This master thesis aims to critically analyze the state of digital libraries in Swedish academic libraries. With the branching theory of sense-making and the methodology of DELOS and IFLA/UNESCOs digital library manifestos, this thesis hopes to bring to light how far Swedish academic libraries have progressed. By accumulating quantitative data encompassing all digital academic libraries in Sweden, and qualitative data from a select few, conclusions regarding the aforementioned are drawn. Focusing on content analysis, this thesis analyzed the different components that can be said to constitute the digital library and compared them to the different manifestos that dictate what a digital library can be said to consist of. By employing the elusive sense-making theory as a general modus of mind, one can begin to understand thought-making processes behind the tapping of digital library resources. Results from this thesis found that some functions and components are present within all academic libraries in Sweden, but that the digital library primarily tends to focus on resource acquisition and not so much on resource presentation. User environments are not prioritized. Different aspects are presented in regards to mobile optimization, social media, information organization, information design etc. This is a two years master’s thesis in Archive, Library and Museum studies. / Den här masteruppsatsen syftar till att undersöka digitala bibliotek och digitala miljöer på svenska högskole- och universitetsbibliotek. Med sense-making som huvudsaklig teoretiskt ramverk och DELOS och IFLA/UNESCOs olika manifest gällande digitala bibliotek hoppas uppsatsen visa hur långt svenska bibliotek har kommit i relation till det digitala. Via samlandet av kvantitativ data från alla svenska akademiska bibliotek, och kvalitativ data från ett fåtal utvalda, kommer uppsatsen till diverse slutsatser. Med fokus på innehåll och funktion så undersöker uppsatsen vilka komponenter som kan sägas utgöra det digitala biblioteket i jämförelse med manifesten och deras ideala digitala bibliotek. Med hjälp av sense-making kan man få en förståelse för tankessättet och hur användare angriper de digitala resurserna. Resultaten från uppsatsen visade att det finns en viss grad av framsteg och utveckling som alla bibliotek har nått, men att den digitala satsningen oftast endast inbegriper samlandet av resurser och uppbyggandet av databaser snarare än presentation och design. Miljöer som gör att användarna frodas prioriteras ofta bort. Olika aspekter presenteras i relation till detta såsom mobil-optimering, sociala medier, informationsorganisation, informationsdesign osv. Det här är en tvåårig masteruppsats inom Arkiv, Bibliotek och museum.

Made available in DSpace on 2016-04-29T14:23:41Z (GMT). No. of bitstreams: 1 Fabiana Martins de Oliveira.pdf: 2599761 bytes, checksum: 32bfbb43f18c17407dfdf69a5efbd6a2 (MD5) Previous issue date: 2015-12-09 / This study aims at the production of educational games that allow users to active participation in social and artistic contexts. Four are its aspects: first, the influence exerted by technological means to childhood. Second, the use of the simulation as a means of learning. Third, the free software use by students. And fourth, the objectives of arts education classes, which include the development of artistic and cultural understanding, obtaining self-esteem, individual expression, creativity and confidence. The union between postmodern virtual reality, conditions provided by the simulation environment, the target audience's behavior, and the influences of the artistic content, favor the production of a game with intercultural focus, which seeks to narrow the geographic and economic barriers existing between students from diverse backgrounds / Esse estudo objetiva a produção de jogos digitais educativos que possibilitem ao usuário a participação ativa em contextos sociais, culturais e artísticos. Quatro são suas vertentes: a influência dos meios tecnológicos na infância; o uso da simulação como meio de aprendizagem; a utilização de software livre por parte dos alunos e, os objetivos das aulas de educação artística. Todas as vertentes incluem o desenvolvimento das compreensões sociais, artísticas e culturais, a obtenção da autoestima, a expressão individual, a criatividade e a confiança. A união entre a realidade virtual na contemporaneidade, as condições proporcionadas pelo ambiente do simulacro, o comportamento do público alvo, e as influências dos conteúdos artísticos que favorecem a produção de jogos digitais com foco intercultural, e que, procura estreitar as barreiras geográficas e econômicas existentes entre estudantes de diversos contextos socioculturais

Made available in DSpace on 2016-04-29T14:23:48Z (GMT). No. of bitstreams: 1 Marcia Pereira Sebastiao.pdf: 3702893 bytes, checksum: d4ba8cf93f04f65d02bfe269e9d452f5 (MD5) Previous issue date: 2009-04-27 / The e-learning has had an important role in contemporary education scenario in national and global. As experience grows with the systematic use of Virtual Learning Environments, problems arising from such use have been reported. Often, related to such factors as: a) the enormous amount of information that needs to be managed and at the same time, be available for teachers and students, b) the interactions between the various participants in the process, c) the difficulty of understand that the activities of others have a direct impact on their own activities. Therefore, there is a need for care related to the quality of interactions available in the Web Thus, developing an interface with an ease of navigation and interaction is crucial for the smooth running of courses developed in the e-learning. To this scenario, this research aims to investigate the usability of the application sites in e-learning, aiming to improve user interaction with the interface. Thus, the method used for data collection consists of: application of heuristic analysis, thematic content analysis of semi-open questionnaires applied of intertext harvested in the Community Course in screen: Curso de Mediação de Conflitos Socioambientais. The analysis of data collected was interpreted in the light of the following theoretical framework: the e-learning (historical, philosophical concepts, approaches educacioanis), cyberspace, usability and accessibility of digital devices and interfaces (heuristic analysis of Nielsen, CC-9 Resolution of the Government of State of São Paulo, 2005). The study demonstrates the usability of devices and digital interfaces as a key to the successful development of online courses. The analysis of interfaces in e-learning courses is of great importance, since the problem of non conductive interfaces, difficult learning and memory, and with high incidence of errors, tends to negatively impact the user. More than the ix technological sophistication, it is the serious study of the usability of the environment in question / A modalidade de Educação a Distância (EaD) tem tido um papel importante no cenário educacional contemporâneo, em nível nacional e mundial. À medida que crescem as experiências com o uso sistemático dos Ambientes Virtuais de Aprendizagem (AVA), problemas decorrentes desse uso têm sido relatados. Com frequência, relacionam-se a fatores como: a) a enorme quantidade de informação que precisa ser gerenciada e, ao mesmo tempo, estar disponível para professores e estudantes; b) as interações entre os diversos participantes do processo; c) a dificuldade de perceber que as atividades de outros têm impacto direto em suas próprias atividades. Portanto, verifica-se a necessidade de cuidados relacionados à qualidade das interações disponibilizadas na Web. Nesse sentido, desenvolver uma interface com uma facilidade de navegação e de interação é ponto fulcral para o bom andamento de cursos desenvolvidos na modalidade de Educação a Distância. Tendo em vista esse cenário, a presente pesquisa tem o objetivo de investigar a aplicação da usabilidade em sites de Educação a Distância, com vistas à melhor interação do usuário com a interface. Para tanto, o método de coleta de dados utilizado consiste em: aplicação de análise heurística e análise temática de conteúdo dos questionários semi-abertos aplicados e dos intertextos colhidos na Comunidade do curso em tela: Curso de Mediação de Conflitos Socioambientais. A análise dos dados coletados foi interpretada à luz do seguinte marco teórico: Educação a Distância (histórico, concepções epistemológicas, abordagens educacionais), Ciberespaço, usabilidade e acessibilidade dos dispositivos e interfaces digitais (análise heurística de Nielsen; Resolução CC-9 do Governo do Estado de São Paulo, 2005). O estudo evidencia a usabilidade dos dispositivos e interfaces digitais como instância fundamental ao bom desenvolvimento de cursos on-line. A análise das interfaces de cursos de EaD é de grande importância, uma vez que a problemática de interfaces não condutivas, de difícil aprendizado e memorização, e com grande incidência de erros, tende a impactar negativamente o usuário. Mais do que a sofisticação tecnológica, importa o estudo sério da usabilidade do ambiente em questão

Cette thèse rend compte d’une recherche inscrite dans le programme empirique et technologique du « cours d’action », un programme d’anthropologie cognitive poursuivant conjointement (i) un but épistémique par la production de concepts sur l’activité humaine et (ii) un but transformatif par la conception d’aides favorisant des transformations majorantes de cette activité. La thèse s’inscrit plus particulièrement dans un volet consacré à la vidéoformation des enseignants. La recherche dont elle rend compte poursuit des travaux antérieurs décrivant, analysant et modélisant l’activité des enseignants débutants afin de mieux comprendre les difficultés qu’ils rencontrent et les aider à mieux y faire face. Elle fait plus particulièrement suite à ceux qui ont abouti à la conception de NéoPass@ction (neo.ens-lyon.fr), un dispositif de vidéoformation en ligne basé sur la modélisation de l’évolution de l’activité typique des débutants du second degré dans une situation identifiée comme critique : l’entrée en classe et la mise au travail des élèves.L’objectif principal de la thèse est l’étude systématique de l’activité d’enseignants stagiaires du second degré en situation d’utilisation autonome de NéoPass@ction. Son objectif secondaire est l’étude exploratoire de l’influence de cette vidéoformation autonome sur l’activité enseignante en classe. La thèse vise ainsi à (i) investir la modalité d’autonomie en vidéoformation, originale sur le plan empirique ; (ii) contribuer à la connaissance de l’activité et des modalités d’apprentissage des enseignants en situation de vidéoformation, essentiellement étudiées à partir d’objets intermédiaires et rarement à grains fins et de façon holistique ; (iii) alimenter un processus de conception continuée de NéoPass@ction ; et (iv) proposer des pistes technologiques pour la conception et la mise en oeuvre de dispositifs de vidéoformation. Six enseignants stagiaires ont participé à l’étude par deux utilisations autonomes deNéoPass@ction, de quarante-cinq minutes chacune, et en accueillant le chercheur trois fois dans leur classe. Quatre types de données ont été recueillies : des données d’observation (i) de l’activité de vidéoformation (capture dynamique d’écran) et (ii) de l’activité en classe(enregistrements vidéo), et des données d’entretien (iii) de remise en situation à l’aide des traces numériques de l’activité de vidéoformation et (iv) d’autoconfrontation aux enregistrements en classe.Les résultats (i) montrent des structures typiques de différents niveaux dans l’organisation de l’activité en situation d’utilisation de NéoPass@ction ; (ii) montrent des concordances entre activité attendue par les concepteurs et activité réelle des enseignants, mais aussi des décalages motivant des aménagements ; (iii) modélisent un processus typique d’apprentissage (iv) articulant des séquences d’exploration (orientées-dispositif) et d’enquête (orientées-travail), (v) impliquant différents niveaux d’immersion mimétique correspondant à différents types d’enquête, (vi)ouvrant des séquences d’enquête consistant en l’identification et l’évaluation conjointes et spontanées de couplages significatifs [enjeu/action], (vii) aboutissant à la typification des couplages perçus et évalués comme viables et enviables, et (viii) pouvant participer d’une trajectoire de développement et s’accompagner d’échos significatifs en situation de classe. Un premier niveau de discussion globale des résultats mobilise des concepts essentiellement sémiotiques et narratologiques et présente des aménagements effectués et possibles pourNéoPass@ction ; un second niveau repositionne les résultats dans l’état de l’art empirique et technologique et propose des pistes de conception en vidéoformation. / This thesis reports on a research included in the empirical and technological program of "course-of-action", a program of cognitive anthropology jointly endorsing (i) an epistemic aim by producing concepts on human activity and (ii ) a transformative aim by designing aids enhancing the improvement of that activity. The thesis is part of a particular strand to video-enhanced teacher development. The research which it reports builds on previous work describing, analyzing and modeling the activity of beginning teachers in order to better understand the challenges they face and help them cope better. It especially follows on those that led to the design of NéoPass@ction (neo.ens-lyon.fr), an online video-enhanced device based on the modeling of the evolution of the typical activity of secondary school beginners in a situation identified as critical : entrying into the classroom and getting students to work. The main aim of the thesis is the systematic study of the activity of trainee teachers of secondary school in a situation of autonomous use of NéoPass@ction. Its secondary aim is the exploratory study of the influence of this autonomous video-enhanced training on teaching activity in the classroom. The thesis thus aims to (i) investigate the modality of autonomous videoenhanced training, an empirically original object; (ii) contribute to the knowledge of activity and of learning conditions for teachers in video-enhanced situations, that are mainly studied from intermediate objects and rarely in a fine-grained and holistic way; (iii) feeding a design-in-use process of NéoPass@ction; and (iv) make technological propositions for the design and implementation of video-enhanced devices and training sessions. Six trainee teachers participated in the study by two autonomous uses of NéoPass@ction, forty-five minutes each, and by hosting the researcher three times in their classroom. Four types of data were collected: observation data (i) of video-enhanced training activity (dynamic screen captures) and (ii) of teaching activity (video recordings); and interview data (iii) of re-situation using digital traces of the video-enhanced training activity and (iv) self-confrontation to classroom recordings. The results (i) identify typical structures of different levels in the organization of the activity in the situations of NéoPass@ction use; (ii) show matches between activity expected by the designers and actual activity performed by the teachers, but also offsets motivating design developments; (iii) model a typical learning process (iv) articulating exploration sequences (device-oriented) and inquiry sequences (work-oriented), (v) involving various levels of mimetic immersion corresponding to various types of inquiry, (vi) opening inquiry sequences consisting in the joint and spontaneous identification and evaluation of significant couplings [issue / action], (vii) resulting in the typification of the couplings perceived and evaluated as viable and “enviable”, and (viii) that can foster vocational growth and generate significant echoes in teaching situations. A first level of overall discussion of the results mobilizes primarily semiotic and narratological concepts and presents completed and possible design arrangements of NéoPass@ction; a second level repositions the results in the state of empirical and technological art and makes propositions for video-enhanced design.

A necessidade urgente de mudanças no Ensino Médio do Brasil motivou o pesquisador desta tese a propor mudanças na forma tradicional de se trabalhar a Química com os estudantes. Com a evolução das tecnologias de informação e comunicação, é necessário que o cidadão seja incluído na cultura digital para que possa fazer parte da sociedade globalizada dos dias atuais. Assim, também é tarefa da escola a busca da inclusão dos sujeitos nessa cultura digital. A utilização das novas tecnologias é importante e deve ser considerada quando se planejam atividades de aprendizagem com os alunos da Escola Básica. O principal objeto de pesquisa dessa tese foi o estudo dos processos cognitivos que envolvem aspectos da aprendizagem da Química com o uso dessas tecnologias. Procurou-se verificar como uma Arquitetura Pedagógica orientada para os alunos, contendo atividades experimentais, produção de vídeos e elaboração de modelos digitais no ambiente Squeak-Etoys, pode contribuir para a construção do conhecimento químico. Entende-se a Arquitetura Pedagógica como um conjunto de estratégias, dinâmicas de grupo, softwares educacionais e ferramentas de apoio à cooperação que possam favorecer a aprendizagem. A análise dos processos vivenciados pelos sujeitos da pesquisa foi fundamentada pela Epistemologia Genética de Jean Piaget. A partir das análises dos dados da pesquisa, pretende-se propor orientações para as ações pedagógicas com o uso de ambientes digitais, onde ocorram processos nos quais os sujeitos possam representar, ampliar e consolidar o seu conhecimento científico. / The urgent need for changes in high school in Brazil led the researcher of this thesis to propose changes in the traditional way of working with the chemistry students. With the development of information and communication technologies, it is necessary that the public is included in the digital culture that may be part of the global society of today. Thus, it is also the school's task to find the inclusion of subjects in digital culture and use of new technologies is important and should be considered when planning activities for learning with students from the Basic School. The main object of this thesis research was to study the cognitive processes that involve aspects of the learning of chemistry with the use of these technologies. It is found as a pedagogical architecture oriented students, containing experimental activities, production of videos and digital models in the development of digital environment-Squeak Etoys, can contribute to the construction of chemical knowledge. The Pedagogical Architecture means as a set of strategies, group dynamics, educational software and tools to support cooperation to promote learning. The analysis of the processes experienced by the subjects of the research was motivated by the Genetic Epistemology of Jean Piaget. From the analysis of data from the research aims to propose guidelines for the teaching activities with the use of digital environments, where processes occur in which the subject may pose, extend and consolidate their knowledge.

A necessidade urgente de mudanças no Ensino Médio do Brasil motivou o pesquisador desta tese a propor mudanças na forma tradicional de se trabalhar a Química com os estudantes. Com a evolução das tecnologias de informação e comunicação, é necessário que o cidadão seja incluído na cultura digital para que possa fazer parte da sociedade globalizada dos dias atuais. Assim, também é tarefa da escola a busca da inclusão dos sujeitos nessa cultura digital. A utilização das novas tecnologias é importante e deve ser considerada quando se planejam atividades de aprendizagem com os alunos da Escola Básica. O principal objeto de pesquisa dessa tese foi o estudo dos processos cognitivos que envolvem aspectos da aprendizagem da Química com o uso dessas tecnologias. Procurou-se verificar como uma Arquitetura Pedagógica orientada para os alunos, contendo atividades experimentais, produção de vídeos e elaboração de modelos digitais no ambiente Squeak-Etoys, pode contribuir para a construção do conhecimento químico. Entende-se a Arquitetura Pedagógica como um conjunto de estratégias, dinâmicas de grupo, softwares educacionais e ferramentas de apoio à cooperação que possam favorecer a aprendizagem. A análise dos processos vivenciados pelos sujeitos da pesquisa foi fundamentada pela Epistemologia Genética de Jean Piaget. A partir das análises dos dados da pesquisa, pretende-se propor orientações para as ações pedagógicas com o uso de ambientes digitais, onde ocorram processos nos quais os sujeitos possam representar, ampliar e consolidar o seu conhecimento científico. / The urgent need for changes in high school in Brazil led the researcher of this thesis to propose changes in the traditional way of working with the chemistry students. With the development of information and communication technologies, it is necessary that the public is included in the digital culture that may be part of the global society of today. Thus, it is also the school's task to find the inclusion of subjects in digital culture and use of new technologies is important and should be considered when planning activities for learning with students from the Basic School. The main object of this thesis research was to study the cognitive processes that involve aspects of the learning of chemistry with the use of these technologies. It is found as a pedagogical architecture oriented students, containing experimental activities, production of videos and digital models in the development of digital environment-Squeak Etoys, can contribute to the construction of chemical knowledge. The Pedagogical Architecture means as a set of strategies, group dynamics, educational software and tools to support cooperation to promote learning. The analysis of the processes experienced by the subjects of the research was motivated by the Genetic Epistemology of Jean Piaget. From the analysis of data from the research aims to propose guidelines for the teaching activities with the use of digital environments, where processes occur in which the subject may pose, extend and consolidate their knowledge.

A necessidade urgente de mudanças no Ensino Médio do Brasil motivou o pesquisador desta tese a propor mudanças na forma tradicional de se trabalhar a Química com os estudantes. Com a evolução das tecnologias de informação e comunicação, é necessário que o cidadão seja incluído na cultura digital para que possa fazer parte da sociedade globalizada dos dias atuais. Assim, também é tarefa da escola a busca da inclusão dos sujeitos nessa cultura digital. A utilização das novas tecnologias é importante e deve ser considerada quando se planejam atividades de aprendizagem com os alunos da Escola Básica. O principal objeto de pesquisa dessa tese foi o estudo dos processos cognitivos que envolvem aspectos da aprendizagem da Química com o uso dessas tecnologias. Procurou-se verificar como uma Arquitetura Pedagógica orientada para os alunos, contendo atividades experimentais, produção de vídeos e elaboração de modelos digitais no ambiente Squeak-Etoys, pode contribuir para a construção do conhecimento químico. Entende-se a Arquitetura Pedagógica como um conjunto de estratégias, dinâmicas de grupo, softwares educacionais e ferramentas de apoio à cooperação que possam favorecer a aprendizagem. A análise dos processos vivenciados pelos sujeitos da pesquisa foi fundamentada pela Epistemologia Genética de Jean Piaget. A partir das análises dos dados da pesquisa, pretende-se propor orientações para as ações pedagógicas com o uso de ambientes digitais, onde ocorram processos nos quais os sujeitos possam representar, ampliar e consolidar o seu conhecimento científico. / The urgent need for changes in high school in Brazil led the researcher of this thesis to propose changes in the traditional way of working with the chemistry students. With the development of information and communication technologies, it is necessary that the public is included in the digital culture that may be part of the global society of today. Thus, it is also the school's task to find the inclusion of subjects in digital culture and use of new technologies is important and should be considered when planning activities for learning with students from the Basic School. The main object of this thesis research was to study the cognitive processes that involve aspects of the learning of chemistry with the use of these technologies. It is found as a pedagogical architecture oriented students, containing experimental activities, production of videos and digital models in the development of digital environment-Squeak Etoys, can contribute to the construction of chemical knowledge. The Pedagogical Architecture means as a set of strategies, group dynamics, educational software and tools to support cooperation to promote learning. The analysis of the processes experienced by the subjects of the research was motivated by the Genetic Epistemology of Jean Piaget. From the analysis of data from the research aims to propose guidelines for the teaching activities with the use of digital environments, where processes occur in which the subject may pose, extend and consolidate their knowledge.

Made available in DSpace on 2016-03-15T19:42:14Z (GMT). No. of bitstreams: 1 Priscila Zanganatto Mafra.pdf: 6993187 bytes, checksum: 2c4ea29fea7f002e08b5bae032968687 (MD5) Previous issue date: 2012-02-29 / This research was developed from an inquietude to investigate the interrelationships of Education, Arts, Culture and Technology in the spaces that go beyond the universe of the classroom. Transformations are investigated in the museum institution, covering the interactive museums, including the Football Museum and the Catavento Museum, preceding the focus of this study which lies on the research in the Portuguese Language Museum. Would it be a cultural mediator through its digital environments and interactive relationship with the public? What is the reaction of visitors when facing the Portuguese Language Museum and its digital environments? To answer those questions, under ethnographic inspiration, the research was conducted involving field observations of environments and visitors, involving interviews with museum professionals, and a participation in different educational activities promoted by the Portuguese Language Museum, besides documental research and research in the cyberspace, through the museum s website and social networks. The registers were made from the language of "words" and "images , analyzed, classified and interpreted from, based on the theoretical study. The wondering and use of the Portuguese language, the interactivity and cultural mediation in digital environments, show that the learning and enjoyment depend on the interest and participation of each visitor of the Museum of the Portuguese Language, which, in its environment and actions invite and provoke their audience to interact. / Essa pesquisa foi desenvolvida partindo da minha inquietação em investigar as inter-relações entre Educação, Arte, Cultura e Tecnologia nos espaços que vão além do universo da sala de aula. Investigo as transformações na instituição museu até os Museus Interativos e descrevo, brevemente, o Museu do Futebol e o Museu Catavento. Porém, o foco desse estudo deu-se na investigação no Museu da Língua Portuguesa. Será ele um mediador cultural através de seus ambientes digitais e da relação interativa com o público? Qual a reação dos visitantes ao se depararem com o Museu da Língua Portuguesa e seus ambientes digitais? E o que as reações frente ao MLP geram nos visitantes? Para responder tais questões, partindo do método etnográfico, realizei pesquisa de campo para observações dos ambientes e dos visitantes, entrevistas com profissionais do Museu, e participei de diferentes ações educativas promovidas pelo MLP. Também acompanhei o MLP no ciberespaço, pelo seu website e nas redes sociais. Os registros foram feitos a partir da linguagem de palavras e de imagens , analisados, classificados e interpretados a partir dos referenciais teóricos estudados sobre o uso e reflexão da língua portuguesa, a interatividade e a mediação cultural nos ambientes digitais.

Querelle des anciens et des modernes - striden mellan det gamla och det moderna, är en vetenskaplig essä om de krockar som kan uppstå i den dagliga verksamheten när förståelsen brister gällande elevers relationsskapande och identitetsskapande online. Relationsskapandet och identitetsskapandet sker både i spel och i chattfunktioner i digitala miljöer. När förståelsehorisonter skiljer sig mellan vårdnadshavare, elever och pedagoger påverkas möjligheten till att lösa konflikter som sker online då samsynen brister. Alla konflikter går inte att lösa, däremot, kan vi arbeta med att förebygga att liknande situationer uppstår igen genom ett interkulturellt och empatiskt förhållningssätt, även att bjuda in elever i lärprocesser med utgångspunkt i deras intresse för att våra förståelsehorisonter ska närma sig varandra. I våra två gestaltningar får ni följa med in i två olika konfliktsituationer som har startats mellan elever online.I Angelica W:s gestaltning startar en konflikt i spelet Minecraft där en elev får sin värld förstörd av kamrat. Händelsen leder till att eleven brottar ner sin kamrat. Angelica W för samtal med eleverna, läraren och vårdnadshavare där förståelsen krockar när det kommer till spelandet. I Angelica O:s gestaltning har konflikter eskalerat under en längre tid mellan elever i chatten WhatsApp och offline. Berättelsen fokuserar på en konflikt där en elev utesluter en annan elev och skickar kränkande meddelanden. Vi har valt essäskrivande som forskningsmetod och där undersökningen och denhermeneutiska analysen av våra handlingar utgår från en svårbedömd handlingssituation. Den veten-skapliga essän syftar till att pröva och tänka högt i skriftlig form. Prövande i att utforska och reflektera över vårt agerande i de olika situationerna som vi har hamnat i vår yrkespraktik.Uppsatsen har en utgångspunkt i Hans-Georg Gadamers teorier om förståelsehorisonter och fördomar. Vi har till stor del även använt oss av Jonna Hjertström Lappalainen och hennes texter som har en tydlig grund i reflektionens värde samt Elza Dunkel, som är docent i pedagogiskt arbete och hennes arbete kring barns och ungas nätanvändning. / Querelle des anciens et des modernes - the battle between the old and the modern, is a scientific essay about the clashes that can occur in daily activities when understanding is lacking regarding student rela-tionship creation and identity creation online. When the horizons of understanding varies between guardians, students and educators it affects the opportunities to solve conflicts that occur online because of the lack of consensus. All conflicts can’t be solved, however, we can work to prevent similar situa-tions from occurring again through an intercultural and empathetic approach, even inviting students in learning processes based on their interest, which is approaching horizons of understanding each other.Relationship creation and identity creation take place both in online games and in chat functions in the digital environments.In our two dilemmas you can follow along into two different conflict situations that have been started between students online. In the scenario of Angelicas W:s a conflict emerges in the online game Mine-craft where a student gets it world destroyed by his classmate. The event leads up to that the student strikes down his classmate. In the scenario of Angelica O, conflict has been escalating during a longer period between students in the chatting-app WhatsApp and offline. The story is focused around a conflict where one classmate excludes another and sends demeaning messages. We’ve chosen essay writing as an exploration method and where the study and the hermeneutical analysis of our actions is based on a difficult to assess action situation. The scientific essay aims to test and think loudly in written form. Trying to explore and reflect on our actions in the various situations that we have encountered in our professional practice. The essay is based on Hans-Georg Gadamer theo-ries on understanding-horizons and prejudices. We have for the most part also used Jonna Hjertström Lappalainen and her texts which have a clear foundation in the value of reflection and Elza Dunkel who is a teacher in educational work and her work on kids and young people’s habits and understanding of the online world.

Social network sites (SNSs) have become ubiquitous around the globe and interwoven with all aspects of life. In this article, I will argue that the communicative infrastructure of SNSs, i.e., all SNS-elements that allow users to communicate, is a key element for understanding their impact as it creates environments in which users, their behaviors, and social interactions are embedded. These digital environments facilitate and encourage fundamental mechanisms of implicit learning from feedback as well as observation in an unprecedented way. I will discuss how these technologybased learning environments impact the mental health of their users, e.g., by linking negative online feedback to depression and following influencers to disturbed eating. The article ends with a conclusion that emphasizes the advantages of understanding SNSs as environments in order to reflect the complexity, relevance, and ubiquitousness of the phenomenon.