digitala verktyg är bland annat att öka elevernas motivation att lära sig matematik, att möjliggöra en varierad undervisning och att matematikundervisningen kan anpassas efter varje elevs behov. Studien indikerar att eleverna får tillgång till en stor mängd relevant digital information. De behöver inte förlita sig bara på den begränsade tillgången på böcker i skolan. Digital distraktion, försämring av elevers kreativitet och försämring av elevers matematiska förmågor är nackdelar med digitala verktyg som har framkommit i studiens resultat. Vidare är det tidskrävande för både lärare och elever att lära sig hur digitala verktyg fungerar. Även är det tidskrävande för lärare att hitta uppgifter som passar elevers olika matematiknivåer. Slutsatsen bygger på lärarens erfarenheter med att utveckla matematikundervisning med digitala verktyg. En matematikundervisningssituation där båda traditionella och digitala verktyg används är den mest optimala undervisningen. Alla lärare i studien har beskrivit sina digitala kompetenser som höga. Analys av intervjuer har visat att trots det har lärarna inte möjlighet att integrera olika typer av digitala verktyg i sin matematikundervisning på grund av tekniska svårigheter. Resultaten har även visat hur viktig lärarens och elevernas digitala kompetens är vid användning av digitala verktyg i matematikundervisning. Utifrån analysen av studiens resultat tillsammans med litteraturstudien och TPACK-modellen dras slutsatsen att lärarna bör ta hänsyn till dessa rekommendationer i en matematikundervisning med hjälp av digitala verktyg: (1) att datorprogram ska vara användbart till lämpligt matematikområde, (2) att hindra elever från digital distraktion, (3) att använda de teknikrika aktiviteterna, (4) att lärarens TPACK-kunskaper är viktiga vid implementering av digitala verktyg och (5) att lärare ska kompetensutveckla sig själv och sina kollegor. / This thesis is about upper secondary school teachers use digital tools in mathematics teaching and gives recommendations on how digital tools can be used. In this study, teachers have described the advantages and disadvantages of digital tools in mathematics teaching. According to the curriculum in mathematics, students must, among other things, use digital tools in their learning. Teacher interviews and a literature study were conducted to answer the questions. The data collection has been compared with previous studies regarding mathematics teaching with digital tools. The study is based on a qualitative survey, in which seven certified mathematics teachers have been interviewed. The results show that digital tools in mathematics teaching can be used for assessment, communication, rapid feedback, visualization and mathematical applications. The results of the study have also shown that all seven interviewed mathematics teachers are positive about using digital tools in their teaching.The overall results that the teacher interviews show are that the positive aspects of the use of digital tools in mathematics teaching outweigh the negative ones. Advantages of using digital tools include increasing students' motivation to learn mathematics, enabling varied teaching and that mathematics teaching can be adapted to each student's needs. The study indicates that students gain access to a large amount of relevant digital information. They do not have to rely solely on the limited availability of books in school. Digital distraction, deterioration of students 'creativity and deterioration of students' mathematical abilities are disadvantages of digital tools that have emerged in the results of the study. Furthermore, it is time consuming for both teachers and students to learn how digital tools work. It is also time consuming for teachers to find tasks that suit students' different levels of mathematics. The conclusion is based on the teacher's experience in developing mathematics teaching with digital tools. A mathematics teaching situation where both traditional and digital tools are used is the most optimal teaching. All teachers in the study have described their digital skills as high. Analysis of interviews has shown that despite this, teachers are not able to integrate different types of digital tools in their mathematics teaching due to technical difficulties. The results have also shown how important the teachers 'and students' digital competence is when using digital tools in mathematics teaching. Based on the analysis of the study results together with the literature study and the TPACK model, it is concluded that teachers should take these recommendations into account in a mathematics teaching using digital tools: (1) that computer programs should be useful in a suitable field of mathematics, (2) prevent students from digital distraction, (3) to use the technology-rich activities, (4) that the teacher's TPACK knowledge is important in the implementation of digital tools and (5) that teachers should develop skills themselves and their colleagues.

Comment l'accès au savoir peut-il être impacté par la technologie ? Il suffit d'observer le virage intenté par les outils de communication au début des années 2000 pour se rendre compte : convergence des médias, pratiques participatives et numérisation massive des données. Dans ce contexte, on imagine que l'accès au savoir tend à se démocratiser. En effet, les individus semblent se réapproprier les espaces de vie, en inversant le modèle de transmission top-down, qui va du producteur vers le consommateur, au profit de processus de transfert basés sur l'intelligence collective. Pourtant, on aurait tort de réduire cette réorganisation à un simple renversement du modèle. Car l'intelligence collective est encline à divers biais cognitifs et socio-cognitifs, amenant parfois vers des situations irrationnelles. Autrefois, on s’accommodait de ces mécaniques sociales aux conséquences limitées, aujourd'hui les savoirs numérisés constituent des ensembles massivement communiquant, donnant naissance à de nouvelles voies d'accès et à de nouveaux clivages. Pourquoi ce savoir qui n'a jamais été aussi massif et ouvert, se révèle-t-il si sélectif ? Je propose d'explorer ce paradoxe. L'enregistrement massif et constant de nos traces numériques et l'hyper-connexion des individus, participent à la construction de structures organisationnelles, où se retrouvent numérisées de manière complexe, une partie des dynamiques sociales. En formalisant de la sorte les voies navigables, ces structures organisationnelles façonnent nos trajectoires. Sur cette base, les informaticiens ont mis au point des algorithmes de parcours individualisés, ayant pour objectifs de prédire et de recommander. Ainsi, on propose d'automatiser l'accès au savoir. Se pose alors la question de la gouvernance des individus, dans un contexte où l'intelligence collective est soumise à l'infrastructure : enregistrement des traces, composition des structures organisationnelles et algorithmes de parcours. / How access to knowledge can be impacted by Information Technology? In the earlier 2000s, communication tools caused a significant turn : media convergence, participative practices and massive data. In this way, free access to knowledge might tend to be democratized. People seem to regain spaces, reversing traditional top-down model, going from producer to consumer, for the benefit of an horizontal model based on collective intelligence. However, it should not automatically be assumed that this leads to a simple model reversing. Collective intelligence is subject to cognitive biases, leading to potential irrational situations. Formerly, those social mechanisms had limited consequences. Nowadays, digital knowledge are massive communicating spaces, giving birth to new access paths and new cleavages. Why this massive and open knowledge, is actually so selective? I propose to explore this paradox. Massive and constant tracking of traces and individuals hyper-connection, these two facts help organizational structures design, where social dynamics are digitalized in a complex way. These structures formalize human trajectories. On this basis, computer scientists set up prediction algorithms and recommender engines. This way, knowledge access is automatized. It can then be asked about people governance, in this context of infrastructure submission: recording traces, designing knowledge structure and automating algorithms.

Der Work Space ist ein Teil eines vom BMBF-Projekt Lehrraum_digital initiierten Kommunikationsraums mit dem Ziel unterschiedliche Experten und Akteure in die Diskussion einzubeziehen. Thema sind digitalisierte Lehr- und Lernumgebungen im Kontext der Anforderungen durch die Industrie 4.0. Der Work Space bietet eine allen Teilnehmenden der GeNeMe offenstehende Feedback- und Beteiligungsmöglichkeit an der Diskussion zur Gestaltung digitaler Wissensräume und Lernwelten.

This research concerns the digitalisation of archaeology, with a focus on Swedish contract archaeology. The aim is to understand how the archaeological discipline relates to the change that digitalisation brings and human involvement in these processes. The thesis is a study of its impact on processes connected to archaeological knowledge production and communication. The work problematises how digital data might be understood within these contexts but also illustrates where the potential of the digitalisation lies and how archaeology can make use of it. The theoretical approach re-actualises the concept of reflexivity in a digital context, combining it with various communication theories aiming to challenge the archaeological workflow and connect it more closely to present-day society. The digitalisation of archaeology can be seen across the whole discipline withan emphasis on academia. This digital development has greater opportunities in larger research projects which have sufficient funding than in contract archaeology. In those projects leading the digital development, the reflexive approach has been re-discovered and the digital enabled for new processes of knowledge production to take place. In case studies of Swedish contract archaeology several observations are made where it becomes clear that the digitalisation already shows positive effects at a government level, in organisations and projects within the sector. But there are also issues regarding digital infrastructure, knowledge production, archiving, accessibility and transparency. The biggest challenge is not technical but in attitudes towards digitalisation. The research concludes that digital communication based on archaeological source material can be something more than mediation of results. With digital interactive storytelling there are ways to create emotional virtual connections with the user, relating to the present and the surrounding society. By interlinking the processes of interpretation and communication an archaeological knowledge production might become an archaeological knowledge development. / Den här forskningen har studerat digitaliseringen av arkeologin med fokus på svensk uppdragsarkeologi. Målet har varit att öka förståelsen kring hur disciplinen förhåller sig till de förändringar som digitaliseringens innebär och människans roll i dessa processer. Avhandlingen är en studie av digitaliseringens betydelse för de arkeologiska processer som berör kunskapsproduktion och kommunikation. Arbetet problematiserar förståelsen av digitala data inom dessa kontexter men visar också på digitaliseringenspotential och hur arkeologin kan dra nytta av den. Forskningen aktualiserar på nytt det teoretiska angreppssättet reflexivitet i ett digitalt sammanhang och kombinerar detta med kommunikationsteorier i syfte att utmana det arkeologiska arbetsflödet och knyta det närmare dagens samhälle. Resultatet av denna forskning visar på att digital kommunikation baserad på arkeologiskt källmaterial kan vara något mer än förmedling av resultat. Med interaktivt historieberättande finns vägar att skapa emotionella virtuella kopplingar mellan användare och arkeologi som relaterar till nuet och detomgivande samhället. Genom att länka ihop den arkeologiska tolkningsprocessen med kommunikation, skapas möjligheten för kunskapsproduktion att bli kunskapsutveckling.

The main purpose of this research is to establish whether ICT models as implemented in distance education do help to render desirable results (increment in throughput, meeting clientele expectations, and reduction in learner drop-outs). If it is not the case, what could be done to overcome the established hindrance? The researcher employed programme evaluation (PE) which integrates both the positivistic and phenomenological aspects of research. The samples were drawn from the population group through probability and non-probability techniques. Different research strategies within PE such as discovery, inspection and auditing were at first employed to gauge the physical presence of what is being achieved by Unisa through use of myUnisa & DVC; followed by the use of the surveys (personal interviews, administered questionnaires, focus group interviews). The ultimate outcomes of the said research activities are audiovisual recordings, statistically analysed transcripts and questionnaire data. The researcher employed the following key questions in grappling with issues in this area; their findings are also given: i. Does the application of ICTs facilitate and enhance flexible learning at Unisa? With reference to flexible delivery as it relates to aspect of teaching and learning in Engineering, it has been established that minimal use is made of ICTs. Are the technologies correctly applied for teaching and learning? Based on the evidence of research findings it has been established that technology application is mainly used for administrative support rather than for teaching and learning. iii. Do the instructional design and technological applications meet the needs of their users? As matters stand, the study suggests that users' expectations through rating their perceptions and attitudes (academics, tutors, instructional designers, multimedia developers and learners), are far from being met (as all the critical parts of the models are not yet in place regarding the Engineering and other departments). According to the main finding, while there is some evidence of efforts aimed at proper implementation, underutilisation of the ICTs appears to be the main problem, as established at Unisa and elsewhere. The research is concluded through a number of recommendations based on the established findings. / Educational Studies / (D. Ed. (Curriculum Studies))

The main purpose of this research is to establish whether ICT models as implemented in distance education do help to render desirable results (increment in throughput, meeting clientele expectations, and reduction in learner drop-outs). If it is not the case, what could be done to overcome the established hindrance? The researcher employed programme evaluation (PE) which integrates both the positivistic and phenomenological aspects of research. The samples were drawn from the population group through probability and non-probability techniques. Different research strategies within PE such as discovery, inspection and auditing were at first employed to gauge the physical presence of what is being achieved by Unisa through use of myUnisa & DVC; followed by the use of the surveys (personal interviews, administered questionnaires, focus group interviews). The ultimate outcomes of the said research activities are audiovisual recordings, statistically analysed transcripts and questionnaire data. The researcher employed the following key questions in grappling with issues in this area; their findings are also given: i. Does the application of ICTs facilitate and enhance flexible learning at Unisa? With reference to flexible delivery as it relates to aspect of teaching and learning in Engineering, it has been established that minimal use is made of ICTs. Are the technologies correctly applied for teaching and learning? Based on the evidence of research findings it has been established that technology application is mainly used for administrative support rather than for teaching and learning. iii. Do the instructional design and technological applications meet the needs of their users? As matters stand, the study suggests that users' expectations through rating their perceptions and attitudes (academics, tutors, instructional designers, multimedia developers and learners), are far from being met (as all the critical parts of the models are not yet in place regarding the Engineering and other departments). According to the main finding, while there is some evidence of efforts aimed at proper implementation, underutilisation of the ICTs appears to be the main problem, as established at Unisa and elsewhere. The research is concluded through a number of recommendations based on the established findings. / Educational Studies / (D. Ed. (Curriculum Studies))

Der MINT Frühjahrsreport schlägt vor, die Bildungsgerechtigkeit in Schulen zu stärken, da v. a. Bildungsaufsteigende von MINT-Fächern profitieren (Anger et al., 2020). Weiterhin sollen die digitale Bildung vorangebracht und MINT-Profile gestärkt werden. Darüber hinaus wird gefordert, die Berufsorientierung in allen Schulformen zu stärken, Lehrpersonal verfügbar zu machen, Freude an den MINT-Fächern sowie Freizeitaktivitäten im MINT-Bereich und den Einsatz von Computern im Unterricht zu fördern (Anger et al., 2018, S. 8). Ähnliche Rückschlüsse ziehen Aeschlimann, Herzog und Makarova (2014), die retrospektiv bei Frauen in MINT-Berufen untersuchten, welche Wahrnehmung diese auf den mathematisch-naturwissenschaftlichen Unterricht der Sekundarstufe 1 hatten. Dabei wurde der Unterricht als unterstützend und förderlich beurteilt, wenn die Vermittlungskompetenz des Lehrpersonals hoch war, die Schülerinnen durch die Lehrperson individuell gefördert wurden sowie die Orientierung über MINT-Berufe und ein hoher Bezug zu Alltagsphänomenen vorhanden war.